Sections: Working with preschoolers

1. Educational: To reinforce the knowledge of small folklore forms in children.
2. Developing:
To develop love for Russian folk nursery rhymes, songs.
3. Educational:
Foster sympathy for the toy in children, encourage them to communicate with it. Cultivate emotional responsiveness.

Preliminary work: Reading nursery rhymes, looking at pictures, learning lullabies, jokes.

Demonstration material: Toys: Vanya doll, cat, dog. Wooden spoons, bowls, Russian traditional toys. The interior of the Russian hut, napkins, musical instruments.

Methods and techniques:

1. Surprise moments.
2. Games aimed at organizing children's activities with an imaginary object.
3. Use of musical instruments.
4. Onomatopoeia.

Course of the lesson

Children enter the "Russian hut", examine (a stove, a table, a bench, there are bowls, toys, wooden spoons on the table). Guests are greeted by a teacher in national dress:

Already you, dear guests, are welcome,
You are welcome - come in.
How cozy it is in our room
In the early hours the stove is heated
The cat washes his paw
Our tale begins.

There is a cradle. Vanyusha is sleeping in the cradle.

Leading: We came to visit Vanechka. And where is Vanechka? (Approaching the cradle) He is still asleep. Morning has come, the sun has risen. Let's wake up our Vanya too.

Children: Let's wake up.

Leading:

Vanya-Vanechka, wake up, come down from the crib
Do you hear, the cock shouted, wake up my friend. (The cockerel shouts.)

How did the cock cry?

Children: Ku-ka-re-ku!

Leading:

Here the cockerel woke up, the hen stood up.
Wake up my friend, get up my Vanechka.
Stretch, stretch, wake up quickly. (Pour some water into a basin.)
Come out, voditsa! We came to wash.

(Vanya washes her face, read the nursery rhyme.)

Water, water! Wash my face!
To make your eyes shine, to make your cheeks redden,
So that the mouth laughs and the tooth bites.

(Children talk with the teacher.)

Leading: Vanechka washed up, let's play nice with him?

Children: Yes. Let's play.

(They sing and stage the song "Ladushki" in chorus.)

Okay, okay.
Where were you? - By Grandma. (Clap their hands.)
What did you eat? - Koshka.
They drank yogurt. (They carry their fingers over the palm of your hand.)
We ate the porridge.
Shu! - flew! (They wave their hands, depicting birds.)
They sat on the head,
Sat down - sat down (Put their hands on their heads.)
Flew away! Yes! (Depicting birds, they scatter around the hall.)

Leading: How well you sing and play fun. Are you tired? We will rest a little and cook porridge.

We'll feed our Vanya. Take spoons and bowls.

(Children take spoons and bowls.)

Leading:

Cook, cook, porridge,
Cook, cook, little one,
Porridge, porridge,
Kashka is a kid
We cooked the porridge -
Vanya was fed.

Children: children feed the doll and say:

This spoon for mommy, this spoon for daddy
This is a spoon for grandfather, this is a spoon for grandma
This is a spoon for you.
Grow big, like that!

(Raise the doll up.)

Leading: Vanya played with us and ate porridge. He is a little tired, he needs to rest. Let's put Vanechka in the cradle and sing him a lullaby.

(Children swing the cradle and sing a lullaby.)

Hush, Little Baby, Do not Say a Word,
Bayu my Vanechka
Come, kitty, sleep
To roam our Vanya,
Download our Vanechka,
Download, lull
Sleep, sleep
Take it easy
Hush, Little Baby, Do not Say a Word.
Buy my Vanechka.

Leading: Hush, hush, our Vanya is already asleep. Let's move away, let's not wake him up. In parting, I will treat you to delicious gingerbread. (The teacher gives the children a basket of gingerbread, go to the group.)

Topic: "Acquaintance with the small form of oral folk art - nursery rhymes"

Target:

To acquaint children with the nursery rhyme as a genre of oral folk art, exercise in color recognition (red, green)

Material: 2 dolls, a table and a chair for a doll, hats for performances, a diaper, a dog, a tray with apples and cucumbers, a nursery rhyme CD disk (chicken, cabbage, Zainka dance ...) a treat

The course of the lesson.

Guys, guests have come to us. Doll Dasha and children of the second younger group (greeting)

And they came to us to see what kind of toys you have and how you play with them. Do you know that a long time ago, when your grandparents were little, they did not have toys, they did not have such beautiful books as yours. And so the parents made the toys themselves. And so that the children would not be bored, they came up with small funny songs, which they began to call nursery rhymes. Now we will show you how you can play with a doll and a dog. I will wrap the doll in a swaddle and put her to bed, saying a nursery rhyme:

Bayu-bye, byu-bye,

You dog, don't bark,

Whitepaw, do not whine,

Don't wake up our baby.

The dark night does not sleep

Our baby is afraid

You dog, don't bark,

Don't scare our baby!

In the morning, washing the doll, we say:

Water, water,

Wash my face

To make your eyes shine

To make your cheeks turn red

So that the mouth laughs,

To bite a tooth.

And now we will show our guests how we sing and dance

Nursery "Hen-Frog"

Nursery "Cabbage"

And for staging a nursery rhyme "Zainka, walk ..." we will put on bunny ears

Well done! Everyone liked the way you sang and danced. Guys, you know that it is customary to treat guests. Now we will treat Dasha with apples. Here are apples and cucumbers on my tray. Now you will come up to me in turn, take one apple from the tray and treat Dasha. Well done! And I will treat our guests with bagels. Our lesson is over. Dasha will visit other children and tell how you taught her to play. (children say goodbye to guests)

Target. Introduction of children to oral folk art.
Tasks. Recall a familiar fairy tale based on visual images. To form the ability to hear and answer questions about the plot of a fairy tale, to distinguish animals by their appearance, and to name them correctly. To develop attention, memory, thinking, the ability to guess riddles, fine motor skills.
To cultivate friendliness, interest in fairy tales, in joint creative activities, the desire to help a friend who is in trouble. To consolidate the ability to roll out lumps from plasticine.
Material and equipment: napkins, plasticine, boards, oilcloth.
Preliminary work: reading and retelling of the fairy tale "Kolobok".

Course of the lesson:

Educator: Do you guys like fairy tales? Today we will remember a Russian folk tale. And which one you yourself can guess.

Illustration: house at the edge of the forest.

At the edge of the clearing in a small hut, a table stands on a thick leg, next to a chair by the window, two barrels under the table, this is how we see the house. Who lives there, answer? Children's answers.
Grandfather and grandmother lived together. They lived, were, did not grieve, and loved tea with dryers.

Illustration: grandfather and grandmother are drinking tea.

And then one day, the grandfather says to the woman: "Bake me a woman ..." listen to the riddle.
He is scraped along the box,
He is swept along the bottom,
He has a rosy side
He's funny ... (Gingerbread man)
Who is this? Children's answers.
What is the name of our fairy tale? Children's answers.
The grandmother went to the barn, scrubbed and brushed, and finally baked it.

Illustration: the bun freezes on the window.

She put it on the window, decided to cool it. He lay down, he lay down as he cooled down and ran away. Straight from the shelf, over the threshold ... And a bun rolled through the forest, without roads. He left his grandmother, he left his grandfather.

Illustration: the bun rolls along the path.

Rolled, rolled the bun and rolled to visit us (takes a kolobok out of the basket)... Look guys, bun, which one? Children's answers.

Ouch! Ouch! Guys, the bun is hot! He just came out of the stove, let's blow on him, and he will cool down.

Breathing exercises.
"Bubbles". Children take a deep breath through their noses, inflate "cheeks - bubbles" and exhale slowly through a slightly open mouth. Repeat 2-3 times.

Guys, the bun invites us on a journey through a fairy tale. Let's go after him and see who he meets in the forest. To get into the fairy tale, we need to walk along the path.

Illustration: A path in the forest along which a bun rolls.

The bun rolls along the path, and towards him….
In summer she rides in a gray fur coat,
And in winter in a white fur coat
Long-eared runaway,
Little coward.
He is afraid of everyone in the forest -
And a bear and a fox
Only now, for sure,
Not afraid of Kolobok. (Bunny)
Who is this? Children's answers.

Illustration: bun and hare.

Guys, look at the bunny, what is his soft fluffy coat, what do you think he loves, is there a bunny? Children's answers.
Guys, the bunny invites you to do exercises with him.

Physical education
Bunny is cold to sit
You need to warm your paws
Feet up, feet down
Pull up on your toes
We put our paws on the side,
On toes skok-skok-skok
And then squat down
So that your paws do not freeze
Jump zainka much
He jumped ten times.
Guys, while we were doing exercises with you, the bun rolled away from the bunny.
Let's catch up with him.

He rolled there,
Where I have never been.
He rolled, didn't get bored
And I met someone ...
I came out of the bushes to meet him, guess the riddle
He is in the cold forest.
He walks, angry hungry.
Everyone is afraid of him, he loves to bite. (Wolf)
Who is this? Children's answers

Illustration: gingerbread man and wolf.

Guys, do you remember what the wolf said to the bun? Children's answers.
And what song did the bun sang to the wolf? Children sing a kolobok song.
And the bun rolled on.
On the path in the forest, we met a big beast.
Walks in the forest without fear,
He loves to cry with a soul.
He is of all the heroes of a fairy tale,
The thickest and largest. (Bear)
What a miracle, what a beast? Children's answers.
The bear wanted to eat the kolobok, but it was not there - it was, the bear kolobok was not frightened, sang a song to him, and rolled on.
He didn't want to be dinner
Jumping and jumping along the path,
The bun rolled away.
This beast, even though he wanted to eat,
Yes, I was out of work:
Because of clubfoot feet
Kolobok could not catch.
And, the bun rolled on, singing a song.

Illustration: bun and fox.

We met a fox
Curious eyes
Hid behind a hemp
A bright red light
And calmly observes:
Who walks in her forest?
I saw a kolobok
Eyes sparkled
In a fairy tale, this beast is bad,
Pretended to be deaf.
He left his grandfather,
And he left his grandmother.
Only, unfortunately, in the forest,
Met a sly Fox.
Guys, what kind of fox? Children's answers
The fox asked the kolobok to sing a song for her, and then he said:
Gingerbread man, you gingerbread man,
You have a rosy side
Sit on my nose
Do it all again.
Guys, the fox wants to eat the kolobok, let's help him. Let's drive the fox away.

Children chase the fox away with the words:"Go away, fox, don't eat the kolobok"

Well done boys. You helped the kolobok escape from the fox. And now let's make a friend for the kolobok so that he would return to his home with him, and he would not be bored to walk through the forest. But first, let's warm up our fingers:
Finger gymnastics
The dough was quickly kneaded (open and close palms)
Divided into pieces (simulate plucking)
Roll out all the pieces (three hands on one hand)
And they blinded the balls (showing two cams).

Productive activity: Children sculpt "Kolobok".

Guys, let's give a kolobok to a friend. Let us remind him to never run away from home again, because walking in the forest alone is very dangerous.
Children say goodbye to the bun.
What fairy tale did we travel? What is it called? Whom did the gingerbread man meet on his way? Children's answers.

Topic: "Acquaintance with a small form of oral folk art - nursery rhymes"

Target:

· Give the concept of oral folk art.

To acquaint children with nursery rhyme as a genre of oral folk art

· Help remember a new nursery rhyme.

Material: doll, basin, bucket, ladle, toys (bunny, dog)

The course of the lesson.

Guys, look, the doll Tanya came to visit us. (Greeting)

And Tanya came to us to play with you and see what toys you have (the guys show toys) Tanya likes your toys. Do you know that a long time ago, when your grandparents were little, they did not have toys, they did not have such beautiful books as yours. And so the children made toys themselves. And so that the children would not be bored, the people came up with small funny songs, which they began to call nursery rhymes. Let's play with Tanya and tell her what nursery rhymes we know. (the doll was wrapped in a diaper, we put it in the bed and the children tell the nursery rhyme):

Bayu-bye, byu-bye,

You dog, don't bark,

Whitepaw, do not whine,

Don't wake up our Tanya.

You dog, don't bark,

Don't scare our Tanya!

Guys, it's time for Tanya to get up, let's wake her up together. (children help to wake up the doll) The teacher picks up the doll.

And now, guys, let's ask some water to help us wash and cheer Tanya. (children read the nursery rhyme.):

Water, water,

Wash my face

To make your eyes shine

To make your cheeks turn red

To make the mouth laugh

To bite a tooth.

And now, guys, I'll show you who came to visit us today - it's a bunny. And now the bunny and I will tell you a new nursery rhyme. (the teacher takes a toy-hare and reads the nursery rhyme "Zainka, walk ..." (in abbreviated form) during which the hare "performs" actions corresponding to the text).

Zainka, walk around,

Gray, walk

Like this, like that.

Zainka, stamp your foot,

Gray, stamp your foot,

Like this, here and there, stomp

Zainka, dance

Gray, dance

That's it, that's it, dance.

Zainka, bow down,

Gray, bow down,

Like this, here you go, bow down!

(Children repeat 2 times)

Well done! The bunny liked the way you read the nursery rhyme about him. And now it's time for our guests to leave, Tanya and the bunny will go to visit other children. (children say goodbye)

Lesson summary for the first junior group on the development of speech using small forms of folklore.

Topic. "Let's help the cockerel to call the sun"

Tasks: 1. Continue to acquaint children with small folklore forms;

2. Cause children to enjoy the repetition of nursery rhymes with the teacher;

3. To contribute to the formation of expressive intonational speech of children of early preschool age.

Equipment and materials: Bibabo doll "Petushok", media installation.

Course of the lesson:

Educator: Guys, let's join hands and smile at each other. (sit on the chairs) The cockerel is heard singing Educator: Guys, who shouts "ku-ka-river?" Children: Cockerel. The teacher offers to call the cock. Children call: "Cockerel, cockerel - golden comb, come to us" (the cock does not come out) Educator: How do you need to say hello to the cockerel so that he understands us? How does the cock cry? (Children's answers) Children call the cockerel: "Ku - ka - re - ku!" (a cockerel appears from behind the screen) Educator: Hello, Petya-cockerel! Guys, look what a handsome Cockerel? What is this for the cockerel? (The teacher shows parts of the body and asks several children to answer) Children: (Beak, eyes, head, wings, tail, comb)

Educator: This is how important the cock walks. Come on and we sound like a cockerel. (Children imitate the movements of the cock, together with the teacher tell the nursery rhyme).

Ponytail with patterns

Boots with spurs,

Little white feathers

Red scallop.

Who is that on the peg?

(children in chorus) Cockerel!

Educator: Cockerel, we know a nursery rhyme about you. Do you want to listen? Let's tell the cockerel a nursery rhyme.

Cockerel, cockerel,

Golden scallop,

Butter head,

Silk beard,

Don't you let the kids sleep?

Educator: Cockerel.

Why don't you let the kids sleep? Cockerel: And this, I wake up the sun so that the children in kindergarten do not oversleep! Educator: Why are you sad, Cockerel? Cockerel: I forgot the song that I wake up the sun with. Educator: yes, it's sad, isn't it guys? Children, do you think we can help Cockerel? How? (children's answers) That's right, we can introduce Petushka to a new song about the sun. Do you want to know with which one? But first, let's think about it and tell you what kind of sun? (children's answers) Educator: Right, guys. The sun is so big (shows). Here is so warm (hugs himself with his arms). The sun has such rays (shows). And as children, the sun smiles at us, show us. Well done!

Educator: Now listen, I'll read you a nursery rhyme (Reading the nursery rhyme is accompanied by a slide show)

Sunshine, sun

Look out the window

Shine a little

I'll give you peas!

Educator: Let's guys repeat the nursery rhyme. (children repeat the nursery rhyme several times.) Educator: Cockerel, now you try. (the cockerel does not utter the last line of the nursery rhyme) Guys, did the cockerel read the nursery rhyme correctly? Who will help him? (the teacher asks several children to repeat the nursery rhyme). Now let's all together with the cockerel. Well, cock, can you handle it? Cockerel: I'll try now.

The cockerel reads the nursery rhyme and an iridescent sun appears on the screen. Educator: The sun came out? Did you guys manage to help Petya the cockerel? How did we help him? (children's answers) Did you like the new nursery rhyme? Cockerel: Thank you guys, and I really liked your nursery rhyme, I promise that I will not forget it. And so that you do not feel sad in cloudy weather, I give you this sunshine bunny (In the group, a sun bunny appears from a flashlight or mirror). Goodbye! Educator: guys, let's play with the sun bunny

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

Introduction.

1. Development of children's speech in the research of psychologists and educators.

2. Speech. Types of speech.

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

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 the literature, with which the child first meets, should introduce him "into the world of folk thought, popular feeling, folk life, into the realm of the national spirit." Such literature, which introduces a child to the spiritual life of his people, is, first of all, works of oral folk art in all its genre diversity.

Folklore - folk art, most often oral; artistic collective creative activity of the people, reflecting its life, views, ideals, principles; created by the people and existing among the masses of poetry (legend, songs, ditties, anecdotes, fairy tales, epics), folk music (songs, instrumental tunes and plays), theater (dramas, satirical plays, puppet theater), dance, architecture, visual and arts and crafts. By their content and form, works of folklore best meet the tasks of upbringing and development of a child, and are adapted to children's needs. Gradually, imperceptibly, they introduce the kid into the element of the folk word, reveal his wealth and beauty. They are a sample of speech. But also K.D. Ushinsky noticed that families know less and less rituals, they forget songs, 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).

Nowadays, this problem is becoming even more urgent.

Lack or lack of time for parents to develop communication with children, as well as lack of attention to the content of the baby's speech, the lack of its activation by the parents - leads to problems in the development of the speech of children.

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 young age. Preschool age is a period of active assimilation by a child of the spoken language, the formation and development of all aspects of speech: phonetic, lexical, grammatical. Full knowledge of the native language in preschool childhood is a prerequisite for solving the problems of mental, aesthetic, moral education of children. The earlier the teaching of the native language begins, the freer 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 the 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 the mainstream of 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 benefit 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 acquainting children with folk art.

1. Development of children's speech in the research of psychologists and educators

The direction of work on the development of special means of literary and speech activity by preschoolers involves acquainting children with the means of artistic expression, mastering grammatical culture, developing dialogical and monologic 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 entire people, and not the personal thinking of one person,” is reflected, that “by the gigantic force of the collective it is possible to explain the unsurpassed and to this day deep beauty of myth and epic based on the perfect harmony of the idea with the 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 lifestyle, and those that accompanied the conditions of forced labor in a class society.

The results of research by psychologists, teachers, linguists have created the preconditions for an integrated approach to solving the problems of speech development in children. (L. S. Vygodsky, A. N. Leontiev, S. L. Rubinstein, 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 directions of science clearly prove how great is the role of properly organized communication in speech development.

Therefore, an integrated approach is important when solving the issue of the development of speech and speech communication in kindergarten (an adult with children and children with each other, both in class and outside of class). Adults should provide for a significant increase and enrichment of the opportunities for participation in verbal communication of each child, while full-fledged 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 closely related to the development of consciousness, cognition of the surrounding world, and the development of the individual as a whole. At preschool age, a process of familiarizing and mastering the language of their people, amazing in its importance for the development of the child, takes place. The child learns his native language, first of all, imitating the lively colloquial speech of others. The treasury of the richest Russian language opens before him in brilliant works of oral folk art. Perfect examples of him - proverbs, riddles, fairy tales - he not only hears, but also repeats and assimilates. They are included in his language, of course, in the content accessible to him. The spoken language 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 will the child's language be lively and bright.

A great place is given to the development of dialogical speech through the communication of the educator with children, children with each other in all areas of joint activity and in special classes. Dialogue is viewed 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 dialogical relations, which are manifested in the readiness to meet with a partner, in accepting him as a person, in the attitude towards the answer of the interlocutor, in expectation of mutual understanding, agreement, sympathy, empathy, assistance.

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

In dialogue with peers, to a greater extent, you have to focus on your own partner, given his (often limited) capabilities, therefore, arbitrarily building your utterance using contextual speech.

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

Types of speech: dialogue and monologue are two main types 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 vividly, artistically and, which is very important, understandable even for the little ones. A gratifying phenomenon: in recent years, interest in folklore has increased. Society seemed to have felt the life-giving power of renewal, it can be gleaned from the inexhaustible sources of the nationality. Nationality is the priority of the folklore genre. The main feature of folklore forms is an introduction to the eternally young categories of motherhood and childhood. It is no coincidence that the word "folklore", being of English origin, is literally translated as folk wisdom.

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

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

Thus: oral folk art is fraught with inexhaustible opportunities for the development of speech skills, it allows you to stimulate 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 followingareas of work:

1. Familiarization of children with everyday 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 mastery by children of elements of folk crafts, primarily local (Khokhloma, Gorodets, Semenov painting).

It must be remembered that the selection of folklore and ethnographic material should be subject to the need to solve a two-pronged task: first, to show the originality and unique originality of folk culture in its specific phenomena and to teach to understand the artistic language with which the meaning of folk rituals, fairy tales, round dances is expressed, costumes, utensils, etc.; secondly, to prepare the child for the further development of different types of culture as components 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 social feelings in children.

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 that are closest to them, enlivening the pedagogical process.

4. 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 world around him.

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

Efficiency implementation of these directionsdepends on a number of points:

1. Creation of an environment in a preschool institution that ethnographically corresponds 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 of children, which creates a natural environment for familiarizing children with the national culture and culture of other peoples, developing a feeling of love for their land, for the people inhabiting it, sympathy and friendly attitude towards people of other nationalities.

4. Organization of non-standard, informal, 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.

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

Thus, consistent direct familiarization of the child with the spiritual heritage of the people provides for the organic relationship 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 a young child can hardly be overestimated.

Small forms of folkloreare the first works of art,that the child hears: listening to the words of the nursery rhyme, their rhythm, the baby plays in the little hands, stomps, dances, moves to the beat of the spoken text. This not only amuses, pleases the child, but also organizes his behavior. The use of small folklore forms is especially effective 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 her movements with reading a nursery rhyme. The correct selection of nursery rhymes helps to establish contact with the baby, to awaken in him a feeling of sympathy for a still unknown person - a caregiver. With the help of folk songs, nursery rhymes, you can bring up in children a positive attitude towards the regime moments: washing, combing, eating, dressing, going to bed. Acquaintance with the folk nursery rhyme broadens the horizons of children, enriches their speech, forms an attitude towards the world around them. The task of the educator is to help the kids with 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 childrenpreschool agefolklore does not lose its educational impact. It is in 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 a little person gets from the nature of his native land, in the details of life, the customs 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 assimilation forms an interest in it, revives 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 reliability and at the same time elevates the ordinary, enriches the child's speech.

The educational possibility of folk culture, as A.A. rightly notes. Danilov, is 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. Primacy here is given to folklore material, its moral essence. An appeal to the vast and rich world of Russian culture is especially necessary because it has a life-giving and purifying effect on the little person. Having drunk from this pure spring, he gets to know his native people with his heart, becomes the spiritual heir of its traditions, which means that he grows up as a real person (2, p. 7).

Fairy tales play a special role in the moral education of a child. They help show children: how friendship helps to overcome evil ("Winter"); how the good and the peace-loving win ("The Wolf and the Seven Kids"); that evil is punishable ("The cat, the rooster and the fox", "Zayushkina's hut"). Moral values ​​are presented more specifically 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 the Motherland). The ideal for the child is a distant perspective to which he will strive, comparing his deeds and actions with the ideal. The ideal acquired in childhood will largely define him as a person. The tale does not give direct instructions to children (such as "Obey 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 tale. Moral education is possible through all types of folk tales, because morality is originally embedded in their plots (8, p. 31).

Practice shows: 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 assess 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 that universal means that allows you to tell them about the negative in life without moral and emotional damage and draw parallels with modern reality (14, p. 124).

One of the tasks of moral education iseducation 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 a child. Works of folk art can serve as an effective means of forming a positive, emotionally colored attitude towards various aspects of social life, fostering love for their native land under the following conditions: if familiarization with folk art is an integral part of the general system of familiarizing preschoolers with the phenomena of social life; if a selection of works of folk art has been carried out that is most conducive to the education of the beginnings of patriotic feelings; if children have formed the ability to distinguish 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 the heroes in the name of liberating their native land, their people from evil, violence, from enemies and foreign invaders - contributes to the disclosure of ideas of patriotism.

The emergence of children's interest in various examples of folk art can be considered as an indicator of an emerging feeling of love for their native land, its history, nature, and 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 carry 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 characteristics of oral creativity, but also fosters a deep interest in the analysis of these features, an understanding of the value of the folklore of each nation, which is determined by the presence of common experiences, aspirations, common moral positions (21, p. .sixteen).

Volkov G.N. notesthe cognitive role of folklore:“Fairy tales, depending on the topic and content, make the listeners think, lead to thought. Often the child concludes: "This does not happen 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 meaning. But fairy tales contain informative material directly. It should be noted that the cognitive meaning of fairy tales extends, in particular, to individual details of folk customs and traditions, and even to everyday little things ”(3, p. 122).

Listening to works of folk art gives children the opportunity to understand the ethnopsychological characteristics of people, learn the traditions and customs of peoples, get acquainted with the way of life and way of life. So, using the example of the well-known and beloved fairy tale "Kolobok", you can acquaint children not only with the traditional food of the Russian people (kolob) and the recipe for its preparation, but also expand their ideas about the life of the Russian people, explain the concepts of "barn", "bottom", "Yarn". 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 language (it can be demonstrated that languages, like their speakers, i.e. peoples, can be similar, related, and may differ from each other). (15, p. 24,26)

In folklore, the idea of ​​a harmonious relationship between man and nature is clearly visible, 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. A round dance is one of the folk festive actions, which is entirely connected with nature, since this action was always held in nature. In this way,environmental education, fostering love for naturecan also rely on folk pedagogy (12, pp. 42-44).

Oral folk art is not only the most important source and means of developmentall sides of children's speech, but also plays a huge role in the education of preschoolersinterest in native speech.It helps to feel the beauty of the native language, develops the imagery of speech. KI Chukovsky in his book "From two to five" said that "all kinds of folk songs, fairy tales, proverbs, sayings, riddles that make up the favorite mental food of preschoolers, best of all introduce the child to the basics of folk speech." In addition, he noted that “a fairy tale improves, enriches and humanizes the child's psyche, since a child listening to a fairy tale feels like an active participant in it and always identifies himself with the tempo of its characters, who are fighting for justice, goodness and freedom. This active sympathy of young children with the noble and courageous heroes of literary fiction is the main educational meaning of the tale ”(22).

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

4.2. Features of works of folklore.

E.I. Tikheeva, E.A. Fleerina also believed that folklore provides excellent examples of the Russian language, imitating which, a 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 a metaphor. It serves as a means of achieving the greatest expression and picturesqueness. The language of riddles is no less rich. A wide range of pictorial and expressive means is used here to encode images of objects and phenomena (4, p. 16). These features attract children to small folklore genres.

In folk games, there is a lot of humor, jokes, competitive fervor; movements are precise and imaginative, often accompanied by unexpected funny moments, tempting and beloved children counting rhymes, drawing lots, nursery rhymes. They retain their artistic charm, aesthetic value and constitute the most valuable, unique play folklore. Folk games are imaginative, so they mainly attract preschool children. (5, p. 5.8).

G.N. Volkov highlights the mostcharacteristic features of fairy tales: nationality (fairy tales reflect the life of the people, the peculiarities of their worldview, and also cultivate their formation in children); optimism (fairy 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 collisions and struggle); imagery (the main character usually reflects the main features of the folk character: courage, hard work, wit, etc.); amusement (subtle and cheerful humor); didacticism (fairy tales of all peoples are instructive and edifying) (3, p. 125, 126) These features of fairy tales make it possible to use them in solving pedagogical problems, in the system of upbringing of preschoolers.

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

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

5.1. Types of oral folk art.

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

Children's folklore of the Russian people is unusually rich and varied. It is represented by a heroic epic, fairy tales, and 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, and little pest.

Lullabiessoothe, tune the child to rest; affectionate, gentle, quiet. People call them bikes. This name comes from the verb "bayat, bayit" - to speak. The ancient meaning of this word is "whisper, speak." Lullabies received such a name for a reason: the most ancient of them are directly related to the conspiracy song. Over time, these songs lost their ritual character, and their plots were chosen as their "hero" of the cat, as it was believed that the peaceful purring of the cat brings sleep and peace to the child.

Pestushki - small songs for the first games of the child with fingers, hands, legs, accompanying the first children's conscious movements ("There is a horned goat ...", etc.) According to the rules of folk pedagogy, in order to educate a physically healthy, cheerful and inquisitive person, it is necessary to maintain joyful emotions in the child during the waking hours. Due to the simplicity and melodiousness of the sound of the little dogs, children, while playing, easily remember them, acquiring a taste for a figurative, well-aimed word, learning to use it in their speech. Some pestushki, becoming more complex, developing the game beginning, go into the genre of nursery rhymes.

Nursery rhymes. Their main purpose is to prepare the child to learn about the world around him while playing. They begin to be used in the second year of a child's life, when he already has a primary vocabulary. In most cases, nursery rhymes are associated with movement, 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 an artistic word, and this is, as it were, a preparatory stage for further perception of a fairy tale. In addition, nursery rhymes develop children's imagination, awaken interest in new word formations.

Change nursery rhymes jokes. These are rhymed expressions, most often of comic content, used to decorate speech, in order to amuse, amuse, make oneself and one's interlocutors laugh. With their content, they resemble small fairy tales in verse. As a rule, a joke contains a picture of some bright event, rapid action. 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 shifted. They are based on improbability, fiction. However, by doing so, they help the child to establish in his thinking the true interconnections of living activities, strengthen his 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 own "ancestor" in the work of adults. Strife, clashes, enmity, fist fights, 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 the imaginary and real shortcomings.

Each teaser is charged with exceptional emotional power. Often teasers condemn sneaking, gluttony, laziness, and theft. However, in the children's environment itself, the custom of teasing provoked protest - they said about teasing lovers: "Teasing is a dog's snout."

Tongue Twisters teach you to speak clearly, quickly and correctly, but at the same time remain a simple game. This is how they attract children. Tongue twisters combine one-root or consonant words: Outside - grass, on the grass - firewood; The cap is not sewn in a Kolpakov style, it is necessary to repack it and repack it. It is difficult to decide who the creator of these tongue twisters is - children or adults. Some of them are unlikely to be created by children.

Surprisingly poetic Russian riddles , simply and colorfully telling about specific natural phenomena, about animals and birds, economy and life. They contain rich fiction, wit, poetry, the figurative structure of lively colloquial speech. Riddles are a useful exercise for the mind. The riddle introduces the child into 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 invention, the more difficult the riddle is 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 actual qualities of the object being conceived.

Proverbs and sayingsrepresent laconic, 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, generalizing the historical social and everyday experience, vividly and in depth characterizing different aspects of human life and activities, 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 a morality developed by many generations. A proverb is a short, figurative saying (or comparison), which is characterized by incompleteness of the statement. Unlike a proverb, a proverb 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 behavior, moral norms. A short dictum, full of wisdom and humor, is remembered by children and affects them much stronger than any moralizing and persuasion.

Russian folk outdoor gameshave a centuries-old history, they have survived and have survived to this day from ancient times, passed down from generation to generation, absorbing the best national traditions. In all folk games, a love for fun, daring, honor, competitive fervor, a desire to possess strength, dexterity, endurance, speed and beauty of movements, as well as ingenuity, endurance, resourcefulness, invention and willpower, are manifested, characteristic of a Russian person.

Counting room closely related to the folk game. The task of the reading room is to help prepare and organize the game, divide the roles, and establish a queue for the start of the game. The counting room is a rhymed rhyme, consisting mostly of invented words and accords with emphasized strict adherence to the rhythm.

Round dances. It has long been the favorite entertainment of young people in Russia. They began to dance in circles in the spring, when it became warm and the ground was covered with the first grass. In a round dance, dance, play, and singing are intertwined. The round dance songs clearly reveal the moral and aesthetic ideals of the youth - our ancestors (the young man is looking for a "friendly bride", "and a spinner, and a weaver, and a housewife to the house").

Russian folk songoffers the child a wide range of poetic associations. White birch, rustling in the wind, overflowing 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, 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 fairytale 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 moral and ethical norms of behavior in society. The plot of the fairy tales unfolds rapidly, and the happy ending of the fairy tale corresponds to the cheerful outlook of the child. An important feature of fairy tales is that their heroes 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 a child before he learns to understand the complexity of other deeds and actions.

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

But besides this, preschoolers need to be introduced to the creativity of other peoples (fairy tales, songs, proverbs, games, etc.). In folklore works, both specific features of national art and those in common with the creativity of other peoples should be reflected. 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 form (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, p. 15,16)

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

From adults to children’s life, oral sentences. These are short, usually poetic addresses to animals and birds, a ladybug, bees; to the mouse with a request to replace the old, lost 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 can I live?" The cuckoo is kukuet, and the children are counting.

No less ancient than the calendar children's folklore,play choruses and play 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 can also contain the "conditions" of the game, determine the consequences if these conditions are violated.

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

Working with babies the teacher makes extensive use of small folklore forms. Appropriately read nursery rhymes, riddles, counting rhymes improve the mood of children, bring a smile, develop interest in cultural and hygienic skills. The teacher also conducts special classes introducing children to the works of folklore. Kids are very fond of folk games accompanied by song accompaniment Karavai "," Geese-swans "," Magpie-white-sided ", etc.). They also acquaint children with the first fairy tales ("Chicken-Ryaba", "Turnip", "Kolobok", etc.).

In the middle groupthe teacher continues to acquaint children with the works of Russian folk art, and above all with fairy tales (Russian folk: "Fox with a rolling pin", "Zhikharka", "Geese-swans" and others, Ukrainian fairy tale "Rukavichka", etc.). They acquaint children with folk art in the classroom, where they explain why the tale is called folk, at leisure evenings, at special festive matinees, where older preschoolers are the main participants, but children of the fifth year of life can also read nursery rhymes, lead round dances, and sing songs.

In the older groupthe teacher plans classes specifically devoted to Russian folk art. In addition, it is advisable to get acquainted with folklore outside of class: in the evening, during a walk in the forest or on the lawn, the children sit around the teacher, and he tells them a fairy tale, makes riddles, 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 apt short expressions that ridicule laziness, praise courage, modesty, hard work; explains when it is appropriate to use a proverb and a proverb. Familiarizing children with proverbs can be part of a familiarization or language development activity. In the older group, children begin to familiarize themselves with oral folk art not only of the Russian, but also of other peoples. Children will learn that the well-known fairy tale "Rukavichka" is Ukrainian, "Light Bread" is Belarusian, and the funny song "Where does the sun spend the night?" established in Armenia.

With works of folklorechildren of the preparatory groupthey get to know each other mostly outside the classroom. A special place is given to acquaintance with sayings and proverbs. The educator no longer only explains their content, hidden meaning, possible use cases, but also teaches you to correctly and appropriately use one or another saying. In the preparatory group, children continue to be introduced to folk songs, to more serious, deep-seated 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, preceding reading or telling - 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 in 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 familiarization with oral folk art.

Traditionally, it is customary to highlighttwo forms of organizing work with folklore in kindergarten:

1. Reading and storytelling in class:

One piece;

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

Combining works belonging to different types of arts;

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

Reading as part of a speech development or outreach class.

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

6.1. Methods of familiarization with folklore in the classroom.

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

When familiarizingwith small folklore genresthe educator should pay attention to the following:

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

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

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 result is created. The show can be fragmentary or complete. Dramatization of the work using visual aids helps to gain the best understanding of the content. During the reading of the work, a dynamic emphasis is placed on fragments of the text ("oil head" - this particular part of the toy is set in motion, etc.).

4. During the dramatization and listening to the text, the child's effective participation should be encouraged and stimulated: call the cockerel, etc.

5. With the emotional presentation of the work, you need to encourage children to cognitive activity: the surprise of the appearance, the intonational expressiveness of speech. It is necessary to draw the child's attention to the fact that the same character may 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. An obligatory rule is multiple full reading of the work. Each repetition should be no less fun than the first acquaintance.

8. Repetition of a 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 correctness of the use of proverbs and sayings both in his speech and in the speech of children. 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 the content and meaning of it, whether he knows when it should be used.

2. Then a 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: to come up with a fairy tale, story, speech situation, where one of the heroes could appropriately use this proverb or saying. When children have accumulated a certain supply of proverbs and sayings, you can offer them to choose proverbs that correspond to the content and idea of ​​a certain fairy tale (2, pp. 66-67).

Methodology for familiarization with fairy tales:

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

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

Show a fairy tale with toys (tabletop theater);

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

3. Alekseeva M. M., Yashina V. I. propose to use verbal methodological techniques in combination with visual:

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

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

5. You can end the fairy tale with the well-known endings: "Here the fairy tale is over, but whoever listened - well done", the purpose of their use is to make the child understand that the fairy tale is over and distract him from the fantastic. Proverbs that fit the content of the tale can also serve as endings, this will consolidate the impression of what he heard and teach the child to use figurative folk expressions at the right place (2, p. 68).

6. R. Khalikova revealed the originality of the techniques influencing the moral, patriotic, international education of preschoolers in the process of familiarizing themselves with folklore:

The figurative perception of proverbs and fairy tales deepens if children are simultaneously familiarized with decorative items of folk life, the national costume of the Russian people and the people of other nationalities.

The inclusion of questions in a conversation about fairy tales, 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 characteristics of oral creativity, but also to foster a deep interest in the analysis of these features, an understanding of the value of the folklore of each nation; children should be led to understand that different peoples in fairy tales evaluate the actions of the 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 various creative activities of 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).

Methodology for familiarization with riddles:

1. At the initial stage, 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 pictorial means. To do this, you can offer the children two riddles for comparison, ask which of them they liked best and why. Suggest to find a definition for a word that denotes a guess.

3. Later, when children master 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 when organizing various types of activities.

In preschool childhood, as you know, the leading type of activity is a game in which all cognitive processes develop. Folklore is widely usedin dramatization games.Dramatizing a song, a nursery rhyme, and later a fairy tale, the child uses their language. What he initially 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 connects 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 so. (18, p. 83.).

The technology of using a fairy tale in dramatization games:

Stage 1 - acquaintance with a fairy tale (storytelling, conversations, watching filmstrips, videos, viewing pictures and illustrations);

Stage 2 - knowledge must be emotionally perceived by the child, therefore, an emotional feedback is required (retelling, table theater, mobile 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 plotting, preparing the necessary environment for creative play, acting out the plot of a fairy tale (6, p. 21)

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

motional and creative lessons based on one of the types of oral folk art; plot physical culture lessons with "interspersion", "interweaving" of fairy tale elements (carried out in the form of a "motion" story);

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

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

integrated physical education, 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 the physical development of children, but also, according to E.A. Pokrovsky: "... children's outdoor games, taken from the treasury of folk games, correspond to 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 of 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 it is possible to highlight some features characteristic of the organization and conduct of a folk game:

Explaining a new folk game in which there is a beginning (counting room, singing room, drawing of lots), 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 the boring stenciled acquaintance with the game element. Guys, listening to the rhythmic combination of words, when repeating, easily remember the beginning.

When explaining the narrative folk game, the educator preliminarily tells about the life of the people whose game they are going to play, shows illustrations, household items and art, interests them with national customs, folklore (5, p. 8, 9).

A special role in introducing a child to folk culture is played byfolklore holidaysas a means of expressing national character, a vivid form of recreation for adults (teachers and parents) and children, united by joint actions, common experience. Folk holidays are always associated with the game, therefore, the content of the holidays in kindergarten includes various folk outdoor games, 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 lyric songs and ditties, demonstrating how the life of a person, 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, performing songs and dances to their accompaniment. Scenes, a puppet theater based on folk songs, nursery rhymes, fairy tales are also widely used. The main difference between folk dramatic actions (games, round dances, scenes) is the combination of words, tune, performance, which is accompanied by appropriate gestures and facial expressions. Much attention should be paid to costume, the use of decorations (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 acquaintance with the oral folk art of the Russian and other peoples arouses a steady interest in folklore, contributes to the development of speech activity in preschool children.

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

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

The reading circle at this age is mainly composed 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 word, rhythm, intonation, melody and movement. 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 build the upbringing and educational process at the preschool educational institution in accordance with the Childhood program. The main task that we set when introducing children to folklore is to open the world of verbal art to the child, to foster interest and love for oral folk art, the ability to listen and understand, to emotionally respond to imaginary events, to “promote” and empathize with the heroes, ie. lay the foundation for the literary development of children. The implementation of this task is associated with the upbringing of children's abilities and skills to aesthetically perceive the 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 of organized activities of children, joint activities of children and adults outside of classes, and 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 the story or reading of an adult; memorize and recognize a familiar piece during repeated listening; recognize characters in illustrations, toys; memorize the texts of folklore works.

In the classroom for acquaintance with the social and natural world, we also introduce the works of oral folk art or consolidate their content. The main task is to develop the speech of children with the help of folklore, 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 by word, actions, gesture the content of works, picking up words and lines of familiar works (1st quarter), and later (2nd and 3rd quarter) to read some of them by heart.

Consolidation of folklore material also 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 culture classes, we widely use the content of nursery rhymes, songs, fairy tales familiar to children. Such plot activities are very interesting for children, the physical activity of children increases. Kids are very fond of finger, outdoor 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 the games.

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

When planning, we try to coordinate 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 characteristic of kids for countless repetition, “working out” the same text, it becomes necessary to create conditions on a daily basis for children to meet with familiar works in different everyday situations (washing, dressing, etc.), in the joint activities of adults and children outside of class (observation; game, practical, problem situations; different types of games; viewing books, illustrations, albums, etc.). The consistency of this activity in kindergarten and family plays a special role.

With this approach, a single educational content, being repeated, in different forms and types of activity, is better comprehended and mastered by children.

The integration of all forms and types of children's activities, the implementation of this approach is also helped by thematic planning of the content of the educational process. The topic is planned for 1 - 2 weeks, is reflected in the content of classes, planned, educational and educational situations; in games; observations; music, the teacher's communication 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: examining 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 during the first reading; we read works without resorting to clarity; we use additional visual material, imitations; insert the child's name into the text. Repetition of two or three poetic texts in one lesson brings children joy, creates a positive emotional mood.

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

8. Pedagogical conclusions.

In the process of performing the work, we examined the role of oral folk art in the development of 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 a child gets acquainted with 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 folklore in patriotic and international education, in fostering love for the Motherland, for its great people and interest in people of other nationalities. Folklore gives the child wonderful 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 "rituals". Oral folk art has an activating effect on:

Speech sound stream, the child separates speech from all other signals, gives it preference, separating it from noise and musical sounds;

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

The figurativeness of folklore makes it possible to convey a large semantic content to the consciousness of preschoolers in a laconic form. This is the special value of the artistic word as a means of cognizing the world around, speech development of children.

By means of oral folk art, children develop an active attitude to 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 multiple repetition of elements, the ease of memorization, the ability to play around and independent participation attract children, and they are happy to use them in their activities. Therefore, teachers must acquaint children in each age group with the works of oral folk art in accordance with the "Program", ensure that the child assimilates their content and correct understanding. Listening to a nursery rhyme, fairy tale or 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 folklore 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, preschoolers, parents to folklore, on the ability of teachers to competently build a pedagogical process aimed at full-fledged mastering of oral folk art by children. From early childhood groups to school, children need to be introduced to folklore 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, is an expert in folk games, songs, dances, fairy tales.

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

Distribute folklore material evenly throughout the school year;

Provide 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;

To fix the studied material in a timely manner, to avoid haste, overload of 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 classes on familiarization with folklore are unusual, interesting for children, so that the spirit of the nationality reigns there.

5. In the process of acquaintance with folklore, it is very important to implement educational tasks, to 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 just the beginning of life. And let, at the very beginning, this path will be illuminated by the sun of folk art.

I believe that the prospects for further work are the continuation of the use of the accumulated material for the all-round development of preschool children.

Bibliography.

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

3. Volkov G.N. Ethnopedagogy: Textbook. for stud. wednesday and higher. ped. study. institutions. - M .: Publishing Center "Academy", 1999. - 168p.

4. Gavrish N. Using 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 .: Education, 1988 .-- 239 p.

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

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

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

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

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

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

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

21. Ushinsky K.D. A native word. Collected Works, Moscow: 1974.

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

Work plan for the year

Folklore is folk art, artistic collective activity of the people, reflecting their life, views and ideals. Folklore, translated from English, means "folk wisdom, folk knowledge." Folklore works (fairy tales, legends, epics) help to recreate the characteristic features of folk speech, melodic and melodious.

THE IMPORTANCE OF FOLKLORE FOR THE ARTISTIC AND AESTHETIC DEVELOPMENT OF YOUNG CHILDREN: If folklore appears in a child's life from the first days, when his character and abilities are already laid down. It promotes both the development of speech and moral education. The language of nursery rhymes and songs is distinguished by imagery, richness, laconism. The melodic sound and rhyme help children memorize words, and sound combinations will allow them to quickly master correct and beautiful speech, even if it consists of phonetic structures that are difficult to pronounce. The saturation of songs and nursery rhymes with bright and well-aimed expressions greatly enriches the child's speech.

The main goals and objectives of the project: To create a system of work to familiarize children with the origins of Russian folk culture. Create conditions for independent reflection of the acquired knowledge and skills by children. To foster interest and love for Russian national culture, Use all types of folklore (fairy tales, songs, nursery rhymes, chants, proverbs, sayings, riddles, round dances) for the development of speech, since folklore is the richest source of cognitive and moral development of children. Acquaintance of children with folk holidays and traditions, folk games.

Stages of the project implementation in the period October-November stage: In the classes on the development of speech, the children looked at the pictures of Vasnetsov Y. Stage 2: In their free time, they read the works of folk applied art to the children (Magpie-white-sided; Chiki-check-check allochka; Horse, mice drive round dance.) Stage 3: A special environment has been created in the group in order to familiarize children with folk culture, folk art. Mini library with paintings and works of folk art. Stage 4: In their free time, we learned nursery rhymes with the children: Bird, White-sided Magpie. Stage 5: Spent leisure time in a group ("Kolobok" puppet theater) Stage 6: Conducted a lesson on the development of coherent speech of children using works of fiction and art. Stage 7: We spent literary leisure with the use of works of fiction and art "Ryaba Chicken". Stage 8: Preparation of the presentation, analysis of the work done.

SOFTWARE CONTENT
- Teach children to listen to a story and try to complete phrases using visuals.
- Help to understand the content of the tale.
- Teach the clear pronunciation of words from a fairy tale.
- Learn to pronounce words clearly, correctly name the toys shown.
- Recognize animals by sound.
- Onomatopoeia to animals, to form the correct pronunciation of the sounds "M", "M" ".

Consolidation of the Russian folk tale "Kolobok" using a flannelgraph. Consolidation of nursery rhymes and poems by A. Barto. (Children 1 ml. Group 2-3 years).

MATERIAL: flannelegraph, pictures based on the fairy tale "KOLOBOK" for flannelegraph. Toys - bun, bunny, bear, cockerel, cat, horse, bull.

LITERATURE:
- Russian folk tale "Kolobok"
- Poems by A. Barto from the cycle "Toys"
- The smallest in the d / garden "ed. V. Sotnikova (pp. 39, 76, 89, 106, 111)

PROCESS OF THE LESSON

Children (D) are included in the group together with the teacher (C).

Q: Children, let's go with you to the fairy forest today.
On a flat path
Our feet are walking
Our feet are walking
Do not get tired at all.
Here the kids will dance
Spin around in place
They will sit down and rest.

(children follow each other, putting out their legs, making a spring, moving their hands, spinning).
Q: Oh, look kids, who is it?
D: Gingerbread man.
Q: But we know a fairy tale about you, do you want us to tell you? (The gingerbread man nods).
Listen here:
Everyone sits down in a row, let's play well. Prepare ears, eyes, let's start
our tale.
(Children sit down, the teacher begins to tell a fairy tale, the children add, and the teacher puts pictures on the flannelgraph).
Q: Kolobok, do you want to come with us? (Gingerbread man nods)
(The teacher takes a kolobok with him)
--- We walked, walked, so we got into a fairy forest. (Crying is heard somewhere)
Q: Who is crying there? (Goes to the bunny) Who is this sitting?
D: Bunny.
Q: He's kind of sad, lonely. And ... I guessed, this is the same bunny from the poem by A. Barto. Guys, let's remember this rhyme. (Children read a rhyme in chorus). We must feel sorry for him, let's stroke him. Or maybe we'll take the bunny with us? And on the way, we'll find a house for him. (Children go up to the bunny, stroke him, then answer in the affirmative).
Q: Do you want all together to play the game "Bunnies galloped across the forest lawn ..." (the game is repeated 2-3 times)
Q: Bunny walked through the forest, and the bear slept in its den.
Closer the hare ran up and called the hares to him.
The bear heard and let's roar:
"Who here dares to make such noise?" (Children jump, V. Imitates the actions of a bear, calls to her baby hares and shakes her finger)
Q: But the bear woke up. Bear, don't swear, don't make a noise, does your head hurt or what? Better listen to a rhyme about yourself. (D. reads the verse "The clubfoot bear ...", imitating the actions of the bear).
Q: Mishutka, so what are you going to do here alone? Better come with us, we’ll find a house where they will cure you. Let's go further through the fairy forest. (Take a bear with them)
Our legs are walking on a flat path,
Through a puddle - jump, through a hole - skip,
Boo - fell. Where did we end up?
And ... before us is a fabulous teremok. I wonder who lives in it? (Grandmother comes out of the house - a funny girl, sits on a tree stump, knits).
V. and D. - Hello! (Everyone greets together)
Q: We walked through a fairytale forest and now, we wandered to your little house.
B-Z: Hello kids (puts knitting aside). My name is Funny Granny. Are you tired? So sit down, and I'll tell you with whom I live in the house. Want to?
D: Yes (sit down on the bench).
B-Z: Since everything here is fabulous, let's play. When you hear a sound, you must guess the animal that makes it. And then you will understand with whom I live. (rooster crowing) Who is this?
D: Cockerel.
B-Z: Let's sing a song about him? (They sing the song "Petya, cock - golden comb"). (The sound of a cow is heard)
BZ: And who is this?
D: Cow.
B-Z: Yes, but I have a bull, he does that too.
Q: And we know a rhyme about the bull. (Children recite a verse) (cat sounds)
B-Z: Did you find out who?
D: Cat.
Q: Children, tell us about the cat that went to market (Children read the nursery rhyme "The cat went to the market ..." we start the sound of a horse)
B-Z: And you know this animal?
Q: Shall we tell you about the horse? (Children tell "I love my horse").
B-Z: So you guessed all my animals. Well done!
Q: In the meantime, we were walking through the magic forest, we met a bun (the cat was rolling along the road), the Bunny (the cat was thrown by the hostess) and a clubfoot bear (with a bump on its forehead). Maybe Grandma is Funny, can you take them with you? After all, they will be better with you.
BZ: Of course.
Q: Children take a bun, a bunny and a bear and introduce them to other animals. Look and pet everyone. (Children petting animals)
Q: It's good here with you, but it's time for us to say goodbye. As they say: "Away is good, but at home it is better!" (gathers all the children around him)
B-Z: And I'll help you get home quickly. Here, I have a magic ball, he will show you a short way. (Rolls the ball towards the door)
V. & D. Thank you and goodbye! (They go along the thread to the game "We stamp our feet ..") This is how we walk - look!
Raise the legs - one, two, three!
How the legs walk - top, top, top!
Straight along the track - top, top, top!
(Children leave the group)

Lesson - acquaintance with folklore works in 1 junior group.
Tasks:
Continue to acquaint children with folklore works that tell about a cockerel, a hen, and chickens.
Expand orientation in the environment. Form cognitive activity.
Encourage children to perform play actions as shown by the teacher.
To cultivate a kind attitude towards animals.
Preliminary work:
1. Memorizing nursery rhymes.
2. Consideration of illustrations in the books "Nursery".
Methodical techniques:
1. Target message (riddle about the cat).
2. Reading nursery rhymes about a cat.
3. Fine motor skills (lacing boots).
4. A trip to visit the cockerel by train.
5. Reading nursery rhymes about cockerel, chicken, chickens.
6. The game "Hen and Chickens".

Course of the lesson:
Educator: Guys, listen to the riddle: "Soft paws, and there are scratches in the paws, screams" meow. "
Children: Cat.
Educator: Right. But he came to visit us. At night, the cat catches mice, and during the day it warms up in the sun and purrs. How does he purr?
Children: Mur-mur-mur.
Educator: Let's read a nursery rhyme about our cat:
Like our cat,
The coat is very good
Like a cat's mustache of amazing beauty,
The eyes are bold, the teeth are white.
Educator: And now, Lena will read about the pussy:
Pussy, pussy, pussy scatter.
Don't sit on the path
Our baby will go
Will fall through the pussy.
Educator: Children, the pussy invites us to visit the cockerel, but before we go, let's help him lace up the boots that he brought us. (children sit at tables and lace up).
Well done, we coped with the task, now you can go to visit the cockerel. Let's go by train, I will be a steam locomotive, and you are all trailers. Wheels clattered, "chukh-chukh-chukh, the train is racing at full speed." Have arrived. And here the cockerel meets us "ku-ka-re-ku".
Children tell nursery rhymes about a cock and a chicken, playing with their fingers.
Cockerel, cockerel, golden comb,
Butter head, silk beard,
That you get up early, sing loud songs,
Don't you let the kids sleep?
My chicken, my clever girl, here is millet, some water,
Give me a testicle, my clever girl.
Educator: How does a hen call chickens?
Children: Ko-ko-ko.
Educator: What chickens? What kind of chicken?
Children: The chicks are small and the hen is large. Tell a nursery rhyme about chickens.
Chick-chick-chickens, there's water in the tub.
Those who are afraid of me will not give them water.
Here are the chickens running, not afraid of the tubs,
There is a saucer near the tub, they all get drunk.
Children, you are all great, you played well, told nursery rhymes. I am very pleased with you.
1111111111111
Author: Shurygina S.L., teacher of the Combined Kindergarten No. 55 "Wonderful" (Komi Republic, Vorkuta).
Software content:
To consolidate in children the knowledge of works of small folklore forms (nursery rhymes, pestushkas, jokes); to acquaint children with Russian traditional toys; to instill in children sympathy for the toy, to encourage them to communicate with it; to develop love for Russian folk nursery rhymes, little dogs. jokes; educate communication skills, the desire for cooperation.
Material: wooden spoons, beautiful handkerchiefs, bowls with small spoons, Russian traditional toys, cockerel toy.
Preliminary work: learning nursery rhymes, pestushki, jokes, lullabies, folk games.
Methods and techniques: surprise moments; games aimed at organizing children's activities with an imaginary object; the use of expressive means of speech; the use of musical visualization.
Course of the lesson:
Children, dressed in Russian folk costumes, enter the "Russian hut" and sit on benches around the table. On the table on a tray are handkerchiefs and spoons, wooden toys.
Educator: Hello, my dears! Hello my dear ones! And our boys are like clear falcons! And the girls are like scarlet flowers! Are you comfortable? That's good! Today I want to show you how you can find a toy in the objects that surround us. A long time ago, when there were no shops, and everything was bought at bazaars and fairs. The children had as many toys as you have now. Children invented toys for themselves.
The teacher picks up a handkerchief from a tray on which there are various wooden toys. Children examine them and play with them. The teacher invites them to make a toy for themselves.
Educator: Here I have a spoon and a handkerchief, I will now make a doll.
The teacher takes a handkerchief, puts it on the table and wraps a wooden spoon with eyes in it. He asks the children to make a doll for themselves.
Educator: So we have a doll. Let's each call their doll a name, pamper her and play with her.
Children call the names of their dolls and sing a lullaby to them with the teacher:
Baiu-baiu-bainki,
Little bunnies
They rocked Katya.
Katya hummed:
Buy-buy! Byu-bye!
Sleep baby, go to sleep!
Educator: Guys, imagine that morning has come, the sun has risen, and we will wake up our doll.
Katya, Katya, wake up!
Get off the crib!
Do you hear, the cock shouted.
Children show a cock with their fingers, the teacher shows a toy cock and sings a nursery rhyme:
Cockerel, cockerel,
Golden scallop,
Butter head,
Silk beard!
That you get up early
You sing vociferously
Don't you let Katya sleep?
How does the cockerel sing?
Children: Ku-Ka-Re-Ku!
Educator:
Here the cockerel woke up,
The chicken got up.
Get up, my Katya!
Stand up, my daughter!
Stretch, stretch.
Hurry, hurry, wake up!
Come out, voditsa!
We came to wash
Water, water!
Wash my face!
To make your eyes shine!
To make your cheeks blush!
So that the mouth laughs!
So that the tooth bites!
Educator: Our doll has woken up, washed and it's time for her to have breakfast. Let's cook a little porridge for her?
Children: Yes!
Children take bowls and spoons.
Educator:
Cook, cook, porridge,
Cook, cook, little one,
Porridge, porridge,
Kashka is a kid.
We cooked the porridge -
Katya was fed.
Children feed the doll.
The teacher reads nursery rhymes with the children:
This spoon is for mommy,
This spoon is for daddy
This spoon is for grandfather,
This spoon is for grandma,
This spoon is for you!
Grow big, like that!
Katya, Katya is small.
Katya is very good.
Take a walk down the path
Stomp, Katya, with your foot.
The teacher invites the children to go for a walk with the doll and play with it.
The game "Doll and Round Dance" is held.
Educator:
I sat down on the gate
Talkative magpie:
"Kra - kra - kra - kra,
It's time for the little one to sleep! "
Doves looked through the windows
"Ghouls - ghouls - ghouls - ghouls,
The little one needs to sleep
So as not to oversleep the morning. "
We need to put our dolls in the cradle and sing a lullaby so that they fall asleep faster.
The teacher and children perform a lullaby.
Hush, Little Baby, Do not Say a Word,
Don't lie on the edge:
A gray top will come
You will be grabbed by the barrel
And drag it into the woods
Under the bush bush;
There the birds are singing
They won't let you sleep.
The little one needs to sleep.
So as not to oversleep the morning.
Educator: Our dolls fell asleep. Let's move away, let's not wake them up. Here's a toy you can make from a simple spoon and handkerchief. Goodbye, I want to treat you, dear guests, with sushi. Eat to your health!
The teacher puts the drying on the fingers of the children, while sentencing:
This finger is a grandfather, (on the thumb)
This finger is a grandmother, (on the index finger)
This finger is dad, (on the middle finger)
This finger is mom, (on the ring finger)
This finger is me!
Here is my whole family! (Children clench and unclench their fists).
The children thank the hostess and say goodbye.
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Folklore lesson for children of the 1st junior group "Visiting Vanya"
Ivanova Teresa Gundynovna, educator
Sections: Working with preschoolers
Tasks:
Educational: To reinforce the knowledge of small folklore forms in children.
Developing: To develop love for Russian folk nursery rhymes, songs.
Educational: To foster sympathy for the toy in children, encourage them to communicate with it. Cultivate emotional responsiveness.
Preliminary work: Reading nursery rhymes, looking at pictures, learning lullabies, jokes.
Demonstration material: Toys: Vanya doll, cat, dog. Wooden spoons, bowls, Russian traditional toys. The interior of the Russian hut, napkins, musical instruments.
Methods and techniques:
Surprise moments.
Games aimed at organizing children's activities with an imaginary object.
Use of musical instruments.
Onomatopoeia.
Course of the lesson
Children enter the "Russian hut", examine (a stove, a table, a bench, there are bowls, toys, wooden spoons on the table). Guests are greeted by a teacher in national dress:
Already you, dear guests, are welcome,
You are welcome - come in.
How cozy it is in our room
In the early hours the stove is heated
The cat washes his paw
Our tale begins.
There is a cradle. Vanyusha is sleeping in the cradle.
Host: We came to visit Vanechka. And where is Vanechka? (Approaching the cradle) He is still asleep. Morning has come, the sun has risen. Let's wake up our Vanya too.
Children: Let's wake up.
Leading:
Vanya-Vanechka, wake up, come down from the crib
Do you hear, the cock shouted, wake up my friend. (The cockerel shouts.)
How did the cock cry?
Children: Ku-ka-re-ku!
Leading:
Here the cockerel woke up, the hen stood up.
Wake up my friend, get up my Vanechka.
Stretch, stretch, wake up quickly. (Pour some water into a basin.)
Come out, voditsa! We came to wash.
(Vanya washes her face, read the nursery rhyme.)
Water, water! Wash my face!
To make your eyes shine, to make your cheeks redden,
So that the mouth laughs and the tooth bites.
(Children talk with the teacher.)
Host: Vanechka washed up, let's play nice with him?
Children: Yes. Let's play.
(They sing and stage the song "Ladushki" in chorus.)
Okay, okay.
Where were you? - By Grandma. (Clap their hands.)
What did you eat? - Koshka.
They drank yogurt. (They carry their fingers over the palm of your hand.)
We ate the porridge.
Shu! - flew! (They wave their hands, depicting birds.)
They sat on the head,
Sat down - sat down (Put their hands on their heads.)
Flew away! Yes! (Depicting birds, they scatter around the hall.)
Host: How good you sing and play fun. Are you tired? We will rest a little and cook porridge.
We'll feed our Vanya. Take spoons and bowls.
(Children take spoons and bowls.)
Leading:
Cook, cook, porridge,
Cook, cook, little one,
Porridge, porridge,
Kashka is a kid
We cooked the porridge -
Vanya was fed.
Children: Children feed the doll and say:
This spoon for mommy, this spoon for daddy
This is a spoon for grandfather, this is a spoon for grandma
This is a spoon for you.
Grow big, like that!
(Raise the doll up.)
Host: Vanya played with us and ate porridge. He is a little tired, he needs to rest. Let's put Vanechka in the cradle and sing him a lullaby.
(Children swing the cradle and sing a lullaby.)
Hush, Little Baby, Do not Say a Word,
Bayu my Vanechka
Come, kitty, sleep
To roam our Vanya,
Download our Vanechka,
Download, lull
Sleep, sleep
Take it easy
Hush, Little Baby, Do not Say a Word.
Buy my Vanechka.
Host: Hush, hush, our Vanya is already asleep. Let's move away, let's not wake him up. In parting, I will treat you to delicious gingerbread. (The teacher gives the children a basket of gingerbread, go to the group.)
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Summary of a lesson on the development of speech with elements of folklore for children of the first junior group.
Topic: "Excursion to the poultry yard."
Program objectives: Continue to introduce children to folklore works that talk about poultry. Make children happy by repeating the familiar nursery rhyme "Our ducks in the morning." Exercise children in onomatopoeia. Develop curiosity, memory, attention, speech. Enrich your vocabulary. Raise a love for pets.
Materials for the lesson: Bird house, soft toys: hen, chickens, rooster, goose, masks with images of chickens, chickens, ducks.
Vocabulary work: Cockerel, hazel-grouse hen, chickens, roof, doors, windows.
Preliminary work: Reading nursery rhymes, singing songs, making riddles.
The course of the lesson.
Educator: Today we will go on an excursion to the poultry yard. We become one after another (locomotive) and let's go! (The teacher sings, the children help. Musical accompaniment).
-The locomotive hummed,
And the trailers were lucky!
Chuh-chuh-chu-chu,
I will rock you far!
Children: - Tu-tu-uu!
Educator: So we arrived at the poultry yard. Let's rest and say hello.
Children sit on chairs in a semicircle.
Communication game:
-Hello, palms! Clap-clap-clap. (Children clap their hands).
-Hello, legs! Top-top-top. (Children stamp their feet).
-Hello, cheeks! Splash-splash-splash.
-Round cheeks! Splash-splash-splash (Children touch their cheeks with their index fingers).
-Hello, sponges! Smack-smack-smack. (Children show sponges).
-Hello, teeth! Click-click-click. (Children show teeth).
-Hello, my nose! BBC. (Children touch their nose with their index finger.)
-Hello, guests! Welcome. (Children spread their arms to the sides).
Educator: Look what a beautiful house is worth! What does the house have? Children: Roof, door, window.
Educator: I wonder who lives in this house? Let's knock: knock knock knock.
Children :: Knock-knock-knock. Who lives in the house?
Educator: Do you hear, someone says: ko-ko-ko? Who is this?
Children: - Hen.
(The teacher takes a chicken out of the house, reads the nursery rhyme).
Chicken is a beauty
She lived with me.
Oh, what a clever girl
There was a chicken.
Sewed me caftans
Sewing boots
Delicious, ruddy
She baked me pies.
Educator: What is the chicken called?
Children: A chicken is a pestle, a chicken is a tarator, a chicken is a ryaba.
Finger gymnastics: "Hen"
Mom the chicken has come (we go with our fingers from the elbow to the hand).
She buried the earth with her paw. (We stroke our palm).
She found the worm (we draw a wavy line on the palm of the hand - "worm").
And I gave it to the chickens (we put our fingers into a fist).
Educator: Hear, someone squeaks: pee-pee-pee.
Children: - Chickens!
(The teacher takes out two chickens from the house. Consider them).
Educator: What chickens?
Children: Small, yellow.
Educator: How do they squeak?
Children: - Pee-pee-pee.
Educator: What does the chicken tell them?
Children: Ko-ko-ko. Don't go far.
Educator: A chicken with chickens invite you and me to take a walk around the yard.
Physical education.
-The chicken went out for a walk,
Pinch fresh grass
And after her, the guys
Yellow Chickens!
"Ko-ko-ko! Ko-ko-ko!
Don't go far!
Paddle with your paws!
Look for the grains! "(Children repeat the movements behind the teacher).
Educator: Let's feed the chicken with chickens. (Children show how to feed by holding out their palm).
Educator: Who else lives in the house? Knock-Knock. (Children repeat: knock-knock-knock).
(I hear ku-ka-re-ku).
Educator: Who screams like that?
Children: - Cockerel.
(A cockerel appears). The children are examining the cockerel.
-We have a loud cock,
In the morning he shouts: “Hello! "
On his feet are boots
Earrings hang on my ears
There is a comb on the head,
That's what he is, cockerel.!
Educator: - What song is he singing?
Children: Ku-ka-re-ku.
Educator: What is the cock's beak?
(Further, the children show a comb, beard, tail, spurs).
Educator: Let's pour seeds for the cockerel too! Peck, cock! (Children repeat: "Peck! Peck!").
Educator: Who else can you meet in the poultry yard? Knock-Knock. Who lives in the house? (Heard: ha-ha-ha).
Educator: Oh, guys, who is there?
Children: - Goose. (A goose appears from the house).
Educator: White geese go to the brook,
White geese lead goslings,
White geese went out to the meadows,
The geese shouted: "Ha-ha-ha."
Educator: How does a goose cry?
Children: - Ha-ha-ha.
Educator: What goose?
Children: - White.
Educator: What color is the beak?
Children: - Red.
Educator: How does he open the beak?
Finger gymnastics.
The goose stands and continues to cackle. (Children show with the fingers of both hands how a goose opens its beak.
He probably wants to pinch.
- Ha-ha-ha! Children: - Ha-ha-ha!
Educator: Let's remember and tell the nursery rhyme:
Our ducks in the morning ... Children: - Quack, quack, quack.
Our geese by the pond ... Children: - Ha-ha-ha.
Our chickens in the window ... Children: - Ko-ko-ko.
Our turkey in the yard ... Children: - Ball-ball-ball.
Our gulenki at the top ... Children: - Gru-gru-gru.
And our Petya will sing to us in the morning ... Children: - Ku-ka-re-ku!
Educator: Whom did we see of the domestic birds?
Children: Chicken - co-co-co, chickens - pee-pee, goose - ha-ha-ha, cockerel - pee-pee.
Educator: We treated the birds with grains, they also prepared a basket with bagels for us (the teacher distributes bagels, reads the nursery rhyme).
Ah, swing, swing, swing,
All the bagels are rolls,
All bagels-rolls
From the heat, from the heat, from the oven!
Educator: Now it's time for us, the kids are leaving! (Children get up one after another, with a train.
The locomotive hummed
And the trailers were lucky!
Chuh-chuh-chu-chu,
I will rock you far! Children: - Tu-tu-uuu!