Report "introducing children to the origins of Russian folk culture". Components of patriotic education
The problem of introducing children to the origins of Russian folk culture is one of the most relevant due to the fact that it is of great importance in the formation of the traditions of the Russian people, folk culture, and customs.
We live in an interesting and difficult time, when we begin to look at many things differently, rediscover and re-evaluate many things.
First of all, this refers to our past, which we know very superficially.
What cared, pleased and disturbed the Russian people, what did they do, how did they work, what did they dream about, what did they tell and sing about, what did they pass on to their children and grandchildren? To answer these questions today means to restore the connection of times, to return the lost values.
To do this, we turned to the origins of Russian folk culture and, above all, folklore. After all, the content of folklore reflects the life of the people, their experience, sifted through the sieve of centuries, spiritual world Russian man, his thoughts, feelings, experiences.
The urgency of this problem is also expressed in the need of our society to resist negative phenomena. social environment in which the next generation is formed.
IN"Federal target program for the development of education"
talks about the need to educate a cultural, creative personality,
able to further find its place in a complex, constantly changing reality, about the emergence of a need for education moral basis the rising generation.
Folk origins turned out to be the basis for the formation of the foundations of morality, which took shape over the centuries, was close and understandable to every Russian for centuries.
Folk art, as a part of material culture, has permanent moral, aesthetic, cognitive value.
Absorbing the historical experience of many generations, it is of great importance for the development of the individual. The works of folk art contain a special educational value influencing the formation of patriotic feelings.
The value of children's folklore lies in the fact that with its help an adult easily establishes emotional contact with a child, emotional communication. Interesting content, richness of fantasy, bright artistic folklore images attract the attention of the child, bring him joy and at the same time have their educational impact on him. Acquaintance with children's folklore develops interest in folk singing, fosters artistic taste, develops the child's speech, forms his moral habits, and enriches children's knowledge of nature. Bright, original, accessible in form and content, incantations, sentences, teasers are easy to remember and can be widely used by children in games. They amuse the child and at the same time teach behavioral skills. The affectionate dialect of folklore works delights not only children, but also adults who use the figurative language of folk poetry to express their care and love. For a child, folk art is accessible and understandable, and therefore interesting.
The main goal of introducing children to the origins of Russian folk culture, we have set ourselves the following:
Deeper study of the culture of the native land and use their knowledge in familiarizing children with the origins of Russian folk culture;
To educate the personality of a child with a basic culture, to form his cultural needs, emotional responsiveness.
Having defined the goal, we set ourselves specific tasks:
to cultivate love for the motherland, for the native land and its history
to attach to the culture and traditions of the Russian people, to educate best qualities inherent in him: diligence, kindness, mutual assistance, sympathy
nurture respectful relationships with other children and adults
to teach to understand the role of the family, one's place in the family, to educate future owners(hostess)
develop values for life
form a feeling dignity as a representative of his people
develop children's creative and intellectual abilities, artistic taste
introduce rich, figurative native language
enrich the speech of children, develop speech culture
to reveal the effectiveness of the use of small folklore forms in different types of children's activities.
We tried to apply the material on folk art in Everyday life children. We picked up a series of nursery rhymes, jokes, finger games, riddles, proverbs, sayings, round dances, folk games and used them in working with children of the middle group in the classroom, in sensitive moments, dramatization of fairy tales, puppet and table theater.
There were also difficulties, for example, there were no appropriate materials and manuals, the surrounding reality did not give the opportunity for real familiarization of children with folk culture.
This is where parents, grandmothers, and employees came to the rescue.
By common efforts, they began to collect material in the corner of the old Russian way of life. Made a portable stove(due to lack of space) , placed household utensils, towels, towels, embroidery ... etc..
Items of folklore were also placed here. applied arts (Gorodets, Khokhloma, Dymka, Gzhel, etc.) . This was due to the fact that it was in such an environment that I wanted to acquaint children with folk crafts throughout Russia.
Now in"hut" began to carry out activities to familiarize children with oral folk art and arts and crafts, to sing folk songs, ditties, chants.
In the future, arrange gatherings with tea drinking from a samovar, treats with cookies"larks" etc.
Folk toys and games with them brought great joy to children. Of particular interest were bright matryoshkas. We tell kids about beauty, brightness, and features of a toy. Gradually bring to the understanding of the concept"folk toy" . Older children got acquainted with its masters, the history of its origin. Younger children are introduced to household items, their names, purpose, ways of working with them, and to older children we explain the historical continuity with modern counterparts. For example, a torch-kerosene - an electric lamp, a roll-cast iron - an electric iron.
In addition, we show the dependence of the use of objects on lifestyle and place of residence.(the poor - with a torch, the rich - with candles; in a wooded area more wooden utensils, and in places rich in clay-clay) .
The organization of such moments implies the activity of the children themselves, since they need to guess what this or that object was for, how it was used. To help children, we make riddles, use proverbs, sayings.
Special attention we devote to expanding the active vocabulary of children, taking into account the fact that often outwardly similar objects have different names(pot, jug, bench, stool..)
For greater accessibility(especially for toddlers) oral folklore works"hut" placed a painted bed with a baby doll. This is how lullabies, nursery rhymes, jokes are played.
To interest children, we use the reception of the presence of a game character. These can be toy animals, most often found in folklore works: a cat, a dog, a cockerel ..., and fairy-tale heroes, and puppet theater characters.
Of course, be sure to include surprise moments(a chest with fairy tales, guests came, a magic chest ...) , play tricks(we go on a visit, overcoming various obstacles, traveling on different modes of transport, helping a well-known character, preparing gifts for someone, transformations, etc.)
In order to introduce children to enough complex concepts, for example, about the role of rituals and traditions in people's lives, about the meaning of sayings and folk signs, we use an excellent technique - a dialogue between the educator and the game character. The educator performs, as it were, a connecting role between the children and the game character. The character, depending on the situation, can act as an expert who teaches children, or maybe vice versa - children teach stupid or lazy, playful or fairy tale character. On such examples, as a rule, educational tasks are also solved. game character does not always behave in the best way: can be capricious, naughty, impolite. Teaching and reasoning with him together with the educator, the children are affirmed in positive behavior, ways of communication.
IN"hut" more interesting and better quality began to take place joint activities to get acquainted with folk arts and crafts. The forms are diverse: integrated, by design, thematic, collective work, organization of exhibitions, folk holidays, entertainment. To increase the efficiency of mastering the technique of drawing, modeling, applications, we use games, game techniques and exercises.(see above) . It is imperative to admire the work done, praise the children, thank them for their work. It is important to learn to analyze your work and the work of your comrades. To do this with the children finished work we hang out, expose, so that each child, having found his work, can compare it with other works, see the advantages and disadvantages. The forms of analysis can be different: the choice of works on the questions of the educator, the comparison of the pattern on the object and the drawing, etc. d.
Practical experience has shown that the selection folklore material must be taken into account age possibilities children. For children of primary preschool age, the so-called"small folklore forms» - riddles, riddles, counting rhymes, short stories. In middle age, along with the complication"small forms" , more and more place should be given to folk tales, proverbs, sayings. With older children, in addition to more complex folklore material, you can use such a form of work as a conversation.
After the completion of a certain segment of the work done, it can be said that the children became interested, their working capacity increased, they began to use proverbs and sayings more and more boldly not only in the classroom, but also in free activities.
The results of the diagnostics carried out showed that the efforts made by the joint work of the educator, music worker, parents.
In our work, of course, we rely on the help of parents, we try to cooperate with them. Therefore, starting to work on the topic, we made a plan of work with parents:
1. Organize consultations on the following topics:
“Where to take the baby on a day off?”
"The role of folk art in the moral education of children"
"Oral folk art is a storehouse of folk wisdom"
2. Involve parents in collecting household items to decorate a corner"huts" in kindergarten
3. Sewing by parents of elements of the Russian folk costume(skirt, kokoshnik, apron)
4. Hold a parent meeting"Gatherings at the samovar" with a discussion of joint work to familiarize children with the origins of Russian folk culture
5. Parents, together with their children, take part in exhibitions and competitions held at the preschool educational institution.
Experience has shown how difficult it is to convey even a short folklore work to the understanding of children, since in sayings, incantations, nursery rhymes, words are often used that have not been found in modern speech for a long time.(sulfur wutitsa, drowned little children, a thief-thief climbed into the barn, climbed into the window, fell into a basket ..) . This requires visual aids.
That is why the organization of a subject-developing environment is so necessary. Therefore, it is impossible to stop there, it is necessary to engage in further replenishment."huts" items of folk life, details of folk clothes, figurative toys-characters, dolls, attracting both employees and parents.
Continue work on the selection of books with folklore works, including folding books and coloring books, cassettes, CDs, as well as costumes, attributes for theatrical performances, sets of postcards, illustrations for nursery rhymes, proverbs, and fables.
- Explanatory note
- Relevance
- Goals and objectives of the program
- Principles of building a program
- Areas of work
- Components patriotic education
- Methods
- Syllabus
- Main thematic areas of the program
10.Thematic planning:
11. Information resources
12. Pedagogical conditions
13. Perspective plan of work with parents
- Diagnostic criteria for assessing knowledge on the assimilation of the program
15. List of references
16. APPENDIX. Methodological support.
EXPLANATORY NOTE.
Additional educational program"Introducing children to the origins of Russian folk culture" is a comprehensive program to familiarize children with the life, life and work of the Russian people, focused on the moral, patriotic and artistic and aesthetic education of children.
This program is based on the program of O.L. Knyazeva, M.D. Makhaneva "Introducing children to the origins of Russian folk culture". In addition, the program is significantly complemented by classes in designing from natural materials and integrated classes in arts and crafts. This program "Introducing children to the origins of Russian folk culture" is a specialized program for the aesthetic education of preschool children, effectively contributing to spiritual and intellectual development, aimed at introducing children to the best traditions decorative and applied art, development of creative abilities of children, acquaintance with the history of folk art. This program is based on the concept of aesthetic education and the development of artistic and creative abilities of children, which are based on the principles of nationality, the integrated use of different types of art. It has a clear structure and takes into account the growth of children's creative abilities. The program is valuable because getting acquainted with arts and crafts, designing from natural materials, participating in calendar holidays, it is easier for children to understand and imagine how people lived in Rus'. The child becomes more and more deeply acquainted with the life and way of life of the Russian people, and this carries inexhaustible opportunities for the development of artistic creativity among preschoolers.
The structure of the program provides for a phased acquaintance of children with arts and crafts. Educational material provided by the program is distributed in a certain sequence, taking into account age and individual characteristics children. The program contains the topics of classes, their program content, a list of materials necessary for classes in teaching children arts and crafts. The material is grouped in separate blocks for each type of folk crafts. Lessons are arranged from simple to complex. Attached is a summary
about the crafts themselves, their history and development, poems, riddles, fairy tales about them. In working with children, technical teaching aids are used.
The program is designed for children from 5 to 7 years old. The program is built on the aesthetic education of preschoolers, combining reliance on cultural tradition and innovative focus.
The program provides for the acquaintance of preschoolers with the folk crafts of Russia and includes an acquaintance with the customs, traditions, work of the Russian people according to the folk calendar, with poetic folk art. Raise interest in folk culture, oral folk art, folk music, folk games and crafts.
This program is aimed at developing children's creative abilities and aesthetic education of children.
Relevance:
- The program has been developed and is being implemented in accordance with the general concept of DOW focused on the formation of the child sustainable value orientation towards self-identification as a creative person, preserving and developing the traditions of national culture. Introducing children to traditional Russian culture is considered as an activity that meets the needs of a modern person, opening the way to the knowledge and self-realization of one's own personality, contributing to the development of a positive model of behavior as a citizen, patriot, successor to the national cultural tradition.
Program goal:
Active familiarization of children with the cultural traditions of the Russian people through the activation of the cognitive activity of preschoolers when introducing children to the Russian national culture.
Program objectives: Educational:
- the formation in children of a respectful attitude to folk culture, traditions, customs of the Russian people, folk art;
- development of communication skills, culture of behavior among peers;
- education of collectivism;
- education of perseverance, accuracy, responsibility.
Developing:
- expanding the horizons of preschoolers;
- development of creative abilities and emotional sphere children.
Tutorials:
- familiarization of children with the life, traditions and customs of the Russian village
- acquaintance with folklore works, national way of life, rituals of holidays, folk psychology.
- the creation in children of a certain stock of Russian folk songs, poems, nursery rhymes, round dance games.
- familiarization with the objective world Russian peasantry; teaching folk games, holiday ceremonies.
Program construction principles:
- The principle of individual and differentiated approach- involves taking into account the age, personality characteristics of children, the level of their mental and physical development.
- The principle of integrity- the formation of a holistic understanding among preschoolers of modern problems of moral and patriotic education and the integration of knowledge about Russian national culture.
- The principle of accessibility- assumes the significance for the child of the acquired knowledge, their emotional coloring. Scientific terms should not be used, although the content of some of them can be explained in an accessible and attractive way.
- The principle of complexity and integration- Solving the problems of moral and patriotic education in the system of the entire educational process and all types of activities.
- The principle of continuity and continuity of the pedagogical process;
- "positive centrism" (selection of knowledge that is most relevant for a child of a given age);
- differentiated approach to each child, maximum consideration of his psychological characteristics, capabilities and interests;
- The principle of rational combination of different types of activities, age-appropriate balance of intellectual, emotional and motor loads;
- The principle of constructivism- it is especially important in the selection of the content of moral and patriotic education of preschool children, however, it is not always implemented in practice. Its use means that only neutral, positive or negative-positive information should be used as examples for preschoolers.
Areas of work:
- familiarization with the life and work of the Russian people;
- the use of Russian folklore in all its manifestations;
- introducing children to the origins of Russian festive and traditional culture;
- education of citizenship through familiarization of children with their native land, its nature and culture.
- familiarization of children with folk art;
- acquaintance with the game, song and dance creativity of the Russian people.
Components of patriotic education:
- Content (children's ideas about the world around)
- About the culture of the people, their traditions, creativity
- On the nature of the native land and country and human activities in nature
- About the history of the country, reflected in the names of streets, monuments
- On the symbolism of the native city and country (coat of arms, anthem, flag)
- Emotionally motivating (emotionally positive child's feelings about the environment the world)
- Love and affection for family and home
- Interest in the life of the native city and country
- Pride in your country's accomplishments
- Respect for the culture and traditions of the people, for the historical past
- Admiration for folk art
- Love for native nature, for native language
- Respect for the worker and the desire to take part in the work
- activity (reflection of attitude to the world in activity)
- productive activity
- Musical activities
- cognitive activity
Expected results:
- Awakening interest in the history and culture of their homeland.
- Expanding the horizons of children through the museum of rag dolls and everyday life, created by teachers and parents.
- Widespread use of all kinds of folklore.
- Combining the efforts of teachers and parents in organizing work to familiarize them with the Russian national culture.
Increasing the competence of parents on the organization of work on familiarization with the Russian national culture.
Methods:
- verbal : explanation (often using lullabies, pestles, sayings), story, conversation, discussion, analysis of proverbs, guessing riddles;
- visual: display of exhibits in their natural form; demonstration of unique household items and documents from the museum fund; watching videos, videos, illustrations, visual aids and so on.;
- practical: creating layouts on the topics of the program, performing cognitive exercises, creative tasks(attention, memory, erudition);
- game: creation, playback and analysis of situations simulating real life; role-playing games; journey through fairy tales; staging with immersion in the past, participation of children in various folk and children's holidays, festivals;
- research: performance by children of certain research tasks during classes-meetings.
The program provides for various types of classes - gaming classes, memory development classes, speech development classes, music classes for visual activity and manual labor.
Syllabus.
The main thematic areas of the program:
- Life, rituals, customs of the Russian people.
- Russian folk and folklore holidays in Russia.
- Art in folk life: household utensils - wooden, clay, natural materials; practical and aesthetic properties of household utensils.
- Folk toy.
Thematic planning:
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Subject |
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Activity-game Visiting the Hostess |
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Lesson-game “Work in the field and at home. Autumn preparations for the future " |
Acquaintance with autumn holidays and associated folk customs. Explanation of the meaning of the Russian proverb: "Prepare the sleigh in the summer, and the cart in the winter." Familiarization of children with methods of harvesting vegetables and fruits, mushrooms, their storage, placement of blanks in a Russian hut. Design of the exhibition "Merry Garden". Holding the harvest festival "Autumn" Learning folk games: "Like grandfather Egor", "Club", "Drake". |
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Lesson-game we ask in our hut |
To prepare children for a new form of work - classes in the "Russian hut", to interest them, to acquaint children with the exposition "Russian Life", its Mistress, to acquaint them with the arrangement of things and objects of Russian life; enrich the vocabulary of children through sayings, proverbs, give the first ideas about the customs associated with receiving guests. |
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Occupation-game The stove is like a mother (Without a stove, a hut is not a hut) |
To acquaint children with the device of the Russian hut, its main attraction - the Russian stove. To give an idea that the oven in the hut performed several functions: they cooked on it and in it, prepared food for the winter - they dried mushrooms, berries and fruits, baked bread, slept, were treated, even steamed, heated; tell about the construction of the furnace and the secrets of the stove-makers. Enrich the vocabulary of children with sayings, proverbs, riddles about the Russian stove and kitchen utensils. |
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Occupation-game of antiques» |
Continue to acquaint children with museum exhibits. Vocabulary activation: stove, tong, poker, yoke, household utensils. Give an idea of how it was used in the economy. To form figurative speech, use sayings, proverbs, riddles in colloquial speech. Cultivate interest in folk life. |
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Occupation-game around the head " |
To give children knowledge about the cultivation of bread by peasants and baking bread in the oven. To acquaint with the tools of labor of a peasant, a grain grower. Continue to introduce |
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proverbs about bread, explain the meaning of word expressions incomprehensible to children. Give an idea about the preparation of dough and the method of baking products from it, fix the names of some products: pretzel, vitushka, kulebyaka, gingerbread, bun. Expand the children's vocabulary with new words: scythe, sickle, mill, harrow, spikelet, tub. Cultivate respect for the work of the grain grower. |
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Lesson-game "Village Wooden world» |
To acquaint children with the dwelling of the Russian people. With the way the dwelling was built: to arouse interest in traditions, respect for elders. Carry out vocabulary work: hut, log, moss, window trim. To enrich the speech of children with sayings, proverbs in Russian. Raise interest in the knowledge of the past. |
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Lesson-game What dishes will tell about themselves |
To acquaint children with the origins of Russian folk art associated with the image of traditional Russian kitchen utensils, dishes, show samples and manufacturing technology of wooden spoons |
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Occupation-game Gen. Hut, house, parts of the house. Their purpose" |
To acquaint children with the dwelling of the Russian people. With the way the dwelling was built: to arouse interest in traditions, respect for elders. Carry out vocabulary work: hut, log, moss, window trim. To enrich the speech of children with sayings, proverbs in Russian. Raise interest in the knowledge of the past. |
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Quiz Grandma's Chest |
Continue to acquaint children with women's crafts: embroidered napkins, towels, folk costumes, home decorations. Remember the names of hats, shoes. To consolidate knowledge about Russian folk crafts, and their use in decorating a person's life. Cultivate respect and respect for antiquities. |
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Lesson-game Living antiquity (utensils) |
Continue to acquaint children with household items with kitchen utensils. Introduce children to Russian cuisine. Expand the vocabulary of children through the names of dishes, utensils: cast iron, tong, cauldron, lid, pot, bowl. Develop cognitive activity. |
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Occupation-game Working hands do not know boredom |
Introduce children to agricultural tools. works. Vocabulary work: sickle, scythe, saw, mallet, plow, rake, hammer, tongs, anvil, plowshare, blacksmith, grain grower. Give the concept of crafts: a blacksmith, a grain grower. Introduce children to fairy tales "Spikelet". To form research qualities in children. Develop curiosity. To cultivate respect for the work of the collective farmer. |
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Lesson-game Evenings |
To give the children an idea of what place the tools of labor occupied in the past in processing |
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long hands skillful. needlewomen |
linen, wool, fiber products. Vocabulary work of children: spinning wheel, spindle, comb, brush, rattle. To form cognitive qualities in children. Cultivate industriousness. |
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Activity-game Lullaby song |
Continue introducing children's folklore. |
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Occupation-game bath " |
"Russian |
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Activity-game house is the best" |
To acquaint children with the features of a peasant estate, traditions collective building Russian home; to introduce into the everyday life of children some words that are not currently used, related to the house, the estate, to show the relationship of today with the times gone by. |
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The history of the holiday "Christmas" |
Give the concept of "Christmas": how they prepare and spend, in honor of which the holiday is held. Instill in children a sense of patriotism. Develop cognitive activity. Raise interest in Russian culture |
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Lesson-game This is how we used to dress (Folk costume: sundress, shirt) |
Continue to acquaint children with national clothes. Compare Russian clothes in the old days. Find similar and distinctive features of costumes. Vocabulary work: caftan, sundress, shirt, kokoshnik, boots, Develop colloquial speech. Cultivate tolerance. Presentation "Clothes of our ancestors." The book "From the history of clothing" |
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Lesson-game From the history of the costume - shoes (Gen. Shoes: bast shoes, felt boots) |
Continue to acquaint children with national shoes. Compare Russian clothes and shoes in the old days, find similar and distinctive features. Vocabulary work: bast shoes, felt boots, chuni, boots, Develop colloquial speech. Cultivate tolerance. |
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"Folk crafts" |
To give an idea to the children what place the tools of labor occupied in the past in the processing of flax, wool, fibrous products. Vocabulary work of children: spinning wheel, spindle, comb, brush, rattle. To form cognitive qualities in children. Cultivate industriousness. To acquaint children with women's and men's work: women embroidered, weaved, knitted, spun lace, men wove bast shoes from bast, baskets from wicker, carved dishes from wood. Vocabulary: spindle, spinning wheel, ball, thimble |
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Activity-game |
Matryoshka |
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Activity-game Musical |
Continue to acquaint children with Russian folk musical instruments. |
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tools. Wooden rattles and spoons. |
To form cognitive qualities in children, an interest in the past. Vocabulary work: ratchet, wooden spoons, whistles, balalaika, psaltery, |
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Activity-game Raising boys and girls in the family |
Continue to acquaint children with the way of life of a Russian peasant family. To acquaint with family relations in a peasant house. Give information about the upbringing of boys and girls in a peasant family. |
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Lesson-game "Mother in the house It's warm in the house" |
Way of life of a Russian peasant family. Family relationships in a peasant house. The role of the mother in the family. Lullaby songs. The meaning of folk proverbs and sayings about the mother (“The righteous mother is a stone fence”, “If my grandmother were, I’m not afraid of anyone”, etc.). Children and their role in the family. Development of independence of peasant children. Drawing up the story "My mother" Making a postcard for mom. |
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Occupation-game Hostess assistants |
Continue to acquaint children with museum exhibits. Vocabulary activation: stove, tong, poker, yoke, household utensils. Give an idea of how it was used in the economy. Form figurative speech, use sayings, proverbs, riddles in colloquial speech. Cultivate interest in folk life. |
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What kind of holiday is "Maslenitsa"? |
To acquaint children with the national holiday "Pancake week". Give an idea about some customs, about the folk calendar of the Russian people. Give an idea why earlier people the rooks were warmly welcomed in the spring, and what it was connected with. Instill in your child an interest in traditions. Raise interest in Russian culture. Cultivate tolerance in children |
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Lesson-game "Steam above, steam below - this is a Russian samovar" |
Continue to acquaint children with household items, kitchen utensils, the origin of the samovar. Introduce children to Russian cuisine. Samovar as a symbol of national culture. The history of the samovar. Acquaintance of children with the history of samovar making and the traditions of Russian tea drinking. Formation in children of an understanding of the holiday as an opportunity to independently, fun and interesting to spend free time with friends. Develop cognitive activity. Presentation "Samovar" |
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Lesson-game From a splinter to an electric lamp |
Introduce children to a kerosene lamp. To give an idea of how it works, how people used to live without electricity. Enrichment of children's vocabulary: splinter, candle, kerosene lamp, electricity, kerosene, torch, soot. Presentation Life in Rus' "Flax and splinter". Develop an interest in knowledge. Build qualities in children |
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research. Cultivate curiosity |
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"Annunciation" |
To acquaint children with the holiday "Annunciation". Give an idea about some customs, about the folk calendar of the Russian people. To give an idea why people used to say: “On this day, a girl does not weave a braid, and a bird does not build a nest,” and what it was connected with. Instill in your child an interest in traditions. Raise interest in Russian culture. Cultivate tolerance in children |
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Activity-game Animals in Slavic mythology |
To give an idea to children what place animals occupied in Slavic mythology. Dictionary work of children: eagle owl, falcon, owl, quail, golden eagle. Folk games: "Kite", "Raven", "Sparrow" |
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Ditties, invocations, teasers |
Carrying out the holiday "Larks". Learning spring calls "And the spring is red", "Larks". Folk games: "Kite", "Raven", "Sparrow" |
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Activity-game Easter games |
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"My family is my fortress" |
Introduce the concept of "pedigree (genealogical) tree" into the arsenal of children's communication, introduce them to the terms of kinship, ancient and modern ideas about the family hierarchy, to give a general idea of how to maintain a family chronicle. |
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Children's toys in the old days |
Keep introducing the kids |
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Friendship and brotherhood is more precious than wealth |
Continue to acquaint children with the Russian holiday "Russian Birch". Expand children's horizons folk traditions culture. Develop a desire to participate in folk games. Cultivate a sense of national pride for your people, for your homeland, where you live. |
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Love your land and sing |
To give a concept about the holiday "Ivan Kupala": how gifts are collected, how the holiday is celebrated, in honor of which the holiday is held. Instill in children a sense of patriotism. Develop cognitive activity. Raise interest in Russian culture. |
Informational resources:
- Program“Introducing children to the origins of Russian folk culture” by O.L. Knyazeva, M.D. Makhaneva.
- "Acquaintance children With Russian popular creativity"
(T.A. Budarina, L.S. Kuprina, O.A. Markelova, O.N. Korepanov, I.V. Kharitonova…)
- "Heritage. Patriotic education in kindergarten » M.Yu. Novitskaya,
- "I, you, we"(O.L. Knyazeva, R.N. Sterkina)
Pedagogical conditions:
- Accessibility, gradual complication (performing the simplest actions smoothly leads to the development of more complex specific techniques)
- Consistency (classes are based on the learned material, familiar techniques are gradually fixed in new topics)
- Integration with other methods of preschool education
- Coordination of the thematic plan with calendar holidays
- Accounting for individual characteristics and characteristics of the team as a whole
- Information support (it is impossible to be limited only to the process of cognition, it must be accompanied by the communication of certain information)
- A sufficient level of teacher skill (knowledge of the history and traditions of Russian national culture, knowledge of basic forms)
- The presence of preliminary and preparatory stages.
Material support of the program:
To implement the program, you need:
- Spacious and bright room for GCD, conversations, didactic games. It should have shelves for exhibition works, literature, didactic material, for storing unfinished work of children, materials for practical exercises: drawing paper, cardboard, fabrics, etc.
- Dressing room with a set of costumes for holidays, fairs, gatherings. Costumes are created both directly in the classroom and at home with the help of parents.
- Scenery for decorating the "fair square" and "hut" during holidays in the assembly hall or on the street.
- Inventory for folk games.
- Illustrative material, methodical literature.
- Tape recorder, audio and video recordings on the subject of the program.
Perspective plan of work with parents
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Lullaby in the life of a child |
Consultation |
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Christmas gatherings |
joint event |
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Holding Russian national holidays, entertainment, leisure activities is one of the conditions for fostering interest, love and respect for Russian national culture |
Consultation |
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"Maslenitsa" |
Holiday |
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"Annunciation" |
Lesson in the preparatory group |
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"Love your land and sing" |
Holiday |
Bibliography:
- Ageeva R.A. What kind of tribe are we? Peoples of Russia: names and fates: Dictionary-reference book. - M.: Academy,
- Baturina G.I., Lisova K.L., Suvorova G.F. Moral education of schoolchildren on folk traditions. - M .: Public education,
- Gromyko M.M. The world of the Russian village. - M .: Young Guard,
- Acquaintance of children with Russian folk art. Toolkit. - St. Petersburg: Detstvo-Press, 2008.
- Calendar ceremonial holidays. Tutorial. - M.: Pedagogical Society of Russia,
- Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian folk culture. Educational Toolkit. - St. Petersburg: Childhood-Press,
- Maksimov S.V. From essays on folk life. Peasant calendar holidays. Literary travels. - M.,
- Russians: family and public life. - M.: Nauka,
- Solomennikova O.A. The joy of creativity. Additional education program. - M.: Mosaic -
Synthesis. 2006.
Diagnostic criteria for assessing the assimilation by children of the content of the program for familiarization with the origins of Russian folk culture:
- Knows the main folk holidays and customs associated with them.
- Knows the name and purpose of items of Russian folk life.
- Knows Russian folk and musical-folklore games studied within the framework of the program.
- Knows Russian folk songs, nursery rhymes, incantations studied within the framework of the program.
- Has an idea about folk crafts; names them, recognizes the material from which the product is made;
- Able to analyze the product; highlights the characteristic means of expression (elements of the pattern, color, combination of colors).
Diagnostic methods:
- observations in free activities, during classes and open events;
- analysis of the results of productive activity.
Barkers form positive attitude to nature, ideas, about the unity of the world and its laws.
Sunshine, gear up!
Red - show yourself!
Get out of the clouds
I'll give you a bunch of nuts! (16)
Pestushki and nursery rhymes- got its name from the words "to nurture", amuse, which means to nurse, raise. Walk for someone, carry on your hands. The term "pestun" was equivalent to the later word "educator", it is found on the pages of chronicles.
Pestle and nursery rhymes are short poetic sentences that accompany a child in the first months of life. So, having unwrapped the awakened child, the mother or grandmother, stroking him, say:
Pulls, pulls,
And in the legs - walkers,
And in the hands - grabbers,
And in the mouth - a talker,
And in the head - the mind.
Having put the child on her knees, shaking him, the mother sings:
Jump, jump, jump!
Young breast
Went on the water -
Found a young lady.
When a child is doused with water after bathing, they say:
From the goose - water,
From the swan - water,
And with Yefim all the thinness! (16)
To replace the pestles and nursery rhymes at 3-4 years old, the child comes jokes - small funny tales, stories or expressions that give a humorous touch to speech.
Tilly, Tilly, Tilly, Bom!
Cat's house caught fire.
Running chicken with a bucket
Fills the cat's house.
The introduction of fantastic elements, non-fictional material, when ducks can play pipes, cockroaches can chop wood, etc. contribute to the development of imagination, fantasy, the ability to look at things from an unusual perspective.
The child grows up and in 5-6 years most already spends time on the street with peers. In the children's environment, the child better than anywhere else masters the ways of self-expression of his personality, self-affirmation, which naturally affects the formation of his self-esteem, self-control and self-regulation of his behavior and mood. One of the most famous means of developing these aspects of a child's personality are folk games (16)
2. The other component is a game- an inexhaustible source, a reservoir of cheerfulness, joyful knowledge of oneself and the world around. In a variety of folk games, opportunities are laid for educating children in activity, dexterity, initiative, and creative invention. The game satisfies the child's thirst for physical action, spiritual communication and provides abundant food for the work of the mind, heart and imagination, the ability to overcome failures, experience failure, stand up for oneself is brought up.
The educational value of the folk game can hardly be overestimated. In them, children develop physically, improve their motor skills, learn a system of norms and rules of behavior, obey and take responsibility.
Folk games are usually figurative. But this image is not static. This happens due to the fact that the game has its own case, an event, it makes up the game, it is this that the child experiences. Folk games are simple and extremely finished. Song, word and movement are organically connected in them. These are “The kite and the mother hen”, “At the bear in the forest”, “Geese-swans” and others.
Feature of children's folk game - beginning, which precedes the game. This counting rhymes. The counting table introduces into the game, helps the distribution of roles, serves the self-organization of children.
"The peas rolled on the dish,
You drive, but I won't."
« Draw” also applies to the game beginning. It is used in those games where you need to split into two parties.
« Black Horse
Stayed under the mountain
What horse
Grey-haired or golden-maned?
Observations show that modern kindergarten pedagogy has discarded this meaningful part of children's games. Game preludes are replaced by the distribution of roles and parties by adults. This is seen as the loss of the most valuable traditions of the folk game.
A number of children's games are based on the connection of song with movement. This dance games. In these games, the action is carried out in rhythm, in words and texts. Here the child dramatizes what is sung in the song:
"Loaf", "Vanya walks", "Golden Gate".
In the practice of education folk games do not occupy their proper place. The modern technique has dismembered the song, rhythm, word, movement, action merged with each other in folk games.
Folk games with songs are often held only on music lessons. Choruses, counting rhymes are either completely forgotten, or have moved into the realm of exercises in speech. The folk game is deprived of its essential qualities, and therefore it has become less interesting for children.
It is necessary to return folk games to kindergarten children in their true form and meaning, and also to turn to the instructive traditions of these games.
Along with collective games great importance is attached individual games with a doll. The doll is for the child in in a certain sense a person who can be looked after, fed, cradled, punished, etc. You can make a doll yourself, as it was done in the old days, from scraps and threads, from waste material, you can sew an apron for the doll yourself, sew on a button. Of course, for such activities, the organization of a certain environment is necessary (6)
3. We refer to the next component creation of a special environment in kindergarten, getting into which, the child can feel like in a Russian folk tale, play with household items, get acquainted with traditional folk crafts.
The Russian Hut Museum became such an environment. The creation of a hut is not the creation of a museum atmosphere, but the possibility of introducing children into a special original world peasant life. You can pick up the objects that surround children in the hut, feel the warmth of wood or the cold of metal, compare the weight of a birch bark and a cast iron. There is a stove with benches and a chest, rocker arms and tongs, objects of applied art and children's crafts. In the hut, children play, do crafts, and spend holidays. All activities here take place with such an emotional response that you begin to believe in the special energy of antiques.
4. The game beginning is especially brightly shown in Russian national holidays. Folk holidays one of the brightest and effective forms work with children. They are associated with labor activity man, with seasonal changes in nature, important events and dates for the people.
Any national holiday begins with its expectation. Children are more than adults waiting for the holiday, because they are pleased with the festive atmosphere itself: gifts, beautiful clothes, guests. Therefore, children must know exactly what and when the holiday will take place, what is its meaning and difference from others, what each child will do so that the holiday not only takes place. Preparation for the holiday subordinates educational and educational tasks. The holiday is a kind of review of achievements in work, study and other activities.
5. Folk crafts- this is a combination of labor and creativity in the folk cultures of nations, ethnic groups, regions. Russian folk, artistic crafts are the subject of our national pride. His contribution to the treasury of world culture is original, unique and priceless.
The need of young children for bright colors, colorful motifs, can be largely satisfied by introducing folk works into the kindergarten setting. visual arts. Russian folk art is extremely diverse in terms of subjects, motifs, and techniques. Originating in artistic crafts, it rises to the level of art in the artistic painting of Palekh, Mstera, which make up our national wealth. This wealth lies in the Khokhloma, Zhestov painting, the craftsmanship of the Vologda lacemakers, in the toy craftsmanship of Dymkov, Gorodets, and in many other ways.
Children's fine art is in many ways similar to what we see in folk art. A bold combination of colors, so loved by children, simplicity of form - we find all this in a folk toy, in a carving ornament, in embroidery. And all this is close and accessible to children.
Kindergarten has ample opportunities to engage in various crafts. This work brings up industriousness in children, develops skills and abilities, teaches how to use the material appropriately, Satisfies the needs of children's imagination, develops creativity and arouses great, genuine interest.
Judging by the objects that have come down to us from the depths of the distant past, people have always strived for beauty, creativity, decorating their home, everything that surrounded them in work and life.
Folk fine art lives in everyday life, surrounds us, and to this day. It is worth taking a closer look at the objects around us, and we will find in them a lot of decorative, artistic. It is necessary to teach children to see this, to skillfully draw their attention to the beauty of the things around us, and gradually the children themselves will follow this path (13)
4. Familiarization of preschoolers with the historical, cultural, national, geographical, natural and ecological originality of their native region involves regional component.
Getting acquainted with his native city, its sights, the child learns to realize himself living in a certain time period, in certain ethno-cultural conditions and at the same time to join the riches of national culture.
1.3. Stages of introducing children to the origins of Russian folk culture.
Introducing children to the origins of folk culture takes place in all age periods: early age, younger, middle and older preschool age.
It is well known that at each age stage the development of a preschooler has its own range of images, emotions, habits that are assimilated by him and become close and irreplaceable.
IN early age in sounds and colors, the world of the native family appears before the child. The child hears the voice of a loved one, feels his even calm heartbeat and breathing, feels attention to himself from an adult.
Lullabies make the baby feel psychological security thus exerting a therapeutic effect on him. A positive emotional background is created due to the fact that these songs are performed in a quiet, even voice, melodiously and drawlingly.
With the help of parents, he clarifies the name and location of different sense organs and body parts: “Show me where you (mother's) eyes, nose, ears, etc. are. The child makes the simplest physical exercise: sipping, flexion and extension of the legs and arms. Often adults accompany these exercises with folk pestles and nursery rhymes.
This type of folklore has such an organization of the text that allows you to include the name of a particular child in it.
Dybok, Dybok
Soon Sashenka (Mashenka, Pashenka) is a year old.
Use diminutive suffixes:
"Bayu Masha my."
So the word of the mother evokes a certain idea of maternal affection, stimulating the emotionally positive development of the child. He rejoices, laughs, actively strives to repeat the movements that give him so much pleasure.
At an early age, the child first gets acquainted with folk games: "Magpie", "Ladushki", etc. In addition to the joy and pleasure that these games bring, they simultaneously contain the “lessons” of life, and these lessons are simple, interesting, and entertaining. The goat butts the one who does not drink milk. In Soroka, porridge goes to all fingers, except for the little finger: “You didn’t carry water, you didn’t chop firewood, you didn’t cook porridge” (23.26)
In the program of social development of preschool children, L.V. Kolomeichenko, the ideas about folk culture that children in different age groups of the kindergarten master are defined.
At preschool age the child masters the initial ideas about some attributes of Russian traditional culture: dwelling (hut); its arrangement (floor, walls, ceiling, roof, windows), household items (stove, table, bench, cradle), household utensils, dishes (bowl, pot, spoon, samovar); domestic animals (cat, cow, rooster); musical instruments (whistle, tambourine); holidays( New Year, Maslenitsa); toys (matryoshka, horse, doll); songs, rhymes, fairy tales.
Distinguishes and names designated attributes and some of their functions in life and in pictures;
With pleasure, he joins in playing nursery rhymes, pestle, driving round dances, performing dances, and participating in holidays.
Manifests positive emotions in the process of perception of Russian folk tales, melodies;
Reflects the impressions received in specially organized activities: visual, speech, musical, labor, gaming.
During middle preschool age, differentiated ideas about individual attributes of Russian traditional culture: farmstead (hut, barn, bathhouse, barn, well), the main types of traditional labor (building a house, growing and harvesting crops, cooking, clothing), objects of labor (axe, saw, spinning wheel, spindle), household items (chest, yoke), dishes (cup, dish, vase, cup, tub, korchaga), costume (shirt, sundress, jacket, belt, scarf, kokoshnik, bast shoes, felt boots, zipun), pets ( goat, cow, dog, horse, chickens, geese, ducks), national cuisine (pancakes, pies, cabbage soup, Easter cakes, honey, jelly), folk holidays (Cabbage, New Year, Christmas time, Maslenitsa, Magpies, Palm Sunday);
Understands the moral value of folklore (proverbs, sayings, fairy tales), folk holidays;
Shows a positive attitude towards the heroes of folk tales, focuses on them in assessing his behavior;
Establishes the simplest connections between the well-being of a person and his attitude to nature, to work;
Shows interest in household items, traditional utensils, works of folk art;
Knows how to correlate the influence of nature and social factors on the phenomena and situations described in proverbs, sayings, fairy tales;
Shows empathy, sympathy for the heroes of Russian folk tales;
With pleasure, she performs folk songs, dances, dances, listens to playing folk instruments;
Strives to participate in traditional holidays;
Shows interest in dressing up in Russian traditional costumes;
Carefully treats the surrounding objects of folk life, costume, works of folk art;
Uses the information received in specially organized and independent activities: visual (sculpting, drawing, applique of household items, plants, vegetables, individual elements of the pattern), labor (cooking fruit drinks, salads), constructive (building a hut, well), musical (performing folk songs , dances, round dances, listening to folk music), games (participation in round dance, outdoor, didactic games; inclusion of roles, performance of plots on the themes of Russian folk tales).
At senior preschool age acquires differentiated knowledge about the purpose of the hut, its decoration; features of materials used in the construction of dwellings, the manufacture of household items; about the regular arrangement of things in the house; about the functions of buildings (shed, barn, bathhouse); about various types of labor (agriculture, weaving, construction, pottery, blacksmithing), their purpose, the tools used; about national clothes; about the importance of nature in human life; about folk art, its varieties (oral, decorative-applied, musical); about pagan and Christian holidays;
Able to establish relationships between seasonal changes and types of people's work; between the quality of labor and its result; between different types of folk art;
Shows a steady interest in various objects of Russian traditional culture;
Focuses on highlighting the aesthetic principle in the perception of works of Russian folk art;
Realizes the aesthetic and moral value of works of Russian folk art, Russian nature;
Guided in his behavior by the rules and norms reflected in oral folk art;
Knows how to wear traditional clothes;
Carefully treats household items, works of folk art;
Possesses the skills of folk painting, is able to determine the specifics of its individual types;
Knows the accessible language of folklore works;
Knows how to tell folk tales, it is appropriate to use proverbs, sayings;
Possesses the skill of playing musical instruments (tambourine, whistle, rattle, triangle);
Possesses the skills of performing folk dances, singing;
Prefers to use the attributes of Russian folk culture in independent activities.
Shows interest in the history of his city, region.
Has differentiated ideas about his region as a part of Russia, about the history of his native city, about its famous people, main sights, traditions, people's work;
Shows concern for cleanliness, order in his microdistrict, city;
Feels a sense of satisfaction from being born and living in his native city, shows a need to transfer information about him (17)
2. Psychological and pedagogical foundations of acquisition by children cultural heritage people .
Biological bases of development of a child of senior preschool age.
By the senior preschool age develops and strengthens the whole body child. Acquisitions in the development of coordination of movements are very great: in the field of balance, dexterity. Children have more precise movements of the hand and fingers. This gives them the ability to perform relatively complex movements in games, in drawing.
The intensive development of the structure and brain functions. Significantly increased performance nervous system . Although the process of excitation still prevails over the process of inhibition, the inhibitory function becomes more and more stable.
Speech in children of older preschool age is already rich in vocabulary, this is influenced by the already quite developed left hemisphere . Children of this age are already guided not by the object, but by the word that this object denotes. Secondary signal connections are becoming more and more persistent and strong (24)
The older preschooler continues to improve sensations, perception, auditory sensitivity . It is children of this age who are able to perceive music and learn it.
Activities and personal development.
The influence on the child from adults and peers is carried out mainly in the process of activity. Organizing activities, adults give advice on the plot of games, drawings. Only by doing joint activities, children communicate and enter into various relationships with each other, which form the basis of the children's society, contributing to the development of the personality of its members.
The leading activity of preschoolers 5-6 years old is the game. The main type is a role-playing game. In it, children reflect the diversity of reality around them. For older preschoolers, the plots of games are extremely diverse. The game can last several hours, and even for several days.
Game activity influences the formation of the arbitrariness of mental processes. The game develops arbitrary attention and arbitrary memory.
The conditions of the game require the child to focus on the objects included in the game situation, on the content of the actions being played and the plot. The need for communication, for emotional encouragement forces the child to purposeful concentration and memorization (24)
The game situation affects the development of mental activity of a preschool child.
A support for thinking is an object - a substitute. Gradually, play actions with objects are reduced, the child learns to think about objects and act with them mentally.
The experience of playing and especially real relationships of a child in a plot-role-playing game forms the basis of a special property of thinking that allows you to take the point of view of other people, anticipate their future behavior and build your own behavior on the basis of this.
In the studies of L. S. Vygotsky, it was proved that role-playing has a certain significance for the development imagination. Children learn to identify objects and act with them, create new situations in their imagination (5)
Imagination is formed in the game. In older preschoolers, the most vivid imagination is manifested in drawing, in composing fairy tales and rhymes. The imagination of preschool children is largely involuntary. The subject of imagination becomes what greatly excited the child. By the senior preschool age, a deliberate imagination is formed, guided by a pre-set goal. It is formed in the process of development of productive activities. Productive activities in children of senior preschool age rise to a high level. In connection with the growth of the capabilities of the small muscles of the hands, there is an improvement and complication in drawing and modeling. The child acquires the ability to understand the task set by the teacher, to independently follow the instructions. This leads to the intensive development of the volitional and emotional qualities of the child's personality, organization, discipline develops.
Psychologist D.B. Elkonin, in his writings on the game, argue that the game also affects personal development the child as a whole. Through the game, he gets acquainted with the behavior and relationships of adults, which become a model for his own behavior. And in it he acquires basic communication skills, the qualities necessary to establish contact with peers (33)
The game has a great influence on the development speech. The game situation requires from each child included in it a certain level of development of verbal communication. The need to communicate with peers stimulates the development of coherent speech. In the works of M.I. Lisina, the game is considered as a leading activity for the development reflective thinking.
Reflection is the ability of a person to analyze his own actions, deeds, motives and correlate them with universal human values, as well as with the actions, deeds and motives of other people (28)
In the works of D.B. Elkonin, devoted to the game, it is determined that in preschool childhood the child has to solve increasingly complex and diverse tasks that require the identification and use of connections and relationships between objects, phenomena and actions. In playing, drawing, sculpting, designing, when performing educational and labor tasks, he not only uses learned actions, but constantly modifies them, obtaining new results. Developing thinking gives children the opportunity to foresee the results of their actions in advance, to plan them (33)
The value of the game in development is invaluable memory. The memory of a preschooler is mostly involuntary. This means that the child most often does not set himself the conscious goal of remembering anything. Memorization and recollection occurs independently of his will and consciousness. They are carried out in the activity and depend on its nature. The child remembers what was paid attention to in the activity, what impressed him, what was interesting. Given the leading nature of the game, psychologist A. R. Luria concludes that it is significant for the development of voluntary memory in preschoolers. The quality of remembering objects, pictures, words depends on how actively the child acts in relation to them, especially in the game (21)
In the works of A. A. Lyublinskaya, devoted to child psychology, it is proved that children of senior preschool age first begin manage their attention, consciously direct it to certain objects and phenomena. As the planning function of speech develops, the child becomes able to organize his attention in advance on the upcoming activity, to form verbally what he should be guided by. However, although preschool children begin to acquire voluntary attention, involuntary attention remains predominant throughout preschool childhood. It is difficult for children to concentrate on monotonous and unattractive activities for them at the time. As in the process of playing or solving an emotionally charged productive task, they can remain attentive for a long time. The elements of the game used in the classroom, productive activities, frequent changes in the forms of activity, allow you to maintain the attention of children at a sufficiently high level (22)
3. Introducing children to the origins of Russian folk culture.
3.1. Stages of work on introducing children to the origins of Russian folk culture.
By the senior preschool age in the mental development of the child there are significant changes associated with:
The development of a number of mental processes (memory, attention, thinking, imagination)
Sufficiently high degree of mastery of speech;
The accumulation of a certain stock of ideas about the world.
Thanks to this, the child has the opportunity to go beyond the limits of directly perceived reality, mentally step over the border of the immediate environment and suddenly see and understand that the world turns out to be much wider and more diverse. than he thought before.
We built our work on introducing children to the origins of folk culture in three stages.
The purpose of the first stage:
Diagnosis of children's ideas about Russian folk culture
Study of the subject environment.
Analysis of methodological support on the topic.
To study children's ideas about folk culture We compiled a questionnaire that included the following questions:
1. What folk games do you know? What do you like to play?
2. What national holidays do you know? What holidays do you especially like? How?
3. Do you like doing needlework? What would you like to teach your friends?
4. How do you understand the proverb “Work feeds, and laziness spoils”?
5. What does “A lot of snow - a lot of bread” mean?
6. What folk song would you like to sing?
7. What sights of our city would you like to show to the guests?
You worked criteria for the diagnostic card:
High level .
1. Uses nursery rhymes, jokes, proverbs and sayings, riddles, counting rhymes, figurative expressions in active speech.
2. Knows folk signs, knows how to correlate what he sees in nature with folk signs and make appropriate conclusions.
3. Knows epic and fairytale heroes knows how to recognize them in works of fine art.
4. Takes a meaningful and active part in Russian folk holidays. Knows the names of the holidays and knows how to explain what kind of holiday it is and when it happens.
5. Knows how to play mobile and round dance folk games.
6. Oriented in the history, traditions, life of the Russian people.
7. Knows the features of his region.
8. Has an idea about folk crafts. Has practical skills in working with various materials (dough, fabric, sawdust, plant seeds, waste material)
9. Shows interest in folk culture.
Average level.
1. Knows nursery rhymes, jokes, riddles, counting rhymes, uses them in speech.
2. Knows folk signs and notices them in everyday life.
3. Knows the names of some folk holidays and takes an active part in them.
4. Knows Russian folk games and knows how to explain the rules of some of them.
5. Knows some elements of the history, traditions and life of the Russian people.
6.Knows some features of his native land.
7. Has practical skills in working with various materials.
8. Shows interest in individual elements of folk culture.
Low level .
1. Knows folklore and sometimes uses its components in speech.
2. Knows folk signs.
3. Knows the names of some holidays, but takes a passive part in them.
4. Knows 2-3 folk games and knows how to explain the rules for them.
5. Has a fragmentary idea of the history of Russia and his region.
6. Has elementary skills in working with various materials.
7. Shows no interest in folk culture.
As a result, we received the following data: 100% of children have a low level of understanding on this topic. Children do not know counting rhymes, sayings, proverbs. Folk games - at the level of finger games "Magpie", "Ladushki". National holidays include New Year and Birthday.
Having studied subject environment, we found out that:
There is no center in the group room that would help children to more fully and visually get acquainted with the history of life and the way of life of Russian people.
There are no didactic games on the topic.
There is no selection of material on folklore, folk games, folk signs and observations.
Little visual material.
"Development" by L. A. Wenger
"The program of social development of children of preschool age" Kolomeichenko L.V.
When analyzing the Regional Program of L. V. Kolomeichenko, we found out that little attention is paid to folk holidays, it is not spelled out how to involve parents and people of the older generation in introducing children to the origins of folk culture.
When analyzing the methodological support, it should be written that the MDOU as a whole is working to familiarize children with the origins of folk culture, but at the same time:
There are no thematic, long-term plans on this topic;
There are no developed abstracts of lessons on folk culture;
There is no system for planning work with children to familiarize them with the origins of folk culture;
There are few consultations for pedagogical workers of MDOU on artistic education children;
There is not enough methodological literature on folk culture and introducing children to its origins;
There is no purposeful interaction between educators and MDOU specialists on this topic.
Parent survey showed that all parents understand the need to link generations, the importance of historical knowledge of their roots, but:
find it difficult to use what methods and techniques to convey historical knowledge to preschool children;
cite lack of time;
due to their youth, the parents themselves do not have enough knowledge on this topic, and grandparents live far away.
The data from the first stage allowed us to determine tasks of the second stage of work:
1. To form a feeling of love for the Motherland based on the study of national, cultural traditions.
2.Create conditions for the perception of a holistic picture of the world.
3. To develop the ability to perceive and analyze Russian folklore, develop speech, enrich vocabulary.
4. To instill labor skills and abilities through artistic and productive activities. Familiarize yourself with the products of various folk crafts.
5. To carry out purposeful work on physical education through folk outdoor games.
6. Introduce folk signs and teach them to see them in nature.
7. To acquaint with the peculiarities of the native land.
Working on the tasks of the second stage, we relied on the program of O. L. Knyazeva "Introducing children to the origins of folk culture" and a manual for the implementation state program"Patriotic education of citizens of the Russian Federation for 2001-2005". G.N. Danilin "To a preschooler about the history and culture of Russia"
Our work was aimed at the development of the child as a whole and was built on the following principles:
1. Humanization of educational work with children. This principle guides parents and educators to the main universal value is the personality of every child and adult, his freedom and dignity.
Humanization provides orientation to the most important universal concepts - love for the family, native land and fatherland.
2. The principle of the integrity of the pedagogical process. This principle ensures the unity of education, training and development.
3. The principle of completeness, provides for the entry of children into all accessible worlds in the process of mastering all the main types of children's activities, learning about national culture, life and national traditions.
4. The principle of cooperation between the teacher and parents. This principle is based on the close interaction of teachers and parents, when parents act as partners, active participants in the educational process.
Nami was developed a long-term work plan on the topic: "Introducing children of senior preschool age to the origins of Russian folk culture", in which we included the following sections:
History and life of the Russian people
Folk holidays
Folklore
Folk games
History of the Land
We gave priority to classes in which children not only got acquainted with history, but also could immediately apply their knowledge in practical or productive activities. In such classes, folk songs are heard, and everyday scenes from the life of Russian people are played out, and the craft is mastered. All this is accompanied by Russian proverbs and sayings.
Along with occupations, a new form of organization was holidays: calendar, folklore, ritual. The holiday is, as it were, the result of work on a particular topic. Here, children demonstrate what they have learned, what they have learned. A theatrical performance is being prepared for the holiday, parents are invited, who become not just observers, but direct participants in the holiday. Together with children, they lead round dances, play folk instruments, and make costumes. Such holidays always end with tea drinking from a real samovar.
On walks played a special role observations for changes in nature, establishing links between some phenomena and others.
For example, “September 14 is the beginning of Indian summer; if the first day of Indian summer is clear, then autumn will be warm"
Many signs acquired over time form of proverbs and sayings:
"A lot of snow - a lot of bread"
“Snow will inflate - bread will arrive, water will spill - hay will be collected”
"September is cold, but full"
The children and I not only analyzed the meaning of proverbs, but also composed them themselves:
"Autumn - rain asks"
"Frost at the door, dress warmly"
"January is gray and frosty, one joy is the New Year"
This is how the idea of creating album of children's verbal creativity.
In this album, we have collected fables, riddles, fairy tales, drawings for nursery rhymes and sayings invented by children.
An obligatory part of the walk was folk games:
"Gardener"
"In the eagle"
" Bear"
"In canvases", etc.
For children it is very important how organized subject environment that surrounds them. Therefore, we have tried to make this environment accessible to their perception and understanding, so that it satisfies their needs as fully as possible. We started by dividing the group space into centers, and together with our parents, we began to replenish the nature center with exhibits and arrange a photo album.
In the needlework center, natural and waste materials were collected for crafts with children.
The center of didactic games began to replenish with author's didactic games.
We enriched the theatrical center with stylized Russian costumes and puppets for acting out scenes from fairy tales.
The subject environment has been enriched by technical means. There was a slide projector with many filmstrips, a record player. Fairy tales began to sound not only in the performance of the teacher, but also with musical accompaniment.
To work with parents We have chosen the following forms of interaction:
1. Parent meetings in an unconventional form on the topics: "What toys does a child need?", "The role of a father in raising a child."
2. Conducting joint classes and exhibitions with children.
3. Visual types of work: information stands, folders - shifters.
4. Joint holidays.
5. Excursions.
6. Weekend club "Permyachok".
These are the methods and techniques used by us in the work of the second stage.
Search activity results.
Diagnosis of children's ideas about Russian folk culture.
Study of the subject environment.
Analysis of methodological support.
Results of interaction with parents.
Children know, love and know how to play Russian folk games.
Use Russian folklore in active speech.
They take an active part in public holidays.
They know epic and fairy-tale heroes. Recognize them in works of fine art.
They know the history of the Russian costume, its elements.
They are able to distinguish between products of different folk crafts.
Having studied the state of the subject environment at the third stage of work, we found that the group space is divided into "Centers"
Center for Nature and Experimentation
Center for crafts and needlework
book center
theater center
Didactic Games Center
Sports Complex
Corner "Russian hut"
"Find the Extra"
" What changed"
"Recognize the elements of the pattern"
"Patchwork"
"Weaver"
"Make a Pattern"
The center of crafts and needlework is rich in various materials. These are fabric, yarn, paper of different grades, waste material, samples of crafts that children can do on their own, with a teacher and even parents, both in a group and at home. In this center you can always see an exhibition of works.
The theater corner has two new screens for table theater and performances with B-Ba-Bo puppets.
But the “Russian hut” corner is of particular pride and value. Bast shoes, yokes, baskets, cast-iron pots, a real samovar, objects of folk and applied arts were placed here.
The interior of the hut is used by us for plot - role playing in which children act out scenes from the past of the Russian people. Here, Russian folk songs sound differently, the meaning and artistic value of folk tales are better understood. The atmosphere of the hut awakens the imagination of children and encourages them to their own creativity.
As part of enrichment methodological support work on introducing children of senior preschool age to the origins of Russian folk culture, we have developed thematic and long-term plans. They included the following Topics:
Who are we? Where? Where are our roots?
We are Russians. Our Motherland is Russia.
Folk calendar.
How was a hut built in Rus'? The device of the Russian hut.
Perm Territory is a forest region.
Bread is the head of everything.
In the mountain.
"You can't put your mind on a thin head."
"How masters live on our street."
What did they wear in Rus'?
"Winter is not summer, she is dressed in a fur coat."
New Year in Rus'.
"The frost has come - take care of your ear and nose."
Why are we called Uralians? Visiting the Mistress of the copper mountain.
"Long evenings - skillful hands"
Folk musical instruments.
Our Kama is a beauty and hard worker.
Folk heroes are the pride of the country.
A mother's heart is warmer than the sun.
"Rook on the mountain - spring in the yard."
Folk toys.
"To joke is to make people laugh."
Our countrymen.
We play forgotten games.
About fathers and grandfathers.
"A man without a homeland is like a nightingale without a song"
In individual conversations, consultations, at parent meetings through joint holidays and excursions, we convinced parents of the need for daily attention to children's joys and sorrows, proved how right those who support the cognitive interest of children, their desire to learn new things, find out the incomprehensible, the desire to delve into the essence of objects, phenomena of reality.
As a result, parents became allies of teachers and active participants in group affairs.
Exhibitions were held together with parents in the group:
"Autumn Fantasy"
"Beauty will save the world"
"Gift to Santa Claus"
“Here they are - golden hands”
Together we visited the Perm Museum of Local Lore. We visited the art salon "Sudarushka" and the Perm fair "Folk crafts". We got acquainted with the first city children's library named after Lev Kuzmin, who turns 80 this year. In an unconventional form, parent-teacher meetings began to take place, at which parents took part in a master class: “Weaving Russian sashes”, “Girl's kokoshnik”, “Loaf, loaf”; there was a tasting of national dishes.
Together with our parents, we celebrated the “Pokrov”, “Svyatki”, “Shrovetide”; held "Bogatyr fun"
Consequently, parents realized that they are raising their children by their own example, that every minute of communication with the child enriches him, shapes his personality, that not a single upbringing or educational task can be solved without fruitful contact between parents and teachers.
These are the results of the third stage of our work,
conclusions
Thus, experimental work, conducted by us, showed that the familiarization of children of senior preschool age with Russian folk culture is possible, necessary and accessible under the following conditions:
complex use of different pedagogical methods: visual, practical, verbal, in their interaction in the conditions of the implementation of the active approach;
close interaction with the emotional, moral, aesthetic, physical development child;
creation of an objective environment conducive to the introduction of the child into the world of folk culture, life and traditions;
organization of joint work with parents in the positions of partnership and cooperation.
Organization of the subject environment;
Activation of the dictionary by means of folklore;
Folk ritual holidays;
Excursions;
Organization of complex classes;
Reading fiction;
Listening to records;
Viewing filmstrips;
Games: didactic, plot, round dance, mobile;
Playing folk instruments;
Various types of productive activities;
Dramatization;
observation in nature;
Organization of exhibitions.
Consequently, the sooner they join the origins of folk culture, the richer, more educated, more spiritual their inner world will be.
Literature
Bogacheva I. V. My Fatherland is Russia! / M., 2005 /
3. Voroshnina L. V. “Artistic and speech activity of children in kindergarten” /
4. Voronova V. Ya. “Creative play of older preschoolers / M., Enlightenment, 1981 /
5. Vygotsky L. S. “Imagination and its development in childhood» Development of higher mental functions / M., Moscow State University, 1970 /
6. Goricheva V. S. "Dolls" / Yaroslavl, 1999 /
7. Danilina G. N. “To preschoolers - about the history and culture of Russia” / manual for the implementation of the state program “Patriotic education of citizens of the Russian Federation for 2001-2005 /
8. Dal V.I. Dictionary living Great Russian language T 3 / M., 1955 /
9. Zatsepina M.B., Antonova T.V. "Folk holidays in kindergarten" / M., 2005 /
10. Zabylin M. Russian people: its customs, rituals, legends, superstitions and poetry / Riga, 1991 /
Kataeva L. I. "My world" correctional and developmental classes with preschoolers. / M., 2000 /
Karachunskaya T. N. " Museum Pedagogy and visual activity in the preschool educational institution "/ M., 2005/
"How to teach children to love the Motherland / manual for the implementation of the state program" Patriotic education of citizens of the Russian Federation for 2001-2005 /
Knyazeva N. A. "Little Permyak" / Perm, 2000 /
Knyazeva O. L. “How people lived in Rus'” / Workbook for classes under the program “Introducing children to the origins of Russian folk culture” / St. Petersburg, 1999 /
Knyazeva O.L.,. Makhaneva M.D Program. "Introducing children to the origins of Russian folk culture. / St. Petersburg 1999 /
Kolomeychenko L.V. Program for social development of preschool children / Perm, 2003 /
Kuzina T. F. "Entertaining pedagogy of the peoples of Russia" / M., School press 2001 /.
Conceptual and terminological dictionary of a speech therapist. / Ed. V.I. Seliverstov. M., 1997/
Lunina G.V. Raising children on the traditions of Russian culture. / M., 2004 /
Luria A.M. "A little book about great memory" / M., MGU, 1968 /
Lyublinskaya A. A. "Child Psychology". Textbook for students of pedagogical institutes. / M., Education, 1981 /
"My native home". The program of moral and patriotic education of preschoolers. / M., 2000 /
Mukhina V.S. Child psychology / Ed. Vengera L.A. M., 1985 /
The folk calendar is the basis for planning work with preschoolers. /Plan - program 2004/
Folk art in the education of children. / Under the editorship of Komarova T. S., M., Pedagogical Society of Russia 2000 /
"Patriotic education of preschoolers by means of local history and tourism activities / manual for the implementation of the state program" Patriotic education of citizens of the Russian Federation for 2001-2005 /
Psychological Dictionary./ Under the editorship of V.P. Zinchenko, B.G. Meshcheryakova
"Development of communication in children" / Ed. Zaporozhets A.V., Lisina M.I., M., Pedagogy, 1974 /
Russian folklore "From a joke to an epic" / M., 1991 /
Salty dough. Fun modeling. / M., Profizdat 2002/
Utkin P. I., Koroleva N. S. "Folk art crafts" / M., 1992 /
Elkonin D. B. "Psychology of the game" / M. Pedagogy, 1978 /
Perspective plan.
September.
1. Who are we? Where? Where are our roots?
Family talk. The concepts of "Family big and small", "Kin"
Cooperative activity.
1. Consideration family albums.
2. Compilation of the photo album "Professions of our parents"
3. Drawing up a group passport.
4. Didactic games: “What first, what then”, “Who belongs to whom”, “What does who need”
5. Entertainment "Our friendly family"
6. Drawing "Portrait of my family"
2. We are Russians. Our homeland is Russia.
Conversation about the Great and ancient land of Russia. Concepts: "history", "ancestors", "Motherland".
Cooperative activity:
1. Reading the book: "The Birth of Rus'"
2. Reading the book: "Young Russia"
3. City on the Kama.
Expansion and clarification of knowledge about the history of the native city, its sights.
Cooperative activity:
1.Bus tour of the city.
2. Didactic game "Journey".
3. Drawing: "This is my city."
4. Creation of a microdistrict layout.
4. People's calendar. "September-pilot", Holiday "Autumn".
Signs, proverbs, sayings about autumn. Summing up the results of work in dachas and gardens.
Cooperative activity:
1. Viewing the filmstrip "Autumn Tasks".
2. Modeling from dough: “Apple tree with apples”, “Bunch of grapes”.
3. Application "Fruit Basket"
4. Cooking vinaigrette.
5.Exhibition "Generous gifts of autumn"
6. Learning folk games: "Gardener", "Wattle"
7. Dramatization of "Dispute of vegetables"
8. Puppet show. Fairy tale: "Puff"
Parent participation.
1. Help in the design of photo albums.
2. Drawing up a family tree.
3.Organization of a city tour.
4. Participation in the design of the exhibition: "Generous gifts of autumn."
5. Participation in the Autumn festival.
October.
1. How was the hut built in Rus'? The device of the Russian hut.
Acquaintance with the hut chopped by its components: red corner, woman's kut, upper room, light room, canopy, barn, tower.
Cooperative activity.
1. Modeling from plasticine: "The hut for Mashenka."
2. Considering photos and illustrations with towers and huts.
3. Didactic game: "Make a tower."
4. Learning a folk song: "Oh, you, my canopy, canopy ..."
5. Excursion to Khokhlovka.
6. Creation of the layout "Russian Village"
2. Perm region is a forest region.
Clarification of ideas about the natural wealth of the native land.
Cooperative activity.
1. Application from sawdust: "The animals of our forests."
2. Drawing: "Autumn Ural forest".
3. Excursion to the park.
3. Bread is the head of everything.
A conversation about the ancient ways of harvesting bread. Proverbs and sayings about labor and bread.
Cooperative activity.
1. Viewing filmstrips: "Spikelet", "Warm Bread"
2. Modeling from dough: “Pletyonka with poppy”, “Cockerel” (dough + ears of wheat)
3. Learning the poem "Glory to Bread" (S. Pogorelovskiy)
4. Reviewing the album "Where did the bread come from"
5. Excursion to the store - bakery "Briosh"
6. Learning the game "Pie".
4. Folk calendar. Holiday "Cabbage"».
Riddles, proverbs, sayings about cabbage. Sauerkraut.
Cooperative activity.
1. Learning folk songs: "I'm sitting on a pebble ...", "Vesya, veysya, my cabbage ..."
2. Learning folk games: "Wattle", "Pie"
3. Staging of the joke "Goat Methodius."
4. Preparation of salad "Autumn Mosaic".
5. Reading the book "Where cabbage soup is, look for us there."
Parent participation.
1.Organization of an excursion to Khokhlovka.
2. Participation in the holiday "Cabbage."
3. “Oh, my cabbage” (Tasting salted cabbage and sharing practical tips on pickling it.)
4. Participation in the joint lesson “Bread is the head of everything”
November.
1. “It is better to see once than hear a hundred times.”
Excursion to the local history museum.
2. "In the upper room"
Acquaintance with household utensils: fork, cast iron, poker, cradle, spinning wheel.
Guessing riddles about household items.
Cooperative activity.
1. Playing out the fairy tale "Porridge from an ax"
2. Learning the lullaby "Oh, lyuli, lyuli, lyulenki ..."
3.Papier - Mache "Dish".
3. People's calendar. "Titmouse Day".
Signs, proverbs about birds. Clarification and expansion of knowledge about winter feathered friends,
Cooperative activity.
1. Application "Wonder Bird" (Floral arranging).
2. Origami. Collective work: "Bird's dining room".
3. Drawing "Woodpecker".
4. Hanging feeders on the site.
5. Learning the poem "Feeding Trough" (R. Bukharaev.)
4. "You can't put your mind on a thin head."
A conversation about intelligence and stupidity (on the example of sayings and proverbs).
Acquaintance with the Russian folk tale: "About Filya". Word game "Filya and Ulya".
Parent participation.
1. Organization of excursions to the local history museum.
2. Joint production of bird feeders with children.
3. Entertainment "Mind is good, but two is better."
December.
"How craftsmen live on our street."
Cooperative activity.
1. Reading books: “How a shirt grew in a field”, “How fabrics are woven and threads are spun”, “About blacksmiths and forges”.
2. Making a collection of fabrics.
3. Painting of the spinning wheel.
4. Weaving from paper "Tuesok".
5. Making grain dolls.
6. Learning Russian folk songs: “Spinning wheel”, “In the forge”.
7. Didactic games: "Make a pattern", "Domino"
8. Reading the works of Jani Radari “What do crafts smell like?”, “What color are crafts?”.
9. Excursion to the art salon "Sudarushka".
2. What did they wear in Rus'?
Acquaintance with the Russian national costume. History of folk costume; its elements (poneva, zipun, dushegreya, sundress, shirt, cap).
Cooperative activity.
1. Sewing a sundress for a doll.
2. Weaving sashes.
3. Cross stitch.
4. Excursion to the studio.
5. A story about the history of the needle.
6. Learning folk songs "Valenki", "Red Sundress"
7. Folk game "Sandals".
3. "Winter is not summer, she is dressed in a fur coat."
Acquaintance with proverbs, signs about characteristic features winters.
Learning folk games.
Cooperative activity.
1. Learning poems about winter, reading thin. works on this topic.
2.Paper plastic: "Bouquet for the Snow Maiden."
3. Drawing with a candle “Patterns on glass”.
4. Excursion to the winter forest.
5. Learning Nar. songs "Like thin ice ..."
4. New Year in Rus'.
A story about the celebration of the New Year in Rus'. Learning carols, songs, games.
Cooperative activity.
1. Reading biblical stories.
Review of the Bible for Children.
Making crib dolls.
Making Christmas decorations.
Modeling from the test of candlesticks.
Parent participation.
1.Organization of an excursion to the winter forest.
2. Participation in the New Year's holiday.
3.Group decoration.
4. Round table: "Family traditions of celebrating the New Year."
January.
1. Folk calendar. Christmas time.
The tradition of celebrating holy days. Caroling, divination, songs, dances, games, refreshments.
Cooperative activity.
1. Learning Nar. games: "Ring, ring ...", "Two Frosts".
2. Dramatization of the joke "Bear and Goat".
3. Making masks for caroling.
4. Folk holiday "Kolyada has come - open the gate."
2. "The frost has come - take care of your ear and nose."
What is a fairy tale? We learn to see good and evil, to distinguish between truth and fiction, lies and fantasy. Reading and making up stories.
Cooperative activity.
1. Drawing illustrations for the fairy tales "Moroz Ivanovich" (Odoevsky), "Snow Maiden" (Russian folk)
2. Learning the verse - I "Visiting the Snow Maiden."
3. Listening to fragments of N.A. Rimsky-Korsakov’s opera The Snow Maiden.
3. Why are we called Uralians? Visiting the Mistress of the copper mountain.
Acquaintance with geographic location Ural, with minerals.
Cooperative activity.
1. Viewing the filmstrip "Silver Hoof".
2. Drawing "How I imagine the Ural Mountains" (charcoal)
3. Experimentation "Formation of salt crystals".
4. Excursion to the Museum of Local Lore.
5. Excursion to the Kungur ice cave.
4. "Long evenings - skillful hands."
Acquaintance with ancient Russian headdresses: women's, girl's, men's. (cap, kichka, cap, bonnet)
Cooperative activity
1. Making a girl's headdress (crown), decorating it with beads, beads, braid.
2. Viewing the filmstrip "Enough to beat the thumbs."
3. Consideration of the thematic album.
Parent participation.
1. Joint holding of the holiday "Svyatki".
2. Organization of excursions to the Museum of Local Lore.
3. Master class "Magic hook" (crochet).
4.Organization of an excursion to the cave (Kungur)
February.
1. Folk musical instruments.
A story about folk musical instruments: bell, horn, balalaika.
Cooperative activity.
1.Listening to music performed by the orchestra folk instruments.
2. The game "Noise Orchestra"
3. Making bells from waste material "Gift of Voldai".
2. Our Kama is a beauty and hard worker.
The significance of the river for the city. Poems of Permian poets about the river.
Cooperative activity.
1. Experimenting with water: "What floats and what sinks."
2.Paper construction: "Raft"
3. Folk heroes are the pride of the country.
Acquaintance with epics and epic heroes. Using the examples of legends to show the beauty, wisdom, strength, courage of the Russian people.
Cooperative activity.
1. Consideration of paintings: "Three heroes" (Vasnetsov).
2. Reading the book "Russian antiquity".
3 "Horse for the hero" (Floral arranging).
4. Chasing "Bogatyr Shield".
5. Exhibition of crafts "Together with dad."
6. Family entertainment "Come on, good fellows."
4. People's calendar. "Maslenitsa Praskoveika - we welcome you well."
Acquaintance with the national holiday. The story of Shrovetide week. Calls, songs, games.
Cooperative activity.
1. Making dolls from straw.
2. Designing from paper "Red Sun".
3. Learning Nar. games: "Burn, burn brightly ...", "The capture of the winter town."
4. Learning songs: "Pancakes", "Here, the winter is passing."
5. Learning the invocations: "Sun-bucket ...", "Ay, ay, let's go ...".
6. Staging the fairy tale "Gingerbread Man"
Parent participation.
1. Participation in the entertainment "Come on, good fellows."
2. Participation in Maslenitsa.
3. Round table: "The role of the father in the upbringing of the child."
March.
1. Mother's heart - warms better than the sun.
Mother woman. The meaning of a woman on earth. Proverbs and poems about mother.
Cooperative activity.
1.Competition of joint creativity: "Here they are - golden hands."
2. Exhibition of portraits: "My mother".
3. "Flowers for Mom" (Mosaic from eggshell).
4. Learning songs and poems about mom.
5. Staging of the fairy tale "Gift".
2. "Rook on the mountain - spring in the yard."
Signs of spring. Proverbs, sayings, riddles about spring. The influence of spring on the life of the animal and plant world.
Entertainment "Spring, spring, what came."
3. Folk toys.
The history of the emergence of folk toys. Clay toys, wooden toys,
rag, straw.
1. Making dolls-spins "Wedding couple".
2. Application "Russian beauty-Matryoshka".
3. Viewing the filmstrip "Toy Story".
4. Creation and examination of a collection of folk toys.
5. Entertainment "Matryoshka has a birthday"
4. Folk calendar. "Come, larks to us."
Acquaintance with the Magpie holiday, with the signs of this holiday.
Cooperative activity.
1. Designing from paper "Birds of Paradise".
2. Learning bird calls.
3. Modeling from the test "Larks".
4. Learning Nar. songs: "Larks", "Spring-Red".
5. Reading the book “Where does he live White Crane"(V. Flint).
Parent participation.
1. Participation in the craft competition "Here they are, some golden hands."
2. Participation in the celebration of International Women's Day.
3. Master class "Dolls of our great-grandmothers."
4. Round table: "What toys does a child need?"
April.
1 "To joke a joke - to make people laugh."
Acquaintance with boring tales, tongue twisters, teasers.
Cooperative activity.
1. Word game "Confusion".
2. Reading the fairy tale "Confusion" (K.I. Chukovsky).
3. Folklore holiday "Laughter and fun."
2. Our countrymen.
Acquaintance with the works of Perm writers for children.
Cooperative activity.
1. Organization of an exhibition of books by Perm writers.
2. Excursion to the city library of L. Kuzmin.
3. Consideration of the magazine N. A. Knyazev "Little Perm".
4. Creative living room "Poetry of the Kama region".
3. Journey on the golden-maned Miracle Troika.
Acquaintance of children with the image of a horse in Russian folk arts and crafts.
Cooperative activity.
1. Modeling "Horse-Fire".
2.Excursion to the hippodrome.
4. Christ is risen, truly risen.
Folk calendar. Easter holiday. rites of tradition. Acquaintance with ritual food, games and entertainment.
Cooperative activity.
1. Modeling from the test "Stand for the egg."
2. Painting Easter eggs.
3. Drawing "Willow branch"
4. Folk games, the attributes of which are eggs.
Parent participation.
1.Organization of an excursion to the library.
2. Participation in the celebration of Easter.
3. Organization of excursions to the Hippodrome.
4. Participation in the creative lounge.
May.
1. We play forgotten games.
Introduction to different types of draws. Rhymes. Children's old games.
2. About fathers and grandfathers.
Conversation about the Victory Day. Country heroes.
Cooperative activity.
1. Looking at photos from magazines, family albums about the war.
2. Viewing the filmstrip "Our great holiday."
3. Drawing "Salute over the city."
4. Reading thin. literature on this subject.
3. “A man without a homeland is like a nightingale without a song».
The final conversation about the past of the native land. Songs and poems about the Motherland.
Competition of connoisseurs: "Love and know your native land."
4. "Goodbye spring, hello red summer."
Introduction to traditions festivities to Trinity. A story about the symbol of Russia - a birch, poems, songs, riddles, round dances.
Cooperative activity.
1. Drawing "This is my Motherland."
2. Learning the round dance “There was a birch in the field ...”
3. Decoration of birch on the site.
4. Entertainment "Fair at the green Christmas time."
Parent participation.
1. Participation in the competition of experts "Love and know your native land."
2. Participation in the fair at green Christmas time.
3. Participation in the lesson "About fathers and grandfathers."
Today, there is an acute problem of preserving and caring for folk culture - the basis of self-preservation of the people. Therefore, in our preschool educational institution, a partial program "Introducing children to the origins of Russian folk culture" has been developed and is being implemented. It is known that music is of great importance in shaping inner world child, helps to become spiritually richer, develops emotions, thinking, susceptibility to beauty. And knowledge of the patterns of introducing children to musical culture and the ability to organize the process of a child’s interaction with music is the most important indicator professional skills of the music director.
The child emotionally reacts to music from the first days of life. Introduction to the origins of Russian folk culture begins with a lullaby, which embodies folk wisdom, traditions, customs. But most of us are very superficially familiar with the culture of our people. How did Russian people live? How did they work? How did you rest? What holidays did you celebrate? What songs did they sing? To answer these questions means to restore the connection of times, to return the lost values.
As already mentioned, an integral part of the creative contribution of many generations to culture is folk pedagogy, which is defined as "a set of pedagogical information about the upbringing of a child, preserved in oral folk art, customs, rituals, children's games, etc." (G.N. Volkov). Saturated with vivid imagery and expressiveness, works of folk art occupy one of the important places in the education and upbringing of children. They are brought to life by the "pedagogical needs of the people" and, in terms of the strength of their impact on the feelings and imagination of the child, occupy one of the first places among other educational means. The possibilities of folk art are invaluable in musical education children.
Presenting to the attention of readers a program to introduce children to the origins of Russian folk culture in music classes.
Purpose of the program
The study of Russian musical folklore with the aim of 1) development musical ability; 2) the formation of musical knowledge, skills and abilities in all types of musical activities in different age groups preschool; 3) formation of musical culture.
Forms of acquaintance with folk culture can be varied: classes of the cognitive cycle, excursions, targeted walks, observations, holidays. But in any case, it is necessary to create a special atmosphere for the independent activity of children or their joint activity with adults, an environment in which the child would feel like a real participant in the events.
Activity Priorities
- Wide use of folklore (songs, ditties, chants, chants, sayings, sentences, teasers,jokes, games). Russian song folklore combines the word and musical rhythm. It reflected the features of the Russian character, his moral values- ideas about goodness, beauty, truth, respect for the working person, family, friendship. Folklore is a source of cognitive and moral development of children.
- Acquaintance with traditional and ritual holidays. Ritual holidays are closely connected with labor and other aspects of human social life. They contain observations of the peculiarities of the seasons, weather, the behavior of birds and insects, and plants.
- Acquaintance with Russian folk games. They have a huge potential for the physical and social development of the child.
- Acquaintance with Russian folk musical instruments.
IN musical folklore music, singing, movement and playing folk instruments are inextricably linked. Therefore, four aspects of musical folklore can be distinguished: song, choreography, games, musical instruments.
PROGRAM OBJECTIVES
JUNIOR GROUP
Folk song. Learn to sing along with repetitive intonations, perform simple actions prompted by the text or determined by the nature of the music. Raise interest in folk song, love for family and home.
folk choreography. To teach the simplest elements of dance plasticity, round dance rearrangements as shown by adults, respond to dance music, play round dance games with dance elements, often with a soloist, perform free dance. Cultivate a friendly attitude towards a partner.
Folk games. Encourage improvisation. Develop a sense of rhythm. To cultivate the ability to empathize with the hero and each other.
Develop an interest in musical instruments. Learn to perform onomatopoeia on them (the murmur of a brook, the singing of birds, etc.). Learn the art of sound production. Maintain the desire to play the instrument independently. To cultivate emotional responsiveness to works performed on children's musical instruments.
EXPECTED RESULTS
- Interest in folk music, the ability to emotionally respond to it.
- An enriched musical experience for children.
- The makings of a cultural listening to folk songs.
- The ability to sing songs, chants, chants, play folk games, perform dance movements.
- Ability to play children's musical instruments.
- Knowledge of musical genres (song, dance, march), the ability, with the help of a teacher, to speak out about the content and nature of folk songs, nursery rhymes, etc. to speak to parents and employees of the kindergarten, to take part in folk holidays ("Autumn", "Shrovetide", "Spring Invocation").
MIDDLE GROUP
Folk song. Increase the volume of the song repertoire, add round dance songs, a game song. Activate the transition from colloquial to singing intonation. Learn to intonate within a third, a quart. Suggest situations in which you need to act independently. Complicate the direction of the song (several soloists). Introduce the concept of "ritual song". To tune in to empathy with the nature and content of the folk song.
folk choreography. Introduce new elements folk dance. Pay attention to the plasticity of the hands. In round dances, learn to change direction in a circle, break it at the end of the melody or when the music changes, follow the leading “snake”, change into pairs from the circle and vice versa. Encourage the manifestation of greater independence in free dance, the desire to introduce dance or round dance elements when staging songs, expressively convey the nature of the music or song in movement.
Folk games. Learn to use counting rhymes to choose a leader. To consolidate the ability to quickly respond to commands, be divided into pairs, subgroups. Pay attention to the fact that during free games, children use folk songs and counting rhymes. To cultivate interest in the development of new games, independence in the transfer of the game image.
Folk musical instruments. Continue to acquaint with musical instruments and their sound in the ensemble. Continue to teach how to play individual instruments; so, on a whistle, the pitch of the sound changes depending on the force with which it is blown. Learn to play in an ensemble with older children. To cultivate the desire to emotionally perform simple works on musical instruments.
EXPECTED RESULTS
- Deepening interest in folk music, the desire to listen to it, emotionally respond to it.
- The beginning of the development of pitch, rhythmic and timbre hearing.
- Development of the makings of cultural listening to musical works.
- Singing Russian folk songs, ditties, chants, teasers, jokes, Russian folk games, the ability to perform movements that correspond to the nature of the musical accompaniment.
- Ability to identify and name musical genres(song, dance, march) and some of their types, familiar musical works, distinguish musical instruments (pipe, bell, tambourine, spoons, etc.); improvement in playing children's musical instruments; the ability, with the help of a teacher, to speak independently about the content of songs and plays, round dances and games and their nature, include musical games in various types of non-musical activities, perform at holidays in front of parents and kindergarten staff, take part in mass holidays(“Autumn in Rus'”, “Maslenitsa”, “Spring Calling”, “Wreath Curling”), showing their amateur performances, take part in regional competitions, create expressive images.
SENIOR GROUP
Folk song. Significantly expand the volume of the song repertoire, add songs of a playful-comic nature. Stage and improvise song material. Introduce a warm-up into each lesson - exercises for breathing, sound production, etc. Introduce ditties, teach to understand them, show the character of the hero, sing, dance, play along with musical instruments. To cultivate emotional responsiveness when performing and listening to songs of a different nature.
folk choreography. To teach a simple round dance step, a combination of movements of arms and legs, a round dance “in the sun”, “against the sun”, “cabbage” (snail), “wall to wall”, turning a circle, movements in two circles in different sides. Encourage dancing while performing funny songs, offer soloing. To cultivate the desire to express one's attitude to the content and character of music with expressive movements.
Folk games. Arouse desires to participate in games with theatrical actions and more detailed dialogues. Pay attention to the behavior of the characters. Learn to portray the nature of the characters. To cultivate the desire to play not only positive, but also negative roles (Waterman, Baba Yaga), empathy for the characters of the game, emotional responsiveness, as well as independence in choosing attributes to convey the game image.
Folk musical instruments. Learn to recognize and correctly name instruments when listening to recordings of concerts folklore ensembles, orchestras of folk instruments, play in the orchestra. Listen to playing musical instruments, but already in an orchestra, combine playing instruments with song, game, dance. To cultivate a culture of perception, to encourage listening to music played on folk instruments.
EXPECTED RESULTS
- Consolidation of interest in folk music, the desire to listen to it, emotionally respond to it.
- Improvement of pitch, rhythmic and timbre hearing.
- Strengthening the desire and ability to sing Russian folk songs, ditties, chants, chants, sentences, teasers, jokes, play Russian folk games, perform movements corresponding to the nature of the musical accompaniment, distinguish between solo and choral singing.
- Consolidation of the ability to talk about the content of musical works, composers, determine and independently name musical genres (song, dance, march) and their types, distinguish between musical instruments (pipe, bell, tambourine, spoons, balalaikas, button accordion, accordion, harmonica, drum, and etc.) in their solo and orchestral sound, to distinguish them by timbre, by appearance, the nature of the sound, play children's musical instruments in the orchestra, name familiar pieces of music, speak independently about their content and character, beat round dances, songs, ditties, carols, etc., include music and musical games in various types of non-musical activities , perform at holidays in front of parents and kindergarten staff, take part in mass holidays (“Autumn Fair”, “Autumn in Russia”, “Carols”, “Shrovetide”, “Spring Calling”, “Curling wreaths”, “May 9” ), showing their amateur performances, take part in regional competitions (“Spring drops”, “Freckles - konopushki”), participate in the folk game festival, prepare and conduct a concert program for war veterans.
GROUP PREPARATORY FOR SCHOOL
Folk song. Give an idea of such genres of Russian folk songs as
lyricism ("The baby was walking along the forest." "Oh, how I love my cow." "And I'm in the meadow, and I'm in the meadow." "I'm walking with a loach"),
playfully comic ("In the forge." "The goat went through the forest"), drill ("Soldiers, bravo guys." Strengthen the ability to sing ditties.
Provide an opportunity to independently stage songs. To educate a holistic musical and aesthetic perception of folk songs and their content.
folk choreography. Introduce elements of folk dance: dance in three legs, with a jump, mastering the simplest fractions in combination with a ditty. Learn new elements of the round dance: “wattle”, “thread with a needle”. Encourage the use of dance or round dance elements in the performance of songs, games, playing musical instruments, etc., the desire to use dances and round dances in independent activities.
Folk games. Activate to participate in games with a detailed theatrical action ("Sparrow", "Drake caught up with a duck"). Complicate the rules and link their implementation with the origin of some ritual games. To help understand the need for actions and their order in the game (“We mow hay”, “And we sowed millet”), explaining their connection with ancient rituals. Help to express the characteristic features of a character. To cultivate sensitivity, understanding, empathy for the characters of the game and peers.
Folk musical instruments. Give an idea of the household items that the people used as musical instruments (scythe, saw, rubel, etc.). Strengthen the ability to distinguish instruments in the orchestra.
To give knowledge about the composition of the orchestra of folk instruments. Provide an opportunity to improvise on familiar instruments. In the process of creating an orchestra, take into account the attitude of children to certain instruments. Include instruments in games, dances, provide the opportunity to independently choose instruments. To cultivate emotional responsiveness to music performed by an orchestra of children's musical instruments.
EXPECTED RESULTS
- Steady interest in folk music, desire to listen to it, emotionally respond to it.
- Development of diction, breathing, sound production, purity of intonation, rhythmic and timbre hearing.
- Sustainable skill of cultural listening to music.
- Improvement of previously acquired accompaniment skills, distinguish between vocal and instrumental music, solo and choral singing.
- Consolidation of the ability to talk about the content of musical works, composers (not only Russian, but also foreign), determine and independently name musical genres (song, dance, march, opera, ballet) and their types; distinguish between musical instruments (pipe, bell, tambourine, spoons , balalaika, button accordion, accordion, harmonica, tambourine, drum, rattle, triangle, etc.) in their solo and orchestral sound in terms of timbre, appearance, sound character; play children's musical instruments solo and in an orchestra, memorize and name familiar pieces of music, speak independently about their content, creatively play round dances, Russian folk songs, ditties, carols, etc., analyze and compare musical works of a different nature; include music and musical games in various non-musical activities; perform at holidays showing, take part in regional competitions, create expressive images, participate in the production of Russian folk tales (theatrical activities), in the celebration of the folk game, preparing and conducting a concert program for veterans.
So, widely introducing folk games, songs, dances, etc. into the work of the kindergarten. we teach our pupils to think about kindness, friendship, diligence, love for nature, home country which have always been important to our ancestors and revered by them.
1. Budarina T.A., Kuprina L.S., Korepanova O.N., Markeeva O.A. Acquaintance of children with Russian folk art. St. Petersburg, 2010.
2. Katysheva I.B., Kombarova G.N., Nikolaeva S.R. The folk calendar is the basis for planning work with preschoolers according to the state educational standard. Plan-program. Summaries of classes, Scenarios of holidays. Method. manual for preschool teachers educational institutions. St. Petersburg, 2009.
3. Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian folk culture: Method manual. St. Petersburg, 2004.
4. Kostina E.P. The program of musical education for children of early and preschool age "Tuning fork". M., 2008.
Approved
By order of MDOU No. 4
No. ______ dated "___" __________ 20__
Head of MDOU No. 4
__________________
Municipal
preschool educational
institution - kindergarten
combined type No. 4
Child Inclusion Work Program
to the origins of Russian folk culture "Gornitsa"
Accepted by the pedagogical council
No. 4 of 01.01.2001
For children of senior preschool age 5-7 years
Program implementation period - up to 2 years
Program compiler
- educator MDOU No. 4
2005 year
1. Explanatory note 5-7
2. Thematic planning of work with children 5-6 years old 7-9
3. Thematic planning of work with children 6-7 years old 10-13
4. The structure of the lesson in arts and crafts 14
5. Methodological support 15-75
6. Diagnostic criteria for assessing knowledge on the assimilation of the program 76
7. Bibliographic list 77-78
Work program on familiarization with the origins
Russian folk culture
"ROOM"
(for older preschool children)
Explanatory note
"Through the beautiful to the human -
such is the pattern of upbringing"
The work program "Gornitsa" is a comprehensive program to familiarize children with the life, life and work of the Russian people, focused on the moral, patriotic and artistic and aesthetic education of children.
This work program is based on the program “Introducing children to the origins of Russian folk culture” and working programm mug on arts and crafts Ermolaeva Nina Vasilievna preschool teacher"Swallow" Khanty-Mansiysk. In addition, the Gornitsa program is significantly complemented by classes in designing from natural materials and integrated classes in arts and crafts. This work program "Upper Room" is a specialized program for the aesthetic education of preschool children, effectively promoting spiritual and intellectual development, aimed at familiarizing children with the best traditions of arts and crafts, developing children's creative abilities, and getting to know the history of folk art. This program is based on the concept of aesthetic education and the development of children's artistic and creative abilities, which are based on the principles of nationality, the integrated use of different types of arts. It has a clear structure and takes into account the growth of children's creative abilities. The program is valuable because getting acquainted with arts and crafts, designing from natural materials, participating in calendar holidays, it is easier for children to understand and imagine how people lived in Rus'. The child becomes more and more deeply acquainted with the life and way of life of the Russian people, and this carries inexhaustible opportunities for the development of artistic creativity among preschoolers.
The structure of the program provides for a phased acquaintance of children with arts and crafts. The educational material provided by the program is distributed in a certain sequence, taking into account the age and individual characteristics of children. The program contains the topics of classes, their program content, a list of materials necessary for classes in teaching children arts and crafts. The material is grouped in separate blocks for each type of folk craft (Gzhel, Dymka, Khokhloma, Gorodets). Lessons are arranged from simple to complex. The appendix contains brief information about the crafts themselves, their history and development, poems, riddles, fairy tales about them. In working with children, technical teaching aids are used.
The program is designed for children from 5 to 7 years old. The program is based on the aesthetic education of preschoolers, combining reliance on cultural tradition and innovation.
The program provides for the acquaintance of preschoolers with the folk crafts of Russia and includes an acquaintance with the customs, traditions, work of the Russian people according to the folk calendar, with poetic folk art. Raise interest in folk culture, oral folk art, folk music, folk games and crafts.
This program is aimed at developing children's creative abilities and aesthetic education of children.
Relevance. The problem of the development of children's creativity is currently one of the most relevant both in theoretical and practical terms: after all, we are talking about the most important condition for the formation of an individual identity of a person already at the first stages of its formation. Many scientists (and others) wrote about the role and significance of folk decorative art in the upbringing of children. They noted that art awakens the first vivid, figurative ideas about the Motherland, its culture, contributes to the education of a sense of beauty, and develops the creative abilities of children.
Our difficult time is a time of social change. Political storms and upheavals. They literally burst into the life of each of us. Popular games, amusements and toys are replaced by commercialized spectacles, TV screens are flooded with cruelty. In essence, this is alien to the nature of a child, the nature of a growing person. The upbringing of a citizen and a patriot who knows and loves his Motherland, a particularly urgent task today, cannot be successfully solved without a deep knowledge of the spiritual wealth of his people, the development of folk culture.
The process of cognition and assimilation should begin as early as possible, as our people figuratively say: “With mother’s milk”, a child should absorb the culture of his people through lullabies, pestles, nursery rhymes, fun games, riddles, proverbs, sayings, fairy tales, works of decorative and applied arts. Only in this case, folk art - this pure source of beauty will leave a deep mark in the soul of the child, will arouse a steady interest. The beauty of native nature, the peculiarities of the life of the Russian people, their all-round talent, diligence, optimism appear before children vividly and directly in the works of folk masters. The culture of Russia cannot be imagined without folk art, which reveals the primordial origins of the spiritual life of the Russian people, clearly demonstrates its moral, aesthetic values, artistic tastes and is part of its history.
Great value for experience spiritual development preschoolers, their aesthetic education, acquaintance with the art of folk craftsmen. Folk art raises topics of great civic content, has a deep ideological influence on children. It helps children to look at familiar things and phenomena in a new way, to see the beauty of the world around them. The teacher is predetermined with a high mission - to bring all moral values to the world of childhood, to help the child discover this world in all the richness and diversity of arts and crafts. This means that any activity, meeting with a toy, creative work, conversation are subordinate sole purpose: comprehensively develop the personality of the child, because all children should live in a world of beauty, games, fairy tales, music, fantasy and creativity.
Novelty The program is that it shows developmental functions?????? arts and crafts of the peoples of Russia as an integral ethnic, cultural, historical and socio-pedagogical phenomenon. That these functions in their integrated form are focused on ensuring the personal growth of children. Based on this, the Program is built on the aesthetic education of preschoolers, combining reliance on cultural tradition and innovation.
Expediency. We live in places where there is no opportunity to see the direct technological process of making artistic dishes, household items and toys. And the children do not have the opportunity to get in touch with arts and crafts - to hold items from Gorodets painting, a Dymkovo toy, objects with Gzhel painting, etc. For this purpose, a program was developed to familiarize children with Russian folk arts and crafts.
In the classes of the circle, I help children master not only the secrets of craftsmanship, but also find new original combinations of traditions and styles with a modern plastic solution for the image that meets the aesthetics of our days.
Distinctive feature of this Program lies in the fact that children work on it for two years, classes in artistic design provide an opportunity to get to know folk crafts more deeply. In Russian arts and crafts, there is tradition, innovation, creativity, purposefulness in the development perspective, they do not exclude, but presuppose each other. Thus, the symbolism of Russian arts and crafts carries inexhaustible opportunities for the development of artistic creativity among preschoolers.
The program for introducing the child to the basics of Russian folk culture is based on construction principles general didactics:
connection with life, systematicity, realism, activity, controllability, consistency, individual approach in teaching and artistic development of children, availability of material, its repetition, building program material from simple to complex, visibility.
The aim of this program is:
acquaintance with the life and way of life of the Russian people and development of the foundations artistic culture child through folk arts and crafts.
Tasks:
Involvement of children in artistic and creative activities;
· Mastering the historical and cultural heritage of Russia through the memorable dates of the folk calendar;
· Acquaintance with customs and traditions of ceremonial holidays;
· Introduction to aesthetic culture;
Formation of spiritual qualities, aesthetic taste in children;
Develop artistic and creative abilities in children, the habit of bringing elements of beauty into life;
Wake up the imagination of children, set them up to create new unusual painting compositions;
Enrich children's vocabulary.
Directions:
1. Acquaintance with the life and way of life of the Russian people.
Expanded acquaintance of children with products of folk art crafts. Self-creation decorative items for children.
Forms of work with children to get acquainted with Russian folk culture:
- Conversations; Classes based on the method of integration; Examination of authentic products of folk art, illustrations, albums, postcards, tables; Exhibitions in the mini-museum of products of Russian arts and crafts; Exhibitions of children's works on arts and crafts in kindergarten and in the city; Excursions; Didactic games; Experimenting with various art materials; Entertainment, folklore holidays, gatherings; Memorizing counting rhymes, chants, jokes, fables, nursery rhymes, poems, Russian folk songs; The use of folk games, including round dances.
The work uses various methods and techniques: simultaneous (provides an independent creative search for children by means of expressiveness); method of examination, visualization (examination of genuine products, illustrations, albums, postcards, tables, videos and other visual aids); verbal (conversation, use of a literary word, instructions, explanations); practical (independent performance of decorative items by children, use of various tools and materials for the image); heuristic (development of resourcefulness and activity); partial search; problem-motivational (stimulates the activity of children by including a problem situation in the course of the lesson); co-creation; motivational (persuasion, encouragement)..
Forms of classes: group, individual, subgroup, integrated.
The program is designed for children 5-7 years old. Classes are held in subgroups of 8-10 people. Classes are held once a week, in the afternoon. There are 36 classes per year. Duration 20-30 minutes (depending on the age of the children).
Implementation period: up to 2 years.
Summing up form- a diagnostic examination of children on the assimilation of the program, for which control and individual conversations, diagnostic criteria have been developed.
Expected result:
- The formation of a sustainable interest in children will appear in the history and culture of our people; The presence in children of ideas about folk crafts and the ability to distinguish between products of different folk crafts; The acquisition by children of practical skills for working in various visual materials; The development of the creative abilities of children, and the formation of respect for the historical heritage.
Methods for evaluating the effectiveness of the program:
- Tracking the result (observation, diagnostics); The results of the productive activity of children.
Individual work, in order to:
- To identify the approximate level of development of the visual activity of children, the child's attitude to activities and arts and crafts. Taking into account the individual abilities of children. Identify possible promising robots with the child (tasks, content, forms, methods). Plan work aimed at developing creative abilities.
Individual work is carried out systematically. The performance of the task, the quality of children's work, attitude to activity are analyzed.
Working with parents.
Various forms of work are used:
- Club for parents "Interlocutor"; Individual consultations on Russian folk culture; Conversations; Release of folders-layouts on folk arts and crafts;
The result of children's activities exhibitions of children's creativity in kindergarten and in the city can serve; participation of children in folklore entertainment and leisure activities dedicated to national holidays
Thematic planning for the year to work with children of senior preschool age (5-6 years).
Lesson number
Topic of the lesson
Opening of the "Gornitsa" circle.
To acquaint children with Marya the Artisan with work in the "Gornitsa" circle. Learn about the chant "Guests". Consider "The Upper Room". opening talk about how people lived in Rus'. Examining illustrations.
take a look"
A story about the first autumn month, its signs. Didactic game "What tree are the kids from?" (fruits, leaves). Learning the song-chants "Vosenushka-Autumn"
"Bread is the head of everything"
Conversation with children "Where did the bread come from?" Acquaintance with ancient tools of labor. - flail and sickle. Proverbs and sayings about bread. Learning round dance games "Sit, sit, Yasha." Singing the stubble song "Get away thundercloud"
"October smells like cabbage"
A conversation about natural phenomena characteristic of October, folk customs and holidays (Protection, Sergius Day). Acquaintance with household items - a wooden trough, a chopper. Repetition of the song "Vosenushka - autumn." Learning the folk game "Vysya cabbage."
Russian doll
A story about the history of the creation of toys. Examination of authentic toys and illustrations. Reading and poems about Russian matryoshka. Listening to the work of B. Mokrousov "Matryoshka".
Russian doll
Russian matryoshka drawing, silhouette coloring. Exhibition of finished children's works.
Pottery artisans
Didactic game "What is the name?". A story about pottery. Acquaintance with the fairy tale "The Fox and the Jug" Learning nursery rhymes about the fox.
Kargopol toy
Kargopo legends. Poems about the Kargopol toy. Watching video materials about the Kargopol toy.
Artistic word about the Gzhel toy. Drawing based on Gzhel painting
Dymkovo toy
A story about the history of the creation of toys. Examination of authentic toys and illustrations. Reading poetry. Learning the game with singing "Hare" in arr. N. Rimsky-Korsakov
Drawing based on the Dymkovo painting.
"We meet Autumn - we celebrate name days"
"Hello, winter-winter!"
A conversation about the characteristic features of December using the relevant proverbs and sayings. Learning the call "You are Frost, Frost, Frost." Learning the song "New Year's round dance" music. Shaidar.
"The Leprosy of the Old Woman of Winter"
Riddles about winter. The repetition of the call "You are Frost, Frost, Frost." Acquaintance with the fairy tale "The leprosy of the old woman of winter." Learning the Russian folk song "Like a thin ice" in arr. Scar.
"A carol has come - open the gate"
A story about Christmas holidays and caroling. Learning songs of invocations. Singing carols “I sow, I sow, I sow”, “Like Vanka’s curls”, “My little ring”.
"Christmas - carols"
Folklore holiday for older children
Vologda lace
A story about the history of the creation of Vologda laces.
Creation of a sketch of Vologda lace, exhibition of children's works
"Good city Gorodets"
A story about the city of Gorodets and Gorodets painting. Learning the Russian folk song "Raven"
Gorodets painting
Continuation of the story about Gorodets painting. Drawing up patterns from ready-made forms. Repetition of proverbs and sayings about skill. Drawing based on Gorodets painting.
The story of the creation of craft. Artistic word about Khokhloma. Musical - folklore game
"Gingerbread board".
Drawing a Khokhloma pattern in a stripe
Drawing Khokhloma pattern in a circle.
Tale for Kuzi. Letter to Nathan
Telling stories for children on their own. Word game "Ayushki" Writing letters to Nafana by children - brownie Kuzi. Learning the Russian folk song "Oh, I got up early"
"Oh, Maslenitsa!"
Acquaintance with ritual songs dedicated to Maslenitsa The story of Maslenitsa. Listening to songs
“And spring has come to us”, “Verbokhlest”. Singing ritual songs and invocations about spring. Learning the game round dance "We are in a circle."
Maslenitsa
Folklore holiday for older children.
"Wise and happiness to face"
Acquaintance with the fairy tale "Seven years". Riddles. Singing the comic "Mother had 12 daughters." Learning the ornamental round dance "Oh, you, winds."
"Walk, look closely"
"Spring, spring, come here!"
A conversation about the characteristic signs of the beginning of spring. Learning and singing chants about spring “Larks, fly in” round dance game. Word exercise"What colors and why do you need spring"
Acquaintance with amusing folklore. Making funny stories for kids. Riddles about spring phenomena
"Magic Patch"
Acquaintance with the technique of patchwork, with the history of its occurrence. The story of the "magic blanket".
"Magic Patch"
A practical lesson in creating products from scraps. Exhibition of children's works.
"Red hill"
Acquaintance with the traditions of folk festivals during the Easter week. Word games. Singing ditties
Learning Ukrainian. nar. songs "Vesnyanka" in arr. G. Litvak
"Spring is red with flowers"
Repetition of invocations, songs, proverbs about spring. Riddle guessing. Acquaintance with N. Pavlova's fairy tale "Under the Bush". Musical-folklore game "Golden Gate".
“Victory does not wind in the air, but it goes with the hands”
About the Russian heroes of the epic. Story about warriors - defenders of the Fatherland. Listening to "Epics about Evpaty Kolovrat"
"Gifts of the white-barreled beauty"
Artistic word about Russian birch (story, poetry). Learning a round dance with singing "There was a birch in the field."
"To joke is to make people laugh."
"Fiction in faces, fiction"
Acquaintance with amusing folklore. Making funny stories for kids. Riddles about spring phenomena.
Acquaintance with Russians folk tales. Self-inventing by children of fables
Farewell to the "hut"
Word folk games. Telling boring stories. Singing ditties
Thematic planning for a year on work with children of senior preschool age (6-7 years old)
Subject
Program content
Opening of the "Gornitsa" circle.
To acquaint children with the peculiarities of the work of the "Gornitsa" circle. Learn how to organize your workspace. Strengthen the skills of working with a variety of art materials. To form an aesthetic attitude to the surrounding reality by means of various types of fine arts. Recall with the children the song “Guests”.
"What is born in the summer will come in handy in the winter."
Summer talk. Repetition of proverbs, poems, sayings about summer. Consideration of illustrations about haymaking. Acquaintance with ancient tools of labor. Activate the dictionary through the words: scythe, pitchfork, rake, haystack, shock.
"Vosenushka-Autumn - the last sheaf is mowed."
A conversation about the first autumn month, its features and signs. Repetition of the call "Vosenushka-Autumn". Learning the song “Autumn, autumn, we ask you to visit ...” Introduction to the game: “The harrow harrowed ...”
To expand children's ideas about the variety of products of folk arts and crafts. Continue to teach to notice and highlight the main means of expressiveness of products of various crafts. To cultivate a respectful attitude towards the work of folk craftsmen, national pride in the craftsmanship of the Russian people. To form a positive emotional responsiveness when perceiving the works of folk masters. Show the relationship between oral, visual and musical folk art.
"Bread is the head of everything!"
Examination of spikelets of rye and wheat. A conversation about the ancient ways of harvesting bread. Familiarization with millstones and their use. Acquaintance with the game "Aunt Arina". Learning the game with singing “Girls Sowed” in arr. I. Kishko.
"You can't put your mind on a thin head"
A conversation about intelligence and stupidity. Acquaintance with the fairy tale "About Phil". Word game "Filya and Ulya".
Learning the Russian folk song "In the gorenka, in the new one."
“October is a dirty man who doesn’t like wheels or runners.”
A conversation about the characteristic signs of October. Story about folk holiday Cover. Musical and folklore game "Autumn - autumn". Listening to the Russian folk song "Zhito reaped."
"Titmouse Day"
Final conversation about autumn. The story about the holidays Sinichkin day and Kuzminki. Learning the ornamental round dance "I sow, I sow dew."
"Oseniny we celebrate name days"
Folklore holiday dedicated to the harvest.
An integrated lesson in decorative drawing together with an art teacher on the topic: "Merry Fair"
Give children an idea of the fair. Continue introducing children to Dymkovo products, their artistic features; continue the formation of teamwork skills (the ability to negotiate, distribute work, help each other). To educate children in love and respect for the work of craftsmen who created beautiful things, to see beauty.
"Winter is not summer - dressed in a fur coat"
A conversation about the characteristic features of winter. Performance and playing out of the Russian folk song "Like a thin ice". Musical and folklore game "Dudar".
Vologda lace Design from threads on the theme: "Winter patterns"
Acquaintance with the work of Vologda lacemakers. Artistic word about Vologda laces. To instill in children love and respect for the work of craftsmen who created beautiful things, to see the beauty of lace in the contrasting combination of dense parts of the pattern with a light airy mesh, to learn to carefully “weave” lace - to draw a pattern from familiar shapes.
Construction from threads on the topic: "Winter patterns"
Drawing with threads on sticky paper. Learn to weave lace carefully using threads of different structures and sticky paper for drawing. Develop creativity and imagination.
"Shines, but does not warm"
Talk about different light sources. Shadow theater performance. Learning the round dance “Will I go out to the river” Russ. nar. song in arr. V. Ivannikova.
An integrated lesson in decorative drawing together with a teacher of fine arts On the topic: “Beautiful Gzhel”
Acquaintance with the Gzhel art craft. Listening to "Forget-me-not Gzhel" music. Yu. Chichkova Sat. "Chamomile Rus'". Learn to recognize the products of Gzhel masters, call characteristic differences. To consolidate the ability to conceive and compose a composition from familiar elements of Gzhel painting; the ability to paint with a pile with the whole brush and the end, to correctly pick up paint on the brush. Develop children's creativity, independence.
"Kolyada Came on Christmas Eve"
A conversation about the Christmas holidays, Christmas fortune-telling. Singing carols. Learning Russian folk songs "Zimushka-Sudarushka",
Decorative drawing "Gorodets patterns - how much joy for the eyes" (Gorodetsky pattern on the kitchen board).
Expand the idea of children that the same products can be decorated in different ways, teach them to choose one of the proposed composition options for the image or independently invent a pattern and its location on the board; to consolidate the ability to draw straight and rounded flower garlands from self-selected elements in compliance with the characteristic color combinations of the Gorodets painting; introduce children to decorating leaves with black thin rounded strokes, white dots.
"The work of the master is afraid"
Acquaintance with the fairy tale "Seven Simeons". Didactic game "Who needs what for work." Repetition of proverbs about work and skill. Musical and folklore game "And we sowed millet."
"The song lives among the people"
Talk about Russian folk song. Acquaintance with proverbs and sayings about the song. Listening and learning the Russian folk song "I walk with the weed".
"On the hero and glory runs"
Story about Russian heroes. Acquaintance with epics as a form of Russian folk art.
Learning the song "Because of the forest, because of the mountains."
"Maslenitsa
Praskoveika, we welcome you well!”
Conversation about Shrovetide.
Learning a Russian folk song with singing "Oh, I got up early."
Musical - folklore game "Kite".
"We meet Shrovetide"
Folklore holiday dedicated to the farewell of winter, the meeting of spring.
"A mother's heart is better than the sun
An ethical conversation about mother with the inclusion of folk proverbs and sayings about the family. Listening to the Russian folk song "Oh, you are a dear mother." Game round dance "The king walks."
Russian doll
The story about the matryoshka about the history of the creation of this toy. Reading poems, nursery rhymes Learning ditties. To consolidate children's knowledge about Russian nesting dolls, how to make it; the ability to see the features of the painting, the elements of the pattern, the color of the products; the ability to compose a composition of a floral ornament from flowers, buds, leaves in free space. Decorate the matryoshka according to your plan. Cultivate accuracy and independence in work. Develop creativity and imagination.
Integrated lesson on the topic: “Matryoshka came to visit us!”
To consolidate the knowledge of children about nesting dolls from different regions of Russia (Semenovskaya, Zagorskaya, Polkho-Maidanskaya). To improve the skills of children in drawing up patterns of one or another painting. Improve the skills and techniques of working with a soft brush. Create joyful atmosphere in class, try to arouse in children the desire to draw with paints on their own.
Poetry of folk costume
Story about folk costume. Listening to Russian folk songs (on record). Display of video materials on Russian folk costume.
Integrated lesson on the topic: "Decorate Praskovei sundress!"
Continue to acquaint children with Russian folk culture. To give an idea of the history and features of the Russian national costume. To form the ability to decorate clothes with details of a Russian costume.
"Rook on the mountain - spring in the yard"
A conversation about Russian customs of meeting spring. Singing hymns about spring. Learning the Russian folk song "Like viburnum in the field." Musical and folklore game "Burn, burn brightly."
"To joke - to make people laugh"
A conversation about folk humor (boring tales, tongue twisters, teasers). Word game "Confusion".
Journey through folk crafts
To expand children's ideas about the variety of products of folk arts and crafts. Continue to teach to notice and highlight the main means of expressiveness of products of various crafts. To cultivate a respectful attitude towards the work of folk craftsmen, national pride in the craftsmanship of the Russian people. To form a positive emotional responsiveness when perceiving the works of folk masters. Show the relationship between oral, visual and musical folk art.
"Red hill"
Easter story. Verbal folk games "Gardener", "Spikers".
Learning the Russian folk song "Summer is bright in a red shirt."
Easter is coming!
Folklore holiday for older children
"Journey on the golden-maned
miracle trio"
Acquaintance of children with the image of a horse in Russian folk arts and crafts (Gorodets, Palekh, Khokhloma painting). The story about the masters of Palekh. Listening to folk songs glorifying the Russian troika (on the record)
Listening to "Palekh" music. Yu. Chichkova Sat. "Chamomile Rus'".
Decorative drawing "Zhostovo flowers".
Acquaintance with Zhostovo painting. To consolidate the ability of children to paint "trays" (cut out of colored paper of various shapes) based on the Zhostovo painting. Learn to place the pattern not only in the center, but in the corners and on the sides. Raise interest in arts and crafts.
Construction from natural material on the theme: "Birch bark jewelry".
To acquaint children with the wonderful natural material. Tell about the properties of birch bark. Review finished products. Teach children to make birch bark beads.
Drawing "Golden herbs of Khokhloma" (collective panel).
Listening to "Our Khokhloma" music. Yu. Chichkova Sat. "Chamomile Rus'". Based on knowledge of the Khokhloma craft, to consolidate the ability to create an independent composition, conveying the floral nature of the ornament, festivity. The solemnity of the color of the Golden Khokhloma. Develop in children the desire for creativity.
"A man without a homeland is like a nightingale without a song."
The final conversation about the past of the native land and the heroes-countrymen. Viewing video materials. Final teamwork on the topic "My small homeland".
Journey through folk crafts
To expand children's ideas about the variety of products of folk arts and crafts. Continue to teach to notice and highlight the main means of expressiveness of products of various crafts. To cultivate a respectful attitude towards the work of folk craftsmen, national pride in the craftsmanship of the Russian people. To form a positive emotional responsiveness when perceiving the works of folk masters. Show the relationship between oral, visual and musical folk art.
The legend "Where did the signs in drawing come from"
(Introduction to the signs of folk ornaments)
I option. Educator. Listen to what an interesting story my great-great-grandfather told me.
It was a long time ago, so long ago that the oldest people know about it only by hearsay from their grandfathers and great-grandfathers. Where the cities now stand, forests used to stretch, so dense and dense that it was possible to get lost. And all sorts of monsters lived in those forests. Whoever left the house and rode along the road through the forest, terrible things always happened to him.
