Strelkova L. Emotional primer from Ah to ay-yay-yay

To the 100th anniversary of the birth of S.P. Strelkova

Izv. universities "PND", vol. 13, No. 5-6, 2005 UDC 53:929(092)

Series: “Outstanding scientists of the Faculty of Physics of Moscow State University”

SERGEY PAVLOVICH STRELKOV

L.P. Strelkova, V.I. Smyslov

A scientific and biographical essay about the life and scientific and pedagogical activities of Moscow State University professor, Honored Worker of Science and Technology of the RSFSR Sergei Pavlovich Strelkov. His family, studies, and the beginning of work at the physics department of Moscow State University under the leadership of the outstanding scientist L.I. are described. Mandelstam, further work at TsAGI named after. NOT. Zhukovsky and at Moscow State University - as a professor and as head of the department. The scientific achievements of Professor S.P. are revealed. Strelkov in the field of vibration theory, aeroelasticity, and solving applied problems of aviation science related to ensuring the safety of aircraft and missiles from dangerous vibrations in flight. A born teacher, whose books and problem books on the theory of vibrations, mechanics, and general physics became world famous, he left a great legacy in the form of scientific works, contributed to the formation of a certain system of scientific views of specialists who continue to work successfully in universities and scientific institutions of Russia. For a wide range of readers interested in the development of physics and the history of Moscow University, the development of aviation science and the history of TsAGI.

Preface

Sergei Pavlovich Strelkov is a graduate of the physics department of Moscow State University, with which his scientific and pedagogical activities have been associated for many years. At the same time, he is a long-term employee of TsAGI*, the main aviation research institute. One of the prominent representatives of the Russian school of vibration theory, a student of Academician L.I. Mandelstam, Head of the Department of General Physics at Moscow State University, Honored Worker of Science and Technology of the RSFSR

"Central Aerohydrodynamic Institute named after N.E. Zhukovsky, founded in 1918.

S.P. Strelkov held the positions of head and then scientific director of the sector at the TsAGI strength complex, led a seminar on aeroelasticity, and was a member of the scientific councils of Moscow State University and TsAGI. Both areas of Sergei Pavlovich’s activity at TsAGI and at the Department of Physics were useful and complemented each other (this can be attributed not only to aviation topics). His name is associated with the formation and development of a number of scientific directions; his interests covered a wide range of different areas of physics, vibration theory, aeroelasticity, dynamic strength, and aerodynamics.

Much credit goes to S.P. Strelkov was his pedagogical work as a professor, scientific supervisor of graduate students, and author of textbooks widely known here and abroad. He was a born teacher, his lectures and seminars on the theory of oscillations and general physics have always enjoyed deserved popularity, he played a large role in the development of the modern course of general physics taught at Moscow State University. Many scientists at Moscow State University and TsAGI are his students. He had exceptional erudition, encyclopedic knowledge, subtle engineering intuition, his work demonstrated a rare combination of extensive practical experience of an outstanding experimenter with a clear and flexible mind of an analyst. The practical purposefulness of the results, the rigor of the theoretical conclusions, the simplicity and refinement of the style are the distinctive features of his works.

Sergei Pavlovich was not only a physicist, but also an engineer who made a significant contribution to the development of aviation science and technology. He had a remarkable ability to find and explain the root causes of dangerous “diseases” of airplanes, helicopters, rockets, wind tunnels associated with their vibration characteristics, quickly find effective ways to eliminate them and prevent their occurrence in the future.

S.P. Strelkov was endowed with the most attractive human qualities. Kind, benevolent, he willingly helped his students, employees, and everyone who came to him for advice. His authority as a physicist and major aviation specialist was exceptionally high in scientific centers, educational institutions and industrial enterprises.

S.P. Strelkov left a great legacy not only in his works, he contributed to the formation of a certain system of scientific views of specialists who continue to work in areas related to his activities.<...>

Moscow, December 2001

Sergey Pavlovich. Childhood. Preparing for high school

Seryozha, being a “preparator”, the name given to boys preparing to enter the gymnasium, usually sat in the class (which was taught by his parents) and completed his assignment. He had to show up to class, like all the students, on time and not stand out among them in any way.

The mother came to class two hours earlier and, as a rule, examined the arriving children to see if they were washed and combed. In the front room, where the class locker room was, there was a washbasin, and Seryozha’s duty was to see if the soap and towel were in place and if there was water in the washbasin. If she was not there, he was obliged to immediately tell the watchman about it. There was a mirror near the washbasin and a handbag with

with a large wooden comb. The mother often washed and combed the children herself. The children sat at their desks and the lesson began with prayer. Seryozha told how he taught three brothers (peasant children, they were the same age), who went to school in turns, since they had only one boots for three, they all studied in the same class. Seryozha’s father made it his duty to ensure that all the brothers did their homework: he checked their notebooks, and then, staying after lessons, forced them, in turn, to write a dictation and solve problems, read aloud and talk about what they read, and do a retelling. These were the first basics of his pedagogical activity, which taught him patience, reflection and understanding of children.

Studying at the seminary (Krasnoslobodsk)

Unfortunately, Seryozha, after he was prepared for the exam, did not have to study at the gymnasium. His mother intended to send him to the 1st men's gymnasium in Penza. He was supposed to live with his grandmother, but she died at the end of 1913. The mother’s sister, Vera Apollinarievna Murzina, who lived in Penza, suggested that the parents place Seryozha with her. She was married to the son of the mayor. The mayor was a merchant of the first guild and owned wineries. Rural teachers, passionate about revolutionary ideas, were not at all happy that their first-born would live in a family whose views on life, and life itself, were sharply different from their way of thinking and life. They could not support a child in someone else's family.

My father’s friend and comrade, Nikolai Ivanovich Remerov, being an inspector of public schools, persuaded his father to send Seryozha to the Krasnoslobodsk Theological Seminary, where it was not easy to get into. Basically, the seminary accepted children whose fathers and grandfathers were ministers of the Diocese. But Remerov’s efforts and Seryozha’s good preparation played a role, and he passed the exams. Seryozha did not want to study at the seminary, because he dreamed of a gymnasium and then of the University.

Coming home from the seminary for vacancies, especially the first year of study, right in the front hall, untying his cap, he threw it on the floor, sat on a stool and began to cry and lament: “I will not study at Bursa!” Book by N.G. Pomyalovsky’s “Essays on Bursa,” which tells about the life of the students, was in our parents’ library. My father believed that Pomyalovsky’s work, although not bad, cannot be considered generalizing all theological educational institutions.

In the religious sciences, my father highly valued the moral basis of self-improvement, respected all the commandments and tried to adhere to the Christian order of life in the house. However, he considered the number of hours allocated to theology lessons to be too large and said that they should be reduced by at least half.

Mother observed two holidays - Christmas and Easter. I never fasted, except out of necessity. During the vacancy, Seryozha’s parents did not force him to attend church services carefully; he only went with his mother, sisters and brothers to matins on the holidays of Christmas and Easter. My father never went to church, although he often sat down to play chess with the priest of the Malo-Azyask church on holidays, when he came in after dismissing the deacon. For priest Veselovsky, the deacon went around all the courtyards of the village, and Veselovsky sometimes stayed with his parents until late in the evening. Their conversation never touched on religion.

After Serezha completed his first year of study at the seminary, the war with Germany began. Seryozha's conversations about how he did not want to study at the seminary stopped. He quickly began to grow up: his father, leaving for the front, said: “Seryozha, you

You remain the most important assistant to your mother in the family, now no one will help her except you...” Seryozha remembered these words for the rest of his life... He carefully wrote letters to his father at the front all the years, until his safe return in 1917. Pavel Mikhailovich, while on the German front, sends a petition to the Zemstvo Administration of Krasnoslobodsk and here is the response from the Zemstvo Administration:

To the teacher of the Malo-Azya School, Pavel Mikhailovich Strelkov.

The next district meeting of the 1915 session, at a meeting on September 18, 1915, considered your petition to award your son an education scholarship. Decided to REJECT your petition. What the County Government notifies you about. Chairman..."

Seryozha left the seminary in 1917. By order of the Senate, my father was exempted from military duty as a member of a large family. His mother began efforts to free him in 1914 through the zemstvo and the leader of the Provincial nobility, Count Tolstoy. And only three years later the petition was signed. The seminary was dissolved by decree of the Soviet government in 1917, and Seryozha remained “not certified.” It was necessary to think about where and in what school to educate him so that he would receive the right to continue studying, as he wanted, at the university.

Preparing for university

During the years of complete devastation, Seryozha worked with his father in agriculture. I learned to do agricultural work (mow, knit sheaves) from my neighbor Marfa Grigorievna Koldaeva, since my parents did not know how to do this at all. His grandfather taught him to plow a plow and handle horses. I had to learn how to repair agricultural equipment. The family, now consisting of 10 people, had to provide itself with food: bread, meat, potatoes, cereals, milk, eggs and vegetables.

However, continuing children's education is a major parental concern. The program of ten-year schools in mathematics, physics, chemistry and the Russian language approximately corresponded in these years to the program of a classical gymnasium.

We agreed to take high school exams in the school that remained unchanged, which belonged to the Syzran-Vyazemsk railway. The school was located 25 kilometers from the station. Bashmakovo, at Pachelma station. In 1924, Sergei successfully passed all exams and received a high school diploma.

Who are you, Strelkov applicant?

But, alas... A matriculation certificate alone is not enough, and it is not enough to be well prepared - it was also necessary to have an appropriate social position. The advantage then was given to workers, poor peasants and their children - and all this had to be confirmed by a document.

And here are parents-teachers, and who are they on a social scale that was not yet established at that time? Employees... But mother? It is necessary to earn an independent position - and Seryozha goes to study at the Soviet Party School in the city of Chembar and spends a year there.

The teachers of the Soviet Party School did not have a clear idea of what should be taught to the boys and girls who came to them, and during the lessons they mainly read newspapers in which decrees of the Soviet government were published.

After graduating from school, he, a volost political educator, worked in the village. Floodplain in the hut-reading room. In the evenings he read and explained to the village residents the decrees of the Soviet government. During the day, I solved problems with the boys who came to the reading hut, located in the former house of the merchant Pankratov, on the main street of the village. He slept and lived in this big house, moving the tables together, laying newspapers on them and covering himself with a sheepskin coat. After working there for a year, he goes to work at an elementary school in the village. Po-Krovskoe. In the evenings and at night he continues to prepare for admission to Moscow State University.

For the first time, he went with his earnings in 1926 to take exams in Moscow. The only word “missed” on a postcard from Moscow upsets the whole family. He returns, continues to teach and prepare at Moscow State University.

Rural teacher. S. Pokrovskoye (From the diary of L.P. Strelkova)

“I climbed onto the large porch and opened the door. The cold air rushing in from the street covered everything with a white blanket, through the fog I saw a large, huge spot of light, a lamp and heard the cheerful laughter of the children, and in it the laughter of my brother Seryozha: he was telling something. The teacher saw me in the clouds of steam, stood up and approached. He took the bag from his hands and introduced it to his students: “Children, this is my little sister.” - I already told them: “Hello!” - “Well, say it again!” I repeated, and the children responded in unison.

Seryozha showed the children “foggy pictures.” I drew a drawing on paper with a pencil, then took a saucer where there was sunflower oil and greased the piece of paper - the transparencies were ready. He inserted a projection lamp into the frame, the illuminator of which was a ten-line kerosene lamp (at that time, in 1926, there was no electricity in the villages of Russia), and a girl appeared on the screen - “Little Red Riding Hood” and a gray wolf. The children looked at the screen. The screen was a sheet hung on a wooden wall. Seryozha continued to draw the fairy tale. Finally he finished: “Children, now we have only watched half of the fairy tale. The rest is due tomorrow evening. You see, my “little red riding hood” has already arrived.” The children began to disperse. Seryozha turned off the lantern lamp, then, standing on the bench, turned off the upper lamp. The classroom windows turned white. We left school and went to the house of Baba Anna, an old woman, where Seryozha was renting a corner. The hut was not far from the school, it was as simple as a chest, it had one door, one window and inside there was a Russian stove that you could walk around. In the front corner, opposite the door, hung an icon with a burning lamp; grandmother Anna was busy around the stove. The stove was burning. Seryozha handed me a ladle and put a bucket: “This is where Grandma Anna and I wash,” he explained. Then he opened the door that went straight into the field and pointed to the standing fence, saying that this was a “latrine.” I look in amazement. The hut had neither a yard nor a vestibule, the surrounding area was deserted and uncomfortable...

We drank milk and ate potatoes. Seryozha sent me to the stove and sat down at the table. On the table there was a small “smoke” - a small bottle filled with kerosene, from the hole of which a burning wick was sticking out. On a homemade desk made of three boards (the boards were placed on sawhorses) lay a stack of “University at Home” books. Seryozha sat at the table for a long time.

On the third day, he took me home, and I spent a long time telling my parents how my brother lived. Mom wiped away her tears and said: “He’ll catch a cold in such a mansion!” The father reassured: “Tanya, don’t be upset, this is the last year - after all, it’s already spring...” - “And you, jumper, did you find out how teachers live?” - “The Vandyshev sisters live in a nice big house, warm and beautiful, Seryozha and I have lunch with them -

whether..." - “The Vandyshev sisters have been teaching there for twenty years,” said the father. “Their father, the priest, built a house for them.” - “Seryozha said that they wanted to kick them out of their house?” - “And they were kicked out, but God saved us, the people stood up: ... they said, it’s enough that their father was sent to Solovki, and they teach our children. There was a reasonable person there. God bless them, Seryozha said that they feed him and invite him to dinner.”

Moscow. Student at Moscow State University (1927-1931)

New teaching methods in universities

On September 2, 1921, the “Regulations on Higher School” was signed, on the basis of which the GUUZ (Main Directorate of Educational Institutions) developed a new “Charter of the Higher School”, the main thing in it was the formation of SUBJECT COMMISSIONS in higher schools, and the introduction of representatives from students. It has become mandatory for the administration to participate in the subject committee of selected students with the right to vote.

Since 1929, the social composition of the student body has changed dramatically. The Regulations on Higher School establish the preference for admitting children of workers and peasants to the University. The level of student training has dropped sharply. The teaching staff opposed this composition of students, because all the programs and methods of presenting the disciplines were designed for a different level of training for newly admitted students. Naturally, the majority of workers and peasants who wanted to study were not prepared for classes at the University.

Now the “subject commission” approved the lecturer and teacher conducting practical classes. She made it a condition that the course taught should be understandable to the students. Many MSU professors were forced to leave teaching because, for one reason or another, they could not adapt their courses of lectures (seminars) to the new semi-literate, and also poorly educated, students. For example, Professor V.I. Romanov did not want to change the “General Physics” course he taught and believed that “if they came to study at the University, then they need to work 16-18 hours a day.” For this reason, the Subject Committee at the next meeting did not approve him as a lecturer, and he was forced to leave his job. The same thing happened with Professor E.V. Shpolsky, who went to work at the 1st Pedagogical Institute named after. Lenin (then “Second University”). This position was also shared by the famous academician and mathematician D.F. Egorov, who did not change the program of the mathematics courses he taught, but taught them the same way as he had for 25 years. According to the stories of G.A. Bendrikov, all students attended his lectures and really worked hard to understand this course. The teaching method before the revolution was common, as was established throughout almost all of Europe: professors announced their courses, read them, then announced the days (months) when they took exams. Moreover, the order of passing the subjects was not set by the administration, but by the student himself. For example, a student could take a course taught in the senior year, if prepared, in the first year. The class schedule was free. For example, a physical workshop was open all year round (except for holidays) and a student could work on problems there at a time convenient for him. There were no preliminary interviews or surveys. The colloquium was hosted by teachers, announcing it in journals where student records were kept.

It was not necessary to attend lectures and seminars; there were no groups as such. If a student set himself the goal of obtaining a diploma, during the time of study (which was not limited, and hence the “eternal” students), it was only mandatory to pass exams on the list of subjects specified for a given specialty in the volume established by the professor himself. The University and the Higher School set the task of educating the main traits in young people: the greatest independence and responsibility. There were no schedules prepared in advance for them, no imposition of this or that lecturer, everything had to be done by the young man himself, because then it was believed that the age of 16-17 years was already sufficient for making independent decisions and, mainly, choice.

The revolution brought a radical change to Higher School - the elimination of independent choice in education, in work, in life. All higher schools were transformed so that they provided education to a certain class of people (workers and peasants) according to a predetermined schedule and according to a certain program, which was passed down to professors. The main direction was developed by the ideological department of the Central Committee. The quantitative part related to both politics and economics - what specialists should be trained, at what time, and how to use them.

Until 1917, universities were partially supported by student fees (tuition fees). After the revolution, this education became free, since it educated people who did not choose their jobs, but were assigned to work.

Key dates of life

Sergei Pavlovich Strelkov was born. 1924 Received a high school diploma. 1924 volost political educator in the village. I understand. 1927 enrolled at Moscow University. 1929 start of work in the laboratory of L.I. Mandelstam 1931 postgraduate student of the Faculty of Physics of Moscow State University. 1934 senior researcher at the Laboratory of Oscillations.

1936 defense of the candidate's thesis (Study of self-oscillations in hydrodynamic flow, Department of Oscillations, Faculty of Physics, Moscow State University). Awarded the academic degree of Candidate of Physical and Mathematical Sciences. Confirmed with the rank of associate professor. 1938 acting Professor of the Department of General Physics, Gorky State University.

1940 moved to Zhukovsky, head of the group at TsAGI. 1941, October 13 TsAGI is evacuated to Kazan.

1942 August, doctoral dissertation (Self-oscillations in wind tunnels, Academic Council of Moscow State University). Awarded the academic degree of Doctor of Physical and Mathematical Sciences.

1943 return from Kazan to Moscow.

1948 awarded the Order of the Red Star.

1949 head of department,

1951 head of sector at TsAGI.

1955 manager Department of Physics Faculty of Moscow State University.

1960 awarded the Order of the Red Banner of Labor.

1962 First degree prize for work in 1960 with the presentation of a diploma and a gold desk medal named after the professor. NOT. Zhukovsky. 1968 awarded the title “Honored Worker of Science and Technology of the RSFSR.” 1974, April 2 S.P. Strelkov died at the age of 68. He was buried in Zhukovsky.

Chapter 1. Family chronicle

Chapter 2. TsAGI. Aeroelasticity problems

Chapter 3. Moscow State University. Faculty of Physics Department of General Physics for Mechanics and Mathematics

Chapter 4. Pedagogical activity

Textbooks

Key dates of life

List of the main scientific works of Sergei Pavlovich Strelkov List of abbreviations

Strelkov's father, Pavel Mikhailovich, was born in 1881 in the village of Svishchevka, Chembar district, Penza province. He was the youngest of five sons. His childhood years were spent in the villages of Svishchevka and Kamynino. In 1889, the boy was sent to the Kamynin Folk School, which was built by the landowner Shcheglov. In the fall of 1893, Pavel successfully passed the exams at the three-year Chembar City School. Then he completes the two-year Russian-Kachim teacher training courses of the Office of the Holy Synod and receives the “title of parochial school teacher.” From 1902 to 1914, until his conscription into the active army, Pavel Mikhailovich taught in the Penza province with some interruptions due to government repression due to his participation in the revolutionary movement: distributing illegal literature, organizing secret readings and conversations on political and anti-religious topics. In 1907, in Mokshan he took part in the elections and was elected to the State Duma, but due to his revolutionary views he lost his job and then went into hiding. In 1911, on behalf of the Zemstvo Department of Public Education, he built a zemstvo school in the village of Maly Azyas. During the February Revolution, he took part in the organization of soldiers' committees and was delegated to the Petrograd Soviet. In 1918, he held the position of head of the District Department of Public Education and was delegated to the All-Russian Teachers' Congress. Due to the difficult financial situation (by this time the Strelkovs had seven children), the family moved to the Bashmakovo station of the Syzran-Vyazemskaya railway, where his grandfather had a small farm and in 1919 Pavel Mikhailovich began farming. He mechanizes his farm, restoring the agricultural equipment abandoned on the master's estate, involving his sons in feasible work in the field. In the 1920s he continued his social activities, and in 1928 he joined an agricultural artel, transferring all livestock and equipment into public ownership. However, in 1931 he was expelled from the collective farm on trumped-up charges and included in the list of deprived people. A happy accident allows the family to avoid dispossession and eviction. At the end of the 1930s, he worked at the Bashmakovsky poultry plant as head of the planning department. Pavel Mikhailovich died in 1946.

Perekrestova's mother Tatyana Apollinarievna was born in 1879 in Penza into a noble family. His father died in the Russian-Turkish War in 1878 at the Battle of Plevna. The mother raised and educated four children alone. Tatyana Apollinarievna graduated from a gymnasium and teacher training courses in Penza with a silver medal, after which she worked as a teacher in Penza and in the countryside. “In 1903 she married Pavel Mikhailovich Strelkov. The further fate of the rural teacher is difficult. Children are born almost every year; the husband is often “on the run” for his revolutionary activities. Tatyana Apollinarievna experienced difficult years during the 1914 war. Her husband is drafted into the active army, she is left alone at school with six children, and in 1915 her seventh child is born: Tatyana Apollinarievna’s main concern is her first son, Sergei. She is afraid to leave him without a real education. Pavel Mikhailovich returns from the front and is appointed head of the District Department of Public Education in the city of Krasnoslobodsk.” After moving to Bashmakovo and the birth of her eighth child, son Mikhail, in 1922, Tatyana Apollinarievna devoted herself entirely to her family, housekeeping, raising and teaching children primary school subjects. During the war years in Bashmakovo, the couple received the family of their eldest son and other relatives, eleven people in total, their three children were at the front, the youngest son, Mikhail, died on the Kursk Bulge in 1943. Tatyana Apollinarievna died in 1947.

Lidia Pavlovna Strelkova - born in 1915. In 1934 she graduated from the Moscow production school for film processing (1934) and worked in the cinema system until 1950. Then she graduated from the radio engineering department of Moscow Power Engineering Institute and worked at the physics department of Moscow State University (1949-1986). Candidate of Pedagogical Sciences (1968). Author of more than 50 scientific articles, methodological and scientific works.

Designed to record empathic shifts in children 4-6 years old under the influence of various factors. influences: with the help of games based on the plot and the plot of fairy tales. The basis of the technique is the fact that in an alternative play situation the child, remaining himself (not in a role), comes into close contact with the character. This rapprochement between children and characters makes it possible, firstly, to identify what preschoolers experienced internally. plan, secondly, to determine what is fixed in their emotional experience. The material is O. Wilde’s fairy tale “The Starry Boy” (a musical performance recorded on a record). Children are invited to listen to only the first part of the fairy tale, which ends with an episode when the star boy, beautiful and smart, throws stones at his beggar mother, who has been looking for him around the world for 10 years. The son refuses to accept his mother and drives her away with amazing cruelty. The procedure consists of 3 stages. Stage 1: children listen to the story twice. Ext. emotional manifestations - frozen poses, screams, questions, facial expressions, etc. - show that children listen with great interest to this unfamiliar fairy tale, while empathizing, sympathizing and internally assisting the characters in the fairy tale. Stage 2: choice - preference for one character out of two polar ones depicted on the panel (mother and star boy). Children are given instructions in which they are reminded of the metaphorical expression: “give your heart to someone” and its meaning is clearly explained. Then each child receives a heart cut out of red paper to “give it” to the character he liked the most and thought was the best. The procedure of “giving your heart” is carried out individually, children one by one approach a large colorful panel, which depicts 2 morally polar characters: a son (star boy) and a beggar mother. The child must put “his heart” into the pocket of one of them. Then each child talks about who they “gave their heart” to and why. The conversation is recorded on tape. The children's choices are compared based on the number of preferences: they gave “their heart” to the beggar mother (a positive character); gave “their heart” to the star boy (negative character). 3rd stage. The children are invited to “meet” the same characters again, but this time the heroes of the fairy tale themselves supposedly want to give the children something as a keepsake, but they can only accept a gift from one. The experimenter reminds preschoolers that gifts are usually accepted from those they like and care about. This experience, which also represents one of the forms of play-dramatization, should test the depth and stability of feelings caused by the events of the fairy tale, since here it is necessary to resist the “valuable gift” offered by the negative character, and to prefer the unattractive gift of the positive character. The results of the third stage are recorded in the protocol. Each child, “accepting a gift” from the best character, in his opinion, must justify his choice. The children's choices are compared based on the number of preferences: they accepted a gift from a positive or negative character. Interpretation of results. Analyzed as the empathogenic situation itself (the emotional state of another); emotional contagion “triggers” emotional identification with another (the object of empathy), which is represented to the subject of empathy as a quality. empathy, i.e. experiencing (to a greater or lesser extent) similar emotions of another, and empathy through the inclusion of cognitive components - the desire to understand the situation. Sympathy and analysis of the situation give rise to an impulse for assistance, for “helping” behavior, and the result of the empathy process, by which one can judge the characteristics of its individual links, is real assistance and O. Lit.: Emotional development of a preschooler: A manual for kindergarten teachers / Ed. A. D. Kosheleva. M., 1985. L. P. Strelkova

Fairy tale for children of senior preschool age L.P. Strelkov "Acquaintance"

Danilka opened his eyes: a gloomy morning was peeking into the room through the loosely drawn curtains. Danilka began to remember the dream - he dreamed of something wonderful, magical, bright! And then the gray day begins.

May there always be sunshine! - Danilka sang not very loudly.

And suddenly something sparkled in the room

feces What is this? Sunny Bunny. He climbed the wall and approached Danilka. The boy immediately felt warm and very happy. oh, miracle! Sunny Bunny spoke:

Good morning, Danilka. The boy rubbed his eyes. “Am I really not dreaming?” - he thought.

Don’t be surprised, Danilka, I came to you because you believe that there can be sun on a rainy day! - Sunny Bunny said very seriously.

Will you be friends with me? - the boy was happy.

Do you know how to make friends? - Sunny Bunny asked in turn.

Certainly. What is there not to be able to do? - Danilka was terribly surprised.

We'll see this again! - Sunny Bunny laughed, and small warm rays ran from him.

How wonderful everything is! - Danilka exclaimed and began to jump on one leg, saying: “I won’t make the bed, let grandma clean it.” But I don’t feel like it today. - And at that moment the Bunny disappeared.

Bunny, Sunny Bunny, are you 1_dv? - Danilka shouted; the room was quiet and dark.

Danilka opened the curtains and there were clouds in the sky.

“Where did the Sunny Bunny come from? - he thought.

Why, he’s magical! AAAAAAAAAAAAAAAAAAAAAAAA

The boy guessed it. And then he was afraid that the Bunny would not appear again. “No, you have to be a man,” he remembered his father’s words and began to make the bed. When he raised his head, he saw that the Bunny was sitting comfortably on the table, his legs dangling.

“He appeared again. What happiness! - Danilka laughed.

Why did he disappear? Probably by accident."

Don't tell anyone that we met yet. “This will be our secret,” Sunny Bunny quietly whispered. Danilka nodded happily. “I have my own secret. That's great! " Grandmother entered the room. Her face was somehow strange. “He’s angry,” Danilka decided. - And he doesn’t see anything that I’m already washed, combed and dressed. Well, what if the bed doesn’t notice?” Danilka thought, indignant in advance.

“Hurry up, you’ll be late for the garden,” grandmother hurried.

I didn’t notice anything, I tried in vain! - Danilka grumbled.

Before leaving, Danilka wanted to say goodbye to his friend, but... Sunny Bunny was not in the room. “Disappeared again. Why? It’s all her fault,” and Danilka looked angrily at his grandmother. - What an evil face. He doesn’t even say almost anything, not like he always does.” Danilka walked to the kindergarten upset. Grandmother, breathing heavily, had difficulty catching up with him.

"What's wrong with her?" - [I] he thought and immediately started skipping.

He looked around, the grandmother was far behind and was hurrying towards him. There was something unusual in her face and bent figure. Danilka didn’t understand, but for some reason his heart sank. [!] The boy ran towards his grandmother and took her hand.

What's wrong with you, grandma? - he asked affectionately,

I feel bad today, my dear. Apparently, the weather is like this, damp and gloomy,” the grandmother answered quietly. And Danilka noticed that her face was not at all angry and angry, but sick and sad.

“Well, how stupid I am!” - the boy thought bitterly and immediately felt something very warm and affectionate touch his shoulder. He turned his head and was delighted. His friend, Sunny Bunny, sat on his shoulder, as if at home.

“I'm back. Why?" - [!] thought Danilka.

Don't be upset. Now we will help grandma.

Think for yourself.

Grandma, hold on to me tightly. My dear, sweetheart, we won’t be late, don’t rush, don’t worry. “I won’t whine to be picked up early,” Danilka said. Grandma smiled with difficulty, but walked a little more confidently and faster. And then Danilka saw a Sunny Bunny run across her face and hair. Grandmother closed her eyes and whispered:

So the sun broke through the clouds. It became easier to breathe. Thank you, granddaughter, and my heart doesn’t seem to hurt.

And also “thank you” to the sun?

And to him, dear. Danilka walked and smiled. Grandma smiled too.

Goodbye. See you in the evening,” whispered the Sunny Bunny. - Be| more carefully. - And disappeared.

“What is he talking about? Should I be more attentive at the table? No, probably when crossing the street. He’s worried about me,” Danilka decided. [!] . In the evening, Danilka’s mother came for her. She smiled, although her eyes were tired.

At home everyone sat down to drink tea. “Tomorrow is Saturday. Everyone is at home. Grandma is healthy. Mom won't go anywhere! How good! - flashed through Danil’s head, and he quickly slipped into the room. - Is Sunny Bunny there? He promised." It was dark outside the windows, but the Sunny Bunny was sitting calmly on the table. - See you tomorrow, Danilka. “Good night,” whispered the Sunny Bunny and disappeared. Danilka fell asleep smiling. This is how the friendship between Danilka and Sunny Bunny began. Many different adventures happened to Danilka and his friend. So we begin the story about this.

L.P. Strelkov “The sad story of how Mishka’s paw was torn off”

Danilka woke up early. Sunny Bunny was nearby. The mood is wonderful, one might say festive. I wanted to talk to my mother as soon as possible, have breakfast and go for a walk. Danilka listened: the apartment was quiet. “Are they really still sleeping?” - the boy was upset. Now I’ll raise everyone up,” he turned to Bunny. The room became darker, and the Sunny Bunny sadly said, “I’m cold, Danilka.” Danilka blushed. Why do you think he turned red?

I understand everything, now you will be warm.

The boy went out into the corridor and began to walk on tiptoe in front of the door of his mother’s room and sing loudly:

Tired toys are sleeping...

And then the Bunny called him into the room.

Danilka, tell me, did your mother work in the evenings?

Yes, a lot,” the boy answered.

Well, now she can sleep longer, relax?

Of course, I created all the conditions for her! – the boy said in an almost grandmotherly tone.

You have created the conditions, but what?

Are these suitable sleeping conditions?

Danilka was confused. The bunny smiled:

I think you can tell me how to protect the peace of adults when they are very tired.

What should we do while everyone in the house is sleeping? – Danilka asked.

The owner abandoned the bunny,

Bunny was left in the rain...

They dropped Mishka on the floor,

Mishka's paw was torn off...

Now look at the picture. Do you see three girls? What do you think, which of them is Bunny’s owner, which one tore Mishka’s paw off, and which of the girls feels sorry for Mishka?

How can I tell, since there is no picture of what they are doing? - Danilka protested

Can you tell?

You better look. Danilka looked at the girls with all his might and again saw nothing.

Maybe this one feels sorry for Mishka, she is serious, thoughtful, no, not this one. I don't know,

Danilka looked confusedly from one girl to another.

Help Danilka, please!

After breakfast, Danilka went out into the yard and looked around with interest. Life was in full swing all around. The baby stood in a large puddle and vigorously kneaded the mud, wiping his palms on his own pants. Danilka watched him with interest. And suddenly the poems came to mind of their own accord. Danilka read them loudly to the baby, pointing at him with his finger:

This one got into the mud and is glad that his shirt is dirty! They say about this guy: He is bad, a slob.

The soiled kid smiled at him. Satisfied, Danilka moved on.

What would you do in his place?

-What kind of poems are these? - asked the Sunny Bunny, who was on Danilka’s shoulder.
- These are the poems of the poet Vladimir Mayakovsky “What is good and what is bad.” I know them by heart.
- This is good. But are you doing everything right?

Certainly. I don’t tear up my ball and book, I don’t go out for a walk when it rains...

Okay, okay,” Sunny Bunny stopped him. - Let's go for a walk. They walked along the alley among tall trees. The rays of the sun were breaking through the foliage, and this caused sunbeams to jump on the path. But his Sunny Bunny was still the only one. Danilka looked around. “Now if a brawler were beating a weak boy, I would stand up for him and prove to the Bunny that I am fearless.” But there were no fights anywhere.

What are you playing, guys? - Danilka asked instead of greeting.

“Magicians,” they shouted vyingly. And Slava explained:

We read the Fairy Tale "The Little Flower of Seven Flowers" and now we are playing wizards. Do you know this book?

Of course,” Danilka somehow unexpectedly lied. - Who doesn’t know her!

“Then the Bunny will tell me,” he thought to himself.

Well, what would you wish for if you had the last petal left? - Slava asked him.

“What other petal? It’s a pity, I don’t know the book. Now you can’t even ask the guys, I lied.”

If you were a wizard, what would you wish for, if that's your only wish? - the guys teased him.

Danilka thought for a long time, going through whole mountains of toys, dogs, sweets in his head, and suddenly, unexpectedly for himself, he said:

I would like to get into a fairy tale, a real fairy tale, at least one, no, better two or three.

All the children fell silent and looked at the boy in surprise.

We also wanted to, but it’s probably dangerous, but in a fairy tale it can be very scary,” the guys started talking animatedly. They were so carried away by discussing the journey into a fairy tale that they did not hear the Sunny Bunny quietly say to Danilka:

This is not only dangerous for you, Danilka, but also for fairy-tale characters. You're not ready for this yet! It's still early! Danilka was upset. It seemed to him that he was quite ready for an independent dangerous journey: in a fairy tale, good and evil always fight, and good always wins. And Danilka would only help him win, because he knows so well what is good and what is bad.

Just then Slava’s sister, Nastya, came out into the yard; she was already in sixth grade. She had a book in her hands. The guys shouted: “Read it again, read it again, please.”

I already read it to you! - Nastya was surprised.

Well, please, Nastya, we want more.

Okay, listen, I wanted to read it one more time myself. Danilka listened, afraid to move, forgetting about everything in the world.

The girl was so similar to him, Danilka, she even had the same desires*. But now the last petal has been torn off. All the children are silent, each thinking about his own.