Russian folk traditions as a condition for the moral education of older preschoolers. Cognitive development "folk traditions and customs"

“Traditions and life of the Russian people”

for older children before school age

Fedorova Yulia Sergeevna,

teacher of MKDOU No. 483,

Novosibirsk city

Project type: creative, educational.

Project type: family, group.

Expected results: Children have ideas about the traditions and life of the Russian people. They understand the role of work in the lives of Russians, know and preserve historical and spiritual memory, and be able to apply the acquired knowledge in later life. Active participation of parents in the spiritual and moral education of preschool children.

Participants: children and parents of older children, music director, educators.

Relevance of the topic

IN last years problem patriotic education children of preschool age has become very relevant. Among the targets that should be formed by the end of preschool age are the mastery of ideas about society, its cultural values, the state and belonging to it.

Currently, patriotic education refers to the interaction between adults and children in joint activities and communication, aimed at revealing and forming universal human values ​​in the child, moral qualities personality, familiarization with the origins of national regional culture, the nature of the native land, nurturing an emotionally effective relationship, a sense of belonging, and attachment to others. From preschool age, a child must be raised as a patriot - a person who has a sense of the Motherland, who loves the country in which he was born and grows up, its traditions, history, culture, language.

The relevance of organizing project activities is determined by the requirements of the Federal State Educational Standard for the results of education and upbringing of children, which involve the formation of their value-semantic orientation and the development of life competence. In the process of creative activity based on the study of the traditions of the Russian people in children, cognitive processes are improved, ideas about the world around them are enriched, observation and voluntary attention develop, speech is enriched and developed, and adequate self-esteem, skills of self-control and positive relationships with teachers and children.

Main problem: The centuries-old experience of mankind has shown the importance of introducing children to the culture of their people, since turning to the paternal heritage fosters respect and pride for the land on which we live.

This leads to an important problem: to awaken in the child those moral feelings and desires that will help him in the future to become familiar with folk culture, way of life, traditions and to be an aesthetically developed person.

Objective of the project:

To form in children ideas about the traditions and life of the Russian people; awakening interest in one of the most beautiful pages of human life, nurturing an aesthetic sense, developing emotional perception and artistic taste.

Considering that interest in understanding, strengthening and active promotion of national cultural traditions, chose the theme of their project “Traditions and life of the Russian people.” We considered it necessary to start by introducing children to the culture, way of life and traditions of the Russian people, since from questionnaires and communication with parents it turned out that many of them cannot talk about the life of our ancestors and what household items they used, they do not know Russian folk tales, nursery rhymes, tongue twisters.

Tasks:

1. Introduce children to the peculiarities of life and everyday life of the Russian people.
2. Give the concept of Russian costume.
3. To give an idea of ​​the traditional character qualities of a Russian person: hospitality, hard work, kindness, respect for elders.
4. To help, through acquaintance with the hut, to understand the fairy tale, to reveal some unfamiliar aspects of the life of a person’s village life to a child living in modern urban conditions.
5. To instill in a child an interest and love for the history, culture, customs and traditions of their people, to cultivate patriotic feelings.
6. To instill a love for our native nature, a desire to cherish and protect its beauty.
7. Expand and activate children's vocabulary using native Russian words and concepts, instill a love for the beauty and wisdom of Russian speech.

In our work we rely on the following scientific principles:

- the principle of developmental education, the goal of which is the development of the child. The developmental nature of education is realized through the activities of each child in the zone of proximal development.

— principles of scientific validity and practical applicability. The content of the material must correspond to the basic principles of developmental psychology and preschool pedagogy, while being able to be implemented in mass practice preschool education;

— meet the criteria of completeness, necessity and sufficiency, that is, make it possible to solve set goals and objectives only using necessary and sufficient material, to get as close as possible to a reasonable “minimum”;

— to ensure the unity of educational, developmental and training goals and objectives of the educational process of preschool children, in the process of implementation of which such knowledge, abilities and skills are formed that are directly related to the development of preschool children.

Optimality and effectiveness of funds

The main methods of work are visual-auditory, information-receptive and reproductive, which are used taking into account the principle of didactics (from simple to complex).

The visual-auditory method is the leading method musical education, since without it the perception of music is impossible. Using this method, we encourage children to compare and contrast. For example, a comparison of “live” sound and a recording, a comparison of two (three) works that contrast with each other. For older children, we suggest distinguishing between different performances of the same piece.

We use the information-receptive method to transfer knowledge about music, composers, performers, musical instruments, let's explain musical works which they listen to, we teach them to independently apply the mastered performing creative skills. Using this method, we make poetic comparisons with pictures of nature, metaphors, and epithets that allow us to characterize the connections of sound images with life.

One of the directions of the conversation is the description of the emotional and figurative content of music: feelings, moods expressed in the work. The information-reproductive method develops children's figurative speech. Children begin to understand that music can express not only a cheerful and sad mood, but also a wide variety of feelings and their shades - tenderness, excitement, triumph, light sadness, grief, etc.

We use the reproductive method to consolidate learned material and repeat it. We use tasks at two levels: in the first, we work out ways to apply knowledge according to a model; in the second, children perform variable tasks that require rethinking and creative application of acquired knowledge.

Methods and techniques for introducing children to Russian folk art

- Learning nursery rhymes, jokes, nicknames.

- Use of proverbs, riddles, sayings.

- Reading fiction.

— Use of Russians folk songs and dancing.

— Holding Russian folk games.

— The use of Russian folk costumes in holidays and independent activities.

- Acting out scenes and episodes of fairy tales.

— A story about folk customs and traditions.

— Examination of illustrations about Russian life.

— Conversations, questions, clarifications

Forms educational work with kids

— Organized classes.

- Cooperative activity.

— Holidays and entertainment.

— Observations in everyday life and nature.

- Listening to music.

Targeting

The experience of project activities on the topic “Traditions and life of the Russian people” is addressed to creative teachers and parents interested in the problem of interaction between kindergarten and family in introducing children to traditional folk culture.

The main directions of our work:

1. Creating an atmosphere national life — creating the interior of a Russian hut. Everyone knows that surrounding objects have a great influence on the formation spiritual qualities child - develop curiosity, cultivate a sense of beauty. We decided that the children should be surrounded by objects characteristic of Russian folk life. This will allow children with early age feel like part of a great nation.
We tried to recreate the main details and furnishings of a Russian hut, conveying the spirit and atmosphere of Russian life. In our room there is a samovar, a cast iron pot, a grip, wooden spoons and bowls, an iron, a comb, a spindle, a ruble, a rocker, embroidered tablecloths, napkins and other household items; there are also exhibitions of “Russian folk costume”, “Folk toys”, national embroidery, knitting, weaving, samples of folk crafts: “Khokhloma”, “Zhestov”, “Gorodets”. With what interest the children looked at the antiques.
Children enjoyed using folk items in role-playing games, playing didactic folk games, looking at illustrations, drawing, sculpting and much more.
2. Use of folklore(fairy tales, proverbs, sayings, counting books, nursery rhymes, etc.). Oral folk art reflects, like nowhere else, the traits of the Russian character and its inherent moral values ​​- ideas about goodness, beauty, truth, fidelity, etc. A special place in such works is occupied by a respectful attitude towards work and admiration for the skill of human hands. Thanks to this, folklore is a rich source of cognitive and moral development of children.
3. Getting to know folk art. The people showed their creative aspirations and abilities only in creating items necessary in work and everyday life. However, this world of utilitarian things reflected the spiritual life of the people, their understanding of the surrounding world - beauty, nature, people, etc. Folk craftsmen did not literally copy nature. Reality, colored by fantasy, gave rise to original images. This is how fabulously beautiful were born murals on spinning wheels and dishes; patterns in lace and embroidery; quirky toys.
Considering folk art as the basis of national culture, we consider it very important to introduce students to it.
4. Introduction to Russian folk games. Russian folk games attracted our attention not only as a genre of oral folk art. Folk games have enormous potential for the physical development of a child, and therefore we decided to introduce folk games into the program for organizing children’s physical activity.

Project implementation stages:

Stage I – justification of the relevance of the topic, motivation for its choice. Formulation of tasks and goals of the project.

— Familiarity with the contents of books. Reading educational and fiction literature.

— Primary monitoring.

— Questionnaire of parents.

— Involving parents in collecting materials: videos, illustrations, etc.

Stage II – activities in accordance with the approved content of the project plan

— Classes according to plan.

- Conversations.

— Reading educational and fiction literature.

- Listening to classical music.

— Listening to Russian folk songs.

— Excursion to a Russian hut.

Stage III – generalization and systematization of the students’ acquired knowledge, summing up the results in a discussion of activities in the children’s team.

— Monitoring.

— Open lesson"Life and traditions of the Russian people"

— Project presentation

Activities with children

— Lesson “Mother Rus'”. Goal: To introduce children to what our homeland used to be called and why .

— Excursion to the “Russian Izba” room. Purpose: To introduce the life of a peasant family.

— Conversations: “Ancient and modern names”, “Respect your father and mother - there will be grace in life.” Goal: to cultivate love and respect for your parents.

— Reading Russians folk tales, epics about Ilya Muromets.

Examination of illustrations for Russian folk tales and epics, Vasnetsov’s painting “Three Heroes”.

Purpose: To show, on the basis of works of art, the everyday life of people, to introduce them to the exploits of heroes.

- Maslenitsa holiday. Goal: To introduce children to one of the holidays

— Round dance game “Burn, Burn Clear” “Dudar”. Goal: To introduce children to round dance games.

— Listening to Russian folk songs. Goal: Show the life and way of life of the Russian people based on folk songs .

- Game "Stream". Goal: Show children how they vacationed in the old days.

— Evening of riddles about household utensils, etc. Goal: To reinforce with children the names of household utensils, etc.

— Drawing “Paint the sundress.” (plasticineography).

— Children's stories about their family members from personal experience. Goal: to instill love and respect for loved ones, respect for their work.

— Role-playing games: “Family”, “Mothers and Daughters”, Village Hut.”

— Monitoring.

Final event for the project " Family traditions in Rus'." Goal: To consolidate children's knowledge about the traditions of the Russian people.

Activities with parents

— Bake pancakes for Maslenitsa.

— Participation of the Grudev family in the “Family of the Year” competition.

— Learning ditties and poems about the Motherland with children.

— Create a group album “Me and my name.”

Goal: to attract parents to the project. Develop children's cognitive interest.

— Invite parents to read the following works of fiction to their children: Russian folk tales“Smart Worker”, “Flying Ship”, “Seven Simeons - Seven Workers”, “Porridge from an Ax”, “Two Brothers”, “Sivka-Burka”, “Plowman”, “Sister Alyonushka and Brother Ivanushka”,

Conclusion

In the process of implementing the project, preschoolers received extensive knowledge about the history of peasant housing - the hut, its structure, and the life of peasants.

Children got acquainted with ancient household items and their modern analogues, and got the opportunity to practically use these items. The pupils' vocabulary was enriched with the names of Russian everyday objects.

All this undoubtedly contributed to the development of thinking, broadening the horizons of preschoolers and instilling respect and love for Russian folk culture.

Literature:

1. My Motherland is Russia, “Peoples. Costumes. Holidays". Compiled by: A.G. Shegai, I.L. Shesternina and others, - Moscow, School Press, 2010.

1. My Motherland is Russia, “From ancient times to the present day.” Compiled by: A.G. Shegai, I.L. Shesternina and others, - Moscow, School Press, 2010.

1. V.V. Gerbova and others. A book for reading for 5-7 years old in kindergarten and at home.
2. Russian folk tales from A to Z “Wonderful, wonderful, wonderful, wonderful”, Moscow, 2011.
3. Internet.

Interest in the past, in one’s roots, in history, culture, and the way of life of the people, which naturally arises at a certain stage of development human society, there is a worldwide trend. Only on the basis of the past can one understand the present and foresee the future. And a people who do not pass on all that is most valuable from generation to generation are a people without a future.

The main task of educators is to create conditions for the active development of the culture of the native people and the preservation of their traditions. It is preschool childhood that is the time when a genuine, sincere immersion in the origins of national culture is possible.

National revival, the reconstruction of progressive folk traditions is impossible without bringing into play the primordial traditions of education and ethnopedagogy. Ethnopedagogy studies the process of social and public interaction and the impact during which the personality is educated and developed; assimilates social norms, values, experience; collects and systematizes folk knowledge about raising and teaching children, folk wisdom reflected in religious teachings, folklore, folk games and toys, folk life and traditions.

Therefore, the study of folk art is very important to identify the valuable things that each nation contributes to world culture.

Moral ideas and concepts about ethnoculture are formed through conversations and stories from the teacher about work, traditions, and folk art of the Russian people; reading books about the peoples of our country, getting to know fairy tales, tales, epics, songs, riddles, proverbs and sayings, folk games and toys, folk holidays.

In our preschool great attention is devoted to introducing children to the traditions of Russian folk holidays. Why did we turn specifically to the holidays? Folk holidays help children feel like a part of their people, learn about their traditions and customs, and develop Creative skills. These holidays give insight into folk beliefs, traditional rituals, Everyday life Russian peasant. They teach a careful, reverent attitude towards nature, their native land, their ancestors, and the history of the people.

Holidays are a wonderful opportunity for preschoolers to show a wide variety of talents, as main feature the holiday is its creative theatrical basis. This is an opportunity to unite children and adults with a common goal, to remove some internal conflicts, let you feel the joy of communication, the joy of joint creativity.

K.D. Ushinsky noted: a holiday for a child is not at all the same as for us adults. He emphasized: a child counts his days from holiday to holiday, just as we count our years from one important event our life to another. How dull and gray childhood would be without a holiday!..

Any holiday, as defined by M.M. Bakhtin, is primary form culture . The culture of the holiday is truly made up of the culture of play, speech, movement and musical sound, fashion and costume, etiquette, custom - in a word, from the totality different cultures. By reviving festive folk traditions in a preschool institution, we pursued a specific goal - to introduce our students to the origins of Russian folk culture through the organization of children's folklore holidays, to give every child the opportunity to open up and show their talents.

Preparing for a holiday always arouses interest in children, on the basis of which artistic taste and unity between children and adults are formed. The most important thing is that no one should be a passive observer. We tried to give an outlet to children's aspirations for creativity, to help satisfy their desire to participate in games, dances, performances, and in the design of the hall and group. This contributes to the socialization of the child, develops in him active position and evokes a desire to preserve the traditions and customs of the Russian people.

The property of folk holidays is to joyfully transform everything around; help people more vividly experience and comprehend events from natural life and spiritual history, which makes them an indispensable tool in educational work with children. Children perfectly feel the semantic depth of holiday images, instinctively comprehending them, despite the artificially interrupted transmission of traditions from generation to generation. Surprisingly, in our time, children who come into contact with folk holidays in kindergarten can often help their parents discover new world, full of harmony and joy.

Modern holidays and rituals are richly saturated with folk amateur performances; they are sharply opposed to old, religious rituals. In folk culture you can find various shapes holidays: holidays-concerts, holidays-performances. Such holidays bring joy and entertainment to those who come to them as spectators, and no less joy and pleasure to those who are “artists”.

For a kindergarten, the most natural holidays will be those in which children traditionally take part. These are, for example, holidays: “meeting spring”, where children are given the role of callers, they dance in circles, pestles sing and they are presented with Easter cakes (cookies in the shape of birds). Children look forward to such a holiday. This day is associated with the excitement of artistic creativity: together with their mothers, they make larks and swallows from white dough and bring them to the preschool educational institution. Children put their love for their native nature and their idea of ​​beauty into their little creations.

An indispensable material for pedagogical work– children's traditional games: as an independent cultural complex and as an element of folk holidays.

An important element of education can be familiarity with traditional folk costume(of course, in its authentic, not “theatricalized” form), its production and wearing during the holidays. After all, in clothes people embody their ethical and aesthetic ideas, concepts of harmony of the world and man.

Because, main goal children's party is the introduction of preschool children to traditional festive culture, the development of children's creativity, the question of the content of the festive action is especially important.

Preparing for a holiday always arouses interest in children, on the basis of which artistic taste and unity between children and adults are formed. The most important thing is that no one should be a passive observer. We tried to give vent to children's aspirations, to help satisfy their desire to participate in games, dances, performances, and in the design of the hall and group. This contributes to the socialization of the child, forms an active position in him and causes a desire to preserve the traditions and customs of the Russian people.

When organizing children's parties, we try to observe the principles characteristic of Russian leisure - this is spiritual elevation and enlightenment, the unity of people, the revelation of their creative forces, a state of universal harmony. Therefore, not only the holiday itself, but also the preparation for it are of great importance for the formation of the foundations of a child’s culture. He gradually develops skills and abilities in organizing and holding a holiday. First of all, you should think about his program. All employees of our preschool educational institution and children of senior preschool age take part in its preparation.

Gradually, holidays began to be seen as one of the main means of interaction with parents, as this contributed to the active involvement of parents in the pedagogical process. Educators began to involve parents in preparing for festive events: in making folk festive costume, dolls, to participate in the fun. Moms and dads stopped being spectators, but turned into active and full participants. This form of celebration created a trusting relationship between teachers and parents. And most importantly, it showed each child the enormous importance of family in his life, revealed the potential capabilities of children, clearly showed ways to use this potential, helped to notice the child’s problems “from the inside,” forced parents to think about what they would like their children to be like and what they could have time to adjust. After all, now mom and dad went to the holiday hand in hand and sat next to the child, alone “ big family" In addition, a desire began to awaken in parents to think about what they wanted and could pass on to their children as a cultural heritage during and under the conditions of the holiday.

When organizing holidays, we tried to create a joyful mood in the child, emotional uplift and develop knowledge of the traditions of the national holiday, the features of organizing the festive event, the rules for inviting guests and guest etiquette.

Thus, by introducing children to the origins of Russian folk holiday culture, we diversify the personality of each child, who, we hope, will be a bearer of Russian character traits and Russian mentality.

1. Knyazeva O.A., Makhaneva M.D. Introducing children to the origins of Russian folk culture. – SPb.: “CHILDHOOD-PRESS”, 1998.

2. Kartushina M.Yu. Theatrical performances for children and adults. – M.: TC Sfera, 2005.

Ofitserova Tatyana Vyacheslavovna

City ( locality):

Michurinsk, Tambov region

Education of preschool children based on the traditions of the Russian people

Preschool age is the foundation of a child’s overall development. These children are inquisitive, responsive, receptive, easily respond to all initiatives, they can sincerely sympathize and empathize.

Raising younger preschoolers based on the traditions of the Russian people through folk culture is a very relevant topic today. The relevance is dictated by the contradictions, difficulties and even crisis phenomena that have developed in society.

Much attention has always been paid to the education of moral feelings in the history of pedagogy. V.G. Belinsky. K.D. Ushinsky, N.A. Dobrolyubov believed that raising a child as a citizen of his homeland is inseparable from nurturing in him humane feelings: kindness, justice, the ability to resist lies and cruelty.

“The fate of a people is hidden in its history. It conceals not only his past, but also his future; it represents his spiritual nature and his strength, and his gift, and his task, and his calling. The history of a people is the silent verb of its spirit, a mysterious record of its destinies, a prophetic sign of the future.” This is what the Russian philosopher I. Ilyin wrote.

The main goal in the work of educating younger preschoolers on the basis of the traditions of the Russian people is based on the formation of ideas about the folk and Orthodox culture of the Russian people, which can be achieved through solving the following tasks:

To acquaint children with the basics of spiritual and moral folk traditions of the Russian people and traditional way of life life. But it is necessary that the surrounding objects, which for the first time awaken the soul of the child, cultivating in him a sense of beauty and curiosity, are national. This will help children from a very early age understand that they are part of the great Russian people;

Use of all types of folklore (fairy tales, songs, proverbs, sayings, round dances, etc.);

Introduce Russian folk traditions and Orthodox holidays. In which the finest observations accumulated over centuries are focused on the characteristic features of the seasons, weather changes, the behavior of birds and plants. Note that these observations are directly related to labor and various aspects public life human beings in all their integrity and diversity.

Raising preschool children on the basis of the traditions of the Russian people, on the basis of folk and Orthodox traditions, has a beneficial effect on all aspects and forms of a person’s relationship with the world: on his ethical and aesthetic development, worldview and formation civic position, patriotic and family orientation, intellectual potential. And this is only possible through the joint efforts of the family, educational institution and state. The attempts made to date to educate a spiritually moral person show that the weakest point in this activity is the family. Many parents simply do not know what exactly learning occurs in preschool age. social norms, moral requirements. Therefore, it is very important to help parents realize that, first of all, moral and spiritual customs and values ​​created by their ancestors must be preserved and passed on in the family, and that it is parents who are responsible for raising children.

In recent years, certain changes have occurred in the preschool education system. The content of education and upbringing of children is being updated. Today we are beginning to look at many things differently, somehow in a new way. We are rediscovering and re-evaluating a lot of things. This also applies to the past of our people.

The promise of working with children is to create a sense of belonging to the heritage of the past. After all, the basis of human culture is the spiritual principle. Life without spirit, lack of spirituality has never been inherent in the Russian people and the people as a whole, in Russian history and culture. Lack of spirituality is a property of a person whose life activity takes place in complete contradiction with the laws of nature, society and the moral tenets of faith. As a result of this, a “foolish spirit” develops, incapable of analyzing and evaluating its own actions. Lack of spirituality is a crisis of the spirit, and therefore a crisis of man. It manifests itself in the form of a false worldview, replacing the purpose of life with its means, spiritual rudeness and selfishness, in the form of various passions and vices, in the absence of a holistic picture of the world, in a person’s inability to distinguish between good and evil. Lack of spirituality is destructive for the person himself, destructive for society as a whole, it is a sure sign of deviation from Truth, Goodness and Love, from spirituality as the core of human life. The power of goodness, justice, righteousness, and morality has always been strong among the people.

Contact with folk and Orthodox traditions, participation in folk holidays, spiritually enrich the child, cultivate pride in their people, and maintain interest in their history and culture. Now the national memory is gradually returning to us, and we are beginning to have a new attitude towards ancient holidays, traditions, folklore, artistic crafts, decorative and applied arts, in which the people left us the most valuable of their cultural achievements, sifted through the sieve of centuries. Children should know the traditions, customs of the Russian people, the history of folk culture, and be imbued with a sense of understanding of its antiquity and greatness in order to become familiar with its origins.

Reverence for the native land, nature, and Motherland is a fundamental spiritual and moral value of the Russian people. A caring attitude towards native nature, admiration for its natural elements, is reflected in the popular consciousness in the cult of plants and water sources, V calendar holidays, images and their symbolism.

Acquaintance with folk crafts: nesting dolls - a real Russian beauty. Rosy-cheeked, in a smart sundress, with a bright scarf on her head. But the nesting doll is not a lazy person, in her hands she either has a sickle and ears of grain, or a duck or a cockerel, or a basket of mushrooms and berries; Dymkovo toys, Khokhloma, Gzhel, Pavlovsk Posad scarves are admired by Russian craftsmen.

Child starting active life, faces many problems and difficulties related not only to the fact that he still knows little about this world, but he must and wants to know it, he needs to learn to live surrounded by his own kind. And not only to live physically, but also to feel good, comfortable among people, to develop and improve. And for this it is important to understand how people communicate with each other, what they value, what they blame, what they praise for, and what they scold and even punish for. In the process of this complex cognition, the child becomes an individual with his own worldview, understanding of good and evil, with his own reactions to the actions of others and his own behavior.

When working with children, to better understand the meaning of customs and rituals, you need to use folklore works. The content of folklore reflects the life of the people, their experience sifted through the sieve of centuries, the spiritual world, thoughts and feelings of our ancestors.

Folklore, as the treasury of the Russian people, finds its application in various sections of work with preschoolers: speech, games, visual arts, music. Oral folk art reflects, like nowhere else, the traits of the Russian character and its inherent moral values ​​- the idea of ​​goodness, beauty, truth, and fidelity. A special place in such works is occupied by a respectful attitude towards work and admiration for the skill of human hands. Thanks to this, folklore is a rich source of cognitive and moral development of children. When organizing classes you need to use methodological techniques search related game characters. Use toys in the form of animals, most often found in folklore (cat, mouse, cockerel, bear). Songs, nursery rhymes, and fairy tales from children’s mouths sound different, and roles in dramatization games are more expressive. All this turns the kindergarten not into an institution, but into a kind, warm home.

Folk and Orthodox holidays evoke the most emotional response in the souls of children. Holidays are an inexhaustible source of not only traditions and rituals, but also optimism in life. They bring joy to our homes, set a special rhythm in a person’s spiritual life, turning him to the traditions of our people. One of the tasks is to cultivate such virtues as mercy, compassion, the ability to forgive insults and others. What seems easier than communicating with each other? Any person, and especially a small one, needs communication just like breathing is for life. It is necessary to teach a child to see in himself a movement towards good and evil and to distinguish between them, to cultivate a desire to make a choice in favor of good, to follow the good inclinations of the heart and conscience, to form good relations to loved ones. People's and Orthodox culture- the source is pure and eternal. Whatever the people express themselves in: in dance, in song, in preserving their traditions, one thing is clear - it comes from the soul.

Moral education, according to Ushinsky, should develop in a child humanity, honesty and truthfulness, hard work, discipline and a sense of responsibility, a sense of self-esteem, combined with modesty. Education should develop in a child a strong character and will, perseverance, and a sense of duty.

Raising preschoolers in line with education based on the traditions of the Russian people is the key to the future revival of our former traditions and foundations, the foundation for the prosperity and strengthening of our people. Therefore, all our work should be aimed at improving the moral atmosphere in the team and families with whom we work and reviving the traditions of the Russian people. Ushinsky defined education as a purposeful, conscious process of forming a harmoniously developed personality. Among the various aspects of education, Ushinsky gave the main place to the education of morality. He wrote: “...we boldly express the conviction that moral influence is the main task of education, much more important than the development of the mind in general, filling the head with knowledge.”

Our task, as teachers, is to invest in the child all the best that we ourselves have and do not even have. Then we can say that we did everything we could. Of course, this is not possible without the help of the family, so it is necessary to find close contact with all participants in the process. This will help us raise a spiritual and moral generation.

Literature:

1. Alekseeva A. Sample program Orthodox education of preschool children.

2. Kirkos R.Yu. Orthodox education of preschool children. St. Petersburg: Satis-Derzhavi, 2005.

3. Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian folk culture. St. Petersburg: Detstvo-press, 2004.

The article is devoted to the problem moral education children of senior preschool age in modern conditions. It is shown how folk traditions, folk toys, folk games, and children’s participation in folk holidays can be used in the moral education of older preschoolers.

Key words: moral education, children of senior preschool age, Russian folk traditions.

Currently, there is a growing interest in understanding, strengthening and actively promoting national cultural traditions, embodied in original genres of folklore, family and everyday customs, rites, and rituals.

Moral education is a purposeful process of introducing children to the moral values ​​of humanity and a particular society.

For the formation of any moral quality, it is important that it takes place consciously. Therefore, knowledge is needed on the basis of which the child will form ideas about the essence of moral quality, its necessity and the advantages of mastering it. The child must have a desire to acquire a moral quality, that is, it is important that motives arise for acquiring the corresponding moral quality.

"Embedded in traditional culture high spirituality and morality are the guarantors of healthy image life of the population, harmonized organization of everyday life, respect for traditions, friendly relations with others, love and careful attitude to nature."

The work of A. B. Izmailov presents “Fairy tale materials” in Russian folk pedagogy for the education of preschool children, and the study of M. B. Kozhanova reveals the pedagogical process in a preschool educational institution in the context of the regional-ethnic orientation of education. It is considered as “specially organized interaction (in the form of assistance) between teachers and students in implementing the content of education using ideas folk pedagogy, as well as features, factors, means, methods public education in order to solve educational problems aimed at meeting the needs of society for a comprehensively developed personality and their child, their interests and needs, contributing to the development and socialization of him as a subject of an ethnic group and as a citizen.”

In preschool pedagogy, interest in national identity, attention is drawn to the revival of folk traditions, the development and understanding of the role of one’s nation and ethnic group in the world historical process. The task of the teacher in the context of this problem is to resolve the issue of forecasting and realizing potential national traditions, customs; assistance in nurturing preschoolers’ interest in their native culture.

The mechanism that allows you to include folk pedagogy in the modern educational process in a preschool educational institution is folk tradition. “Folk traditions are an effective means of moral development of preschool children.”

“Folk tradition is a phenomenon that is a way of storing and transmitting social experience, reproducing stable social relations, mass habits, beliefs, and customs.” Folk tradition belongs to a certain people and conveys the way of life, life, customs, spirit, mind, character, direction characteristic of it.

“Education based on folk traditions contributes to the development of a culture of behavior, mutual understanding, the formation of religious tolerance, and interethnic tolerance.”

The main task of the kindergarten is to lay the foundations of a spiritual and moral personality with an active life position and with creative potential, capable of self-improvement, and harmonious interaction with other people.

Traditions organize the connection between generations; the spiritual and moral life of peoples rests on them. The continuity of elders and younger ones is based precisely on traditions. The more diverse the traditions, the spiritually richer the people. Nothing unites people like traditions. “Tradition contributes to the restoration of the heritage that is now being lost; such restoration can be salutary for humanity.” Therefore, it is so important to develop in a modern teacher respect for traditions, a positive attitude towards them, and a desire to support and preserve them.

Folk traditions include holidays, rituals, customs, folk games, folk toys, traditional cuisine. Folk pedagogy uses all components of folk culture as the main means of education: folklore, songs, fairy tales, proverbs, sayings, games, toys, round dances, dances. “It is they who reveal the content of the upbringing and education of children, the main moral rules and ideals, understanding of good and evil, norms of communication and human relations» .

The tasks of a teacher who strives to use folk traditions in his activities are to reveal the spiritual and moral potential of folk culture and to bring it to the child in an accessible form. We give great importance increasing children's vocabulary through a semantic explanation of unfamiliar words, their origin (etymology) and historical meaning.

The methodological side of moral education using folk traditions involves: creating and enriching a developmental environment in a group and preschool institution (based on):

• - subject-information enrichment (folk life objects, folk costumes, models of folk dwellings, local history corners and expositions);
• - examples of creative activity of the Russian people (books, paintings, items of decorative and applied art);
• - emotional and cultural significance (folk toys, objects with historical, spiritual, aesthetic value);
• - symbolic richness (portraits historical figures, photographs, coat of arms, flag of the Russian Federation, pre-revolutionary Russia, hometown)
• - creation of mini-museums “Folk toys”, “Russian hut”, “From the history of things”, “ Folk doll", "Folk musical instruments",
• - creation of folk art galleries “Russians” folk holidays", "Pottery art", "Decorative painting".

As a result of this, the developmental environment of a group or a preschool institution functions in different dimensions: as a source of cognitive development, as a field for personal self-realization, and as an educational space that ensures the moral development of preschoolers.

Acquaintance with Russian folk traditions in the education of preschool children can be divided into several priority areas:

• - Creating an atmosphere of national life. Surrounding objects that awaken a child’s soul for the first time and instill in him a sense of beauty must be national. This allows children from a very early age to understand that they are part of the great Russian people. It is known that surrounding objects have a great influence on the formation of a child’s mental qualities - they develop curiosity, cultivate a sense of beauty, and contribute to the moral, mental, and aesthetic development of the child.
• - Traditional and ritual holidays. Ritual holidays are closely connected with labor and various aspects of human social life, in all their integrity and diversity.
• - Folklore emerged from unified culture primitive society as a result of the division of labor. Russian folklore includes fairy tales, songs, ditties, pestushki, proverbs, sayings, epics, and so on. Getting acquainted with folklore, the child becomes familiar with moral values.
• - Russian folk art. “The people showed their creative aspirations and abilities only in creating objects necessary in work and everyday life. However, this world of utilitarian things reflected the spiritual life of the people, their understanding of the surrounding world - beauty, nature, people, etc. folk craftsmen did not literally copy nature.” Reality, colored by fantasy, gave rise to original images. This is how fabulously beautiful paintings on spinning wheels and dishes, patterns in lace and embroidery, and fancy toys were born.
• - Russian folk games, toys. Russian folk games have preserved the flavor of customs, the originality of self-expression of the people, the originality of the language, form and content of spoken texts. Children love the funny counting rhymes and toss-ups that accompany the games.

It is known that play has long occupied an important place in a child’s life. Thanks to games, children learn to independently find a way out of a critical situation, quickly make decisions and implement them, take initiative, that is, they acquire important qualities that they need in their future life, stimulate the activity of thought, help broaden their horizons, and clarify their ideas about the world around them. In addition, they improve all mental processes - attention, memory, imagination, thinking, and subsequently influence self-awareness. Moral qualities formed in the game influence the child’s behavior and character. “Folk games contribute to the formation of a harmoniously developed personality, combining spiritual wealth and physical perfection, and contribute to mental and moral development.”

Traditional folk holidays and rituals influence emotional sphere children and leave a deep imprint in their memory. All holidays in Rus' were timed to coincide with events in the folk calendar, which also helps children better navigate time concepts. The cyclical nature of the folk calendar repeats these holidays and events from year to year: Autumn, Christmas, Epiphany, Maslenitsa, Soroki, Easter, Ivan Kupala and others. In general, the following functions of folk holidays can be distinguished: informational and educational, cultural and creative, morally developing, and health-improving. The most fully developing principle is embodied in the information and educational function of the holidays. The term “enlightenment” in this case means “pedagogical educational and self-educational activities aimed at the spiritual and moral enrichment of the personality of a preschooler, the acquisition of a certain system of knowledge, skills, and obtaining the necessary information.”

Round dances, dances, songs, and games were an obligatory component of the holidays. In preparation for the holiday, everyone took out their best outfits, which they made with their own hands.

For example, the holiday "Christmas". Children dress up in costumes, which are prepared in kindergarten together with their parents. This is not just blind adherence to tradition. Such costumes are loved by children, because they themselves, together with their mothers or grandmothers, took part in their creation, and create a real festive mood. Teachers and older children make Christmas stars, and an interesting activity begins - a caroling game, when children go in groups to visit each other, sing carols, treat them to gifts, and give homemade gifts. It is they who give, not receive, which is important for moral education. At the same time, younger children watch with great attention the actions of older children, and then they themselves join in the general holiday. At our holidays, which is typical for folk tradition, there are no spectators. Diversity of roles allows everyone to become actor in accordance with inclinations and abilities; someone is the best dancer, and he is the first to dance, someone is the first to sing, and someone has wonderful acting skills, and he main character in theatrical games. But even if a child does not have pronounced musical and acting abilities, or has not attended kindergarten for a long time, for example, due to illness, he is still an active participant in the holiday: he sings along with everyone, participates in general dances and games. At the same time, he creatively expresses his individuality thanks to the improvisational nature of even ordinary roles in a national holiday. A child of any age and level of development finds the opportunity for self-expression he needs. In all holidays, joint action is very important. This is expressed both in general fun and in the fact that everyone makes some contribution to the organization of the holiday. After the holiday - tea party. Because children know that a Russian holiday is always a hospitable table. But the most important thing that the children learned is the rules of hospitality for which the Russian people are famous.

There are not only traditional folk holidays, but also social ones, which have also become traditional: New Year, Defender of the Fatherland Day, International Women's Day.

For example, Defender of the Fatherland Day - this tradition expresses our respect for the heroes of the country, for the defenders of our Motherland. This holiday shapes the attitude towards the defense of our Fatherland, fosters courage, courage, willpower, friendly relations, a sense of mutual assistance, that is, it implements the tasks of moral education.

By introducing children to holidays, we broaden their horizons, give them knowledge about the world around them, i.e. Russian folk holidays and rituals help the mental, moral, aesthetic and physical education of children. moral education folk tradition

Folklore plays a huge role in the moral development of preschool children. "Deep folk wisdom, honed over centuries, concentrated in the works of Russian folklore. From the first days of life, the child finds himself at the mercy of words and music. Traditionally, a mother or nanny sang lullabies, nursery rhymes, and nursery rhymes to the child, which set him in a harmonious musical and poetic mood. Growing up, children are immersed in the world of folk songs, fairy tales and epics. In Russian song folklore word and word are wonderfully combined musical rhythm, melodiousness. Oral folk art reflects, like nowhere else, the traits of the Russian character and its inherent moral values ​​- ideas about goodness, beauty, truth, loyalty, courage, and hard work. A special place in such works is occupied by a respectful attitude towards work and admiration for the skill of human hands.” By introducing children to sayings, riddles, proverbs, and fairy tales, we thereby introduce them to universal moral values. Nursery rhymes, jokes, and chants addressed to children sound like a gentle talk, expressing care, tenderness, and faith in a prosperous future.

Folk life is widely and multifacetedly reflected in proverbs and sayings. They can be called an encyclopedia of folk life. They are not large in volume, but very capacious in meaning. Proverbs and sayings are imbued with feeling deepest love and devotion to the Motherland. Most of them are facing moral essence person: good, evil, truth, pity, compassion. Getting to know proverbs and sayings in the game using the “dynamic pictures” method is fun and interesting. The game gives the child the opportunity to become not only an observer, but also a living participant in the events of past years, to touch the antiquity: using a grip to take a pot out of the stove, lift a bucket of water from a well, rock a cradle. By dressing dolls in sundresses, shirts, warmers, and aprons, children get acquainted with the peculiarities of clothing of those times. During the game, preschoolers better understand the meaning of folklore works.

Stages of working with dynamic images:

• - conversation based on the “picture” (dialogue between children and teacher);
• - independent story (child’s monologue);
• - dynamics of plot development: by rearranging dolls, moving objects, children come up with a continuation of the story, which subsequently turns into an amateur role-playing game.

By introducing the child to folklore, the teacher develops not only speech activity, but also the cognitive sphere, moral qualities, and aesthetic perception.

In the process of raising and teaching preschoolers, folk pedagogy has always attached great importance to the use various types art. Products folk craftsmen very colorful and elegant. Through the centuries they carried the ability to create various works of decorative and applied art, passing on their skills from generation to generation, generously introducing into them a patterned solution, amazing colorfulness, and elegance.

Decorating your life, work or play of a child, in artistic activity the man tried to instill in him a love of beauty, to develop his artistic taste. Considering folk art as the basis of national culture, it is considered very important to introduce children to it, since it not only instills a love of beauty, develops a sense of color and creativity, but in general contributes to the aesthetic, moral, and patriotic education of preschoolers.

Knowledge and ideas about applied art are the people's memory of preservation spiritual heritage, connecting the present, past and future.

The folk game is the most important way of transmitting the wealth of tradition from one generation to another. It is aimed at knowledge surrounding reality, mastering the customs, traditions, rituals of their people, as well as mastering the skills and abilities necessary for life. “Traditional games for children are a universal means of education, since they not only educate the child’s mind, but also strengthen him morally and physically, and improve his health. They reflect all areas of folk art."

In addition, folk games, introducing children to national culture, infect them positive emotions. All collective folk games teach children to be attentive to their playing partners, to find mutual language, this forms in students the ability to understand, socially sense another person, and the ability to cooperate. Through games, the child was instilled with respect for the existing order of things, folk customs, and was taught the rules of behavior. Games for children are serious activities, a kind of lessons that prepare them for work, for adult life. The game that precedes social activity, as if it were its dress rehearsal, sometimes merges with labor holidays and enters as compound element, into the final part of labor, and even into the labor process itself.

“The teacher, using folk games in the educational process, must tell children about the life of the people whose game they are going to play, show illustrations reflecting the culture of the people, household items and art. Children will be interested in games that reflect traditional customs people

Russian folk games include: “Blow up the Bubble”, “Carousels”, “Lapta”, “Zhmurki”, “Tail and Head”, etc. Children love funny counting rhymes, drawing lots, which help to “honestly” determine the driver in the game.

Classics of Russian folk pedagogy have become such didactic games as “Magpie-White-sided”, “Guli-Guli”, “Ladushki”, “Jumpers” - for younger children. For older preschool age - “Barynya”, “Paints”, “Fanta” and many others. Such games provide the opportunity to develop activity, dexterity, initiative, and ingenuity. Here the inherent need for preschoolers to move and communicate with peers finds expression; they contain abundant food for the work of the mind and imagination. Fiction, joke, humor, optimistic character - distinctive features Russian folk games. They teach the child to overcome difficulties, rejoice at winning, and courageously endure failure. In each folk game a complex of educational tasks is being solved. Thus, the game “Mistress,” which has many prohibitive rules, develops memory, flexibility of thinking, and unobtrusively teaches the child self-control and the ability to subordinate feelings to reason.

Folk toy- this is one of the means of transmitting the traditions of the Russian people, their culture. It reflects the way of life, morals and customs of the people, the achievement of folk craftsmanship. Researchers of folk pedagogy noted the need to use in the system of education of preschool children traditional games and toys.

Through a folk toy, a child first becomes acquainted with folk art. A folk toy teaches a child an understanding of the beauty and history of the Russian people.

In traditional Russian culture, along with folklore, ritual holidays, ritual amulets, and objects of applied art, the ritual doll occupies a special place. Since ancient times, a rag doll has been a traditional toy of the Russian people. She accompanied a person from birth to death and was an indispensable attribute any holidays. Playing with dolls was encouraged by adults, because by playing with them, the child learned how to run a household, acquired the image of a family; in doll games, children involuntarily learned to sew, embroider, spin, comprehended the traditional art of dressing, and such qualities as perseverance, frugality, and love were brought up in them to your neighbors. A doll is not born on its own: it is created by a person. “Being part of the culture of all humanity, the doll retains its originality and character traits the people who create it. In that main value traditional folk doll".

E. A. Flerina spoke about the folk toy, its influence on the development of children’s cognitive interest, and on familiarization with the traditions of the Russian people. She argued that the toy of each nation has its own pedagogical, artistic and technical traditions. These traditions are determined national identity culture, life, pedagogy. “A folk toy awakens a child’s thoughts and imagination with its form, technique, movement, and fabulousness. Looking at the toy, you can say that it is like a fairy tale for a child.” Toys were made from wood, straw, and clay. Painted toys were made by caring peasant hands to please their son or daughter. Peasant children were brought up in strictness, but they also did not forget to please them with toys. This is also traditional for the way of life of the people, where every thing has its place, every task has its time, old age - respect, youth - care and affection.

In kindergarten, during classes on visual arts or in a joint activity with older children, you can make toys yourself: sculpt them from clay, make them from straw, knit from threads or make a twisted doll from rags, and then give them to younger children.

Russian folk traditions open up enormous opportunities for children, giving them knowledge and experience in organizing and self-regulating their activities. They help develop the ability to manage one’s own actions, experiences and states, actions in accordance with the interests of other people, and the requirements of public duty.

In folk pedagogical practice, we discover a conscious and unconscious desire to use every part and area of ​​life for educational purposes. All life with its workdays, holidays, nature, wildlife, songs, and fairy tales is a tool for education.

The pedagogical experience of people is fixed in various rituals associated with the newborn, with the first steps of the baby, with its introduction to the interests of the family. We can also talk about the pedagogical orientation of communication, art, folk art, traditions of hospitality and Russian feasting, respect for elders - all this is folk memory that connects the past and present with the future.

Bibliography

• 1. Abramyan L. A., Antonova T. V., Artemova L. V. et al. Preschooler’s game / Ed. S. L. Novoselova. - M.: Education, 1989. - 286 p.
• 2. Baturina G.I., Kuzina T.F. Folk pedagogy in the education of preschool children. - M.: A.P.O., 1995. - 72 p.
• 3. Vetlugina N. A., Kazakova T. G., Panteleev G. N. et al. Moral and aesthetic education of a child in kindergarten / Ed. N. A. Vetlugina. - M.: Education, 1989. - 79 p.
• 4. Volkov G. N. Ethnopedagogy. - M.: Publishing Center "Academy", 1999. - 168 p.
• 5. Izmailov A. B. Rozhdestvenskie “Fairy-tale materials” in Russian folk pedagogy for the education of preschoolers // World of childhood and education. - Magnitogorsk, 2007. - P. 130-133.
• 6. Calendar ritual holidays for preschool children / Team of authors: N. V. Pugacheva, N. A. Esaulova, N. N. Potapova. - M.: Pedagogical Society of Russia, 2005. - 120 p.
• 7. Knyazeva O. L., Makhaneva M. D. Introducing children to the origins of Russian folk culture: program. - St. Petersburg, 2010. - 304 p.
• 8. Kotova I. N., Kotova A. S. Russian rituals and traditions. Folk doll. - St. Petersburg: Parity, 2003. - 240 p.
• 9. Kuzina T. F., Baturina G. I. Entertaining pedagogy of the peoples of Russia: advice, games, rituals. - M.: School press, 2001. - 144 p.
• 10. Litvinova M. F. Russian folk outdoor games for children of preschool and primary school age: a practical guide. - M.: Iris-press, 2003. - 193 p.
• 11. Lunina G. V. Humanistic ideas Russian folk pedagogy in the education of an optimistic attitude in preschool children. - M.: Education, 1995. - 192 p.
• 12. Mendzheritskaya D.V. Raising children through play. - M.: Education, 1979. - 356 p.
• 13. Suslova E.K. Special course “Educating children in the ethics of interethnic communication.” - M.: Progress, 1994. - 80 p.
• 14. Frolova A., Dedeshksh L. Touch the origins of the culture of ancestors // Preschool education, 2006. - No. 5. - P. 127-128.

The material can be used by teachers of preschool educational institutions and additional education.

Goals and objectives:

To form a sense of citizenship, pride in their Fatherland, to involve pupils in amateur artistic creativity, to contribute to the development in children of the ability to live in a team and physical activity.

Nurturing spiritual and moral qualities, love for the small homeland.

Folk traditions

“What sons have forgotten, grandchildren try to remember.”

Eilis Rossi

In traditional Russian culture, the fly is a participant in the rituals of the calendar cycle. The ritual of funerals and driving out flies looks especially interesting.

And last Friday, October 11, our group “Fireflies” attended a wonderful ritual holiday in the rural House of Culture. Mastermind and the host of the holiday, director of the KFOR Galina Mikhailovna Kubylinskaya, invited our group to the “Funeral of the Flies” ritual. We happily agreed and did not regret it.

“The cockroach was chopping wood,

The mosquito carried water

My feet got stuck in the mud..."

The holiday began with a ritual song. Beautiful costumes, new songs and wide-open children's eyes. Galina Mikhailovna told the children about the tradition of the Russian people, after seasonal gardening work, to drive evil spirits out of the house. Applied worker Maria Vladimirovna Bykova, together with her assistants, made insects - a fly and a mosquito. Members of the folklore group sang songs and danced in circles with our children. The children listened with interest to the presenter, who, in pauses, talked about the holiday and the customs associated with it. The children were also reminded what a grip, cast iron, and bast shoes are.

“Do you guys know what a broom is?” - Galina Mikhailovna asks a question. "Yes!" - the kids shout in unison. Everyone knows that a broom is the first assistant in a bathhouse. But not everyone knows that in the old days they also used a broom to drive evil spirits out of the house. Nowadays, in the fight against garbage, they use a vacuum cleaner more and more. In the old days there was a custom: they broke out a birch branch (or took a broom), opened the windows, shouted: “Fly, fly, get out, the mistress has come to the house, summer is for you, winter is for us,” and they flew out the window. And here, soon, the “white” flies will start flying. The children also found out what this expression is.

And the fun and noisy holiday continues. Children willingly stand in a circle, dance in circles, quickly memorize and repeat simple songs after the leader. And so much delight in the children’s eyes, so much genuine interest! What about the game of blind man's buff? It seems to be known to everyone, but here it was necessary to catch an insect, and such an evasive one that not everyone succeeds right away. But there is no resentment, there is only a desire to continue the game!

A new game. A toy cockerel was planted on a head of cabbage. It was necessary to hit the “snowball” exactly on the comb. Children try so hard!

Proverbs and sayings, chants, songs poured out like from a cornucopia! The children are delighted! The happy smiles of children and the joyful faces of parents are recognition of the talent of a creative person, the host of the holiday, Galina Mikhailovna Kubylinskaya.

All evening the children remember the holiday, and I want it to remain in their memory for a long time. We have such an opportunity. Our team was offered at the base preparatory group conduct additional classes at the School of Folk Traditions. There is a work plan, there is a great desire to give children spiritual and moral education, to introduce them to the origins of Russian culture and amateur creativity. While children are small and like sponges, absorbing everything new and interesting, we need to introduce them to the traditions and customs of our people. Songs and nursery rhymes are perceived and performed as jokes and fables, and the rituals themselves turn into fun, fun game and this is very interesting for children.

French statesman and politician Herrio Edouard last century said: “Culture is what remains when everything else is forgotten.” And we, in joint work with cultural workers, hope not to lose those remnants of folk traditions that can still be (and should!) be preserved. game form apply in raising children, thereby returning them to folk culture.