Introducing children of primary preschool age to the origins of Russian folk culture. Work program on familiarization with the origins

Today, there is an acute problem of preserving and caring for folk culture - the basis of self-preservation of the people. Therefore, in our preschool educational institution, a partial program "Introducing children to the origins of Russian folk culture" has been developed and is being implemented. It is known that music is great value in the formation of the inner world of the child, helps to become spiritually richer, develops emotions, thinking, susceptibility to beauty. And knowledge of the patterns of introducing children to musical culture and the ability to organize the process of a child's interaction with music is the most important indicator of the professional skill of a music director.

The child emotionally reacts to music from the first days of life. Introduction to the origins of Russian folk culture begins with a lullaby that embodies folk wisdom, traditions and customs. But most of us are very superficially familiar with the culture of our people. How did Russian people live? How did they work? How did you rest? What holidays did you celebrate? What songs did they sing? To answer these questions means to restore the connection of times, to return the lost values.

As already mentioned, an integral part of the creative contribution of many generations to culture is folk pedagogy, which is defined as "a set of pedagogical information about the upbringing of a child, preserved in oral folk art, customs, rituals, children's games, etc." (G.N. Volkov). Saturated with vivid imagery and expressiveness, works of folk art occupy one of the important places in the education and upbringing of children. They are brought to life by the "pedagogical needs of the people" and, in terms of the strength of their impact on the feelings and imagination of the child, occupy one of the first places among other educational means. The possibilities of folk art are invaluable in musical education children.

Presenting to the attention of readers a program to introduce children to the origins of Russian folk culture in music classes.

Purpose of the program

The study of Russian musical folklore with the aim of 1) developing musical abilities; 2) formation musical knowledge, skills and abilities in all types of musical activity in various age groups preschool institution; 3) formation of musical culture.

Forms of acquaintance with folk culture can be varied: classes of the cognitive cycle, excursions, targeted walks, observations, holidays. But in any case, you need to create a special atmosphere independent activity children or their joint activities with adults, an environment in which the child would feel like a real participant in the events.

Activity Priorities

• Wide use of folklore (songs, ditties, chants, chants, sayings, sentences, teasers,jokes, games). Russian song folklore combines the word and musical rhythm. It reflected the features of the Russian character, its moral values ​​- ideas about goodness, beauty, truth, respect for the working person, family, friendship. Folklore is a source of cognitive and moral development of children.
• Acquaintance with traditional and ritual holidays. Ritual holidays are closely connected with labor and other aspects of human social life. They contain observations of the peculiarities of the seasons, weather, the behavior of birds and insects, and plants.
• Acquaintance with Russian folk games. They have a huge potential for the physical and social development of the child.
• Acquaintance with Russian folk musical instruments.

In musical folklore, music, singing, movement and playing folk instruments are inextricably linked. Therefore, four aspects of musical folklore can be distinguished: song, choreography, games, musical instruments.

PROGRAM OBJECTIVES

JUNIOR GROUP

Folk song. Learn to sing along with repetitive intonations, perform simple actions prompted by the text or determined by the nature of the music. Raise interest in folk song, love for family and home.

folk choreography. To teach the simplest elements of dance plasticity, round dance rearrangements as shown by adults, respond to dance music, play round dance games with dance elements, often with a soloist, perform free dance. Cultivate a friendly attitude towards a partner.

Folk games. Encourage improvisation. Develop a sense of rhythm. To cultivate the ability to empathize with the hero and each other.

Develop an interest in musical instruments. Learn to perform onomatopoeia on them (the murmur of a brook, the singing of birds, etc.). Learn the art of sound production. Maintain the desire to play the instrument independently. To cultivate emotional responsiveness to works performed on children's musical instruments.

EXPECTED RESULTS

• Interest in folk music, the ability to emotionally respond to it.
• An enriched musical experience for children.
• Makings of cultural listening folk songs.
• The ability to sing songs, chants, chants, play folk games, perform dance movements.
• Ability to play children's musical instruments.
• Knowledge of musical genres (song, dance, march), the ability, with the help of a teacher, to speak out about the content and nature of folk songs, nursery rhymes, etc. speak to parents and staff kindergarten, take part in folk holidays ("Autumn", "Shrovetide", "Spring Invocation").

MIDDLE GROUP

Folk song. Increase Volume song repertoire, add dance songs, game song. Activate the transition from colloquial to singing intonation. Learn to intonate within a third, a quart. Suggest situations in which you need to act independently. Complicate the direction of the song (several soloists). Introduce the concept of "ritual song". To tune in to empathy with the nature and content of the folk song.

folk choreography. Introduce new elements folk dance. Pay attention to the plasticity of the hands. In round dances, learn to change direction in a circle, break it at the end of the melody or when the music changes, follow the leading “snake”, change into pairs from the circle and vice versa. Encourage the manifestation of greater independence in free dance, the desire to introduce dance or round dance elements when staging songs, expressively convey the nature of the music or song in movement.

Folk games. Learn to use counting rhymes to choose a leader. To consolidate the ability to quickly respond to commands, be divided into pairs, subgroups. Pay attention to the fact that during free games, children use folk songs and counters. To cultivate interest in the development of new games, independence in the transfer of the game image.

Folk musical instruments. Continue to acquaint with musical instruments and their sound in the ensemble. Continue to teach how to play individual instruments; so, on a whistle, the pitch of the sound changes depending on the force with which it is blown. Learn to play in an ensemble with older children. To cultivate the desire to emotionally perform simple works on musical instruments.

EXPECTED RESULTS

• Deepening interest in folk music, the desire to listen to it, emotionally respond to it.
• The beginning of the development of pitch, rhythmic and timbre hearing.
• Development of the makings of cultural listening to musical works.
• Singing Russian folk songs, ditties, chants, teasers, jokes, Russian folk games, the ability to perform movements that correspond to character musical accompaniment.
• Ability to identify and name musical genres(song, dance, march) and some of their familiar musical works, distinguish between musical instruments (pipe, bell, tambourine, spoons, etc.); improvement in playing children's musical instruments; the ability, with the help of a teacher, to speak independently about the content of songs and plays, round dances and games and their nature, to include musical games in various types non-musical activities, perform at holidays in front of parents and employees of the kindergarten, take part in mass holidays(“Autumn in Rus'”, “Maslenitsa”, “Spring Calling”, “Curling Wreaths”), showing their amateur performances, take part in regional competitions, create expressive images.

SENIOR GROUP

Folk song. Significantly expand the volume of the song repertoire, add songs of a playful-comic nature. Stage and improvise song material. Introduce a warm-up into each lesson - exercises for breathing, sound production, etc. Introduce ditties, teach to understand them, show the character of the hero, sing, dance, play along with musical instruments. Cultivate emotional responsiveness when performing and listening to songs different nature.

folk choreography. To teach a simple round dance step, a combination of movements of arms and legs, a round dance “in the sun”, “against the sun”, “cabbage” (snail), “wall to wall”, turning a circle, movements in two circles in different sides. Encourage dancing during the performance of funny songs, offer soloing. To cultivate the desire to express one's attitude to the content and character of music with expressive movements.

Folk games. Arouse desires to participate in games with theatrical actions and more detailed dialogues. Pay attention to the behavior of the characters. Learn to portray the nature of the characters. To cultivate the desire to play not only positive, but also negative roles (Waterman, Baba Yaga), empathy for the characters of the game, emotional responsiveness, as well as independence in choosing attributes to convey the game image.

Folk musical instruments. Learn to recognize and correctly name instruments when listening to recordings of concerts folklore ensembles, orchestras folk instruments playing in the orchestra. Listen to playing musical instruments, but already in an orchestra, combine playing instruments with song, game, dance. To cultivate a culture of perception, to encourage listening to music played on folk instruments.

EXPECTED RESULTS

• Consolidation of interest in folk music, the desire to listen to it, emotionally respond to it.
• Improvement of pitch, rhythmic and timbre hearing.
• Strengthening the desire and ability to sing Russian folk songs, ditties, chants, chants, sentences, teasers, jokes, play Russian folk games, perform movements corresponding to the nature of the musical accompaniment, distinguish between solo and choral singing.
• Consolidation of the ability to talk about the content of musical works, composers, determine and independently name musical genres (song, dance, march) and their types, distinguish between musical instruments (pipe, bell, tambourine, spoons, balalaikas, button accordion, accordion, harmonica, drum, and etc.) in their solo and orchestral sound, to distinguish them by timbre, by appearance, the nature of the sound, play children's musical instruments in the orchestra, name familiar pieces of music, speak independently about their content and character, beat round dances, songs, ditties, carols, etc., include music and musical games in various types of non-musical activities , perform at holidays in front of parents and kindergarten staff, take part in mass holidays (“Autumn Fair”, “Autumn in Russia”, “Carols”, “Shrovetide”, “Spring Calling”, “Curling wreaths”, “May 9” ), showing their amateur numbers, take part in regional competitions (" spring drops"" "Freckles - konopushki"), to participate in the celebration of the folk game, the preparation and holding of a concert program for war veterans.

GROUP PREPARATORY FOR SCHOOL

Folk song. Give an idea of ​​such genres of Russian folk songs as

lyricism ("The baby was walking along the forest." "Oh, how I love my cow." "And I'm in the meadow, and I'm in the meadow." "I'm walking with a loach"),

playfully comic ("In the forge." "The goat went through the forest"), drill ("Soldiers, bravo guys." Strengthen the ability to sing ditties.

Provide an opportunity to independently stage songs. To educate a holistic musical and aesthetic perception of folk songs and their content.

folk choreography. Introduce elements of folk dance: dance in three legs, with a jump, mastering the simplest fractions in combination with a ditty. Learn new elements of the round dance: “wattle”, “thread with a needle”. Encourage the use of dance or round dance elements in the performance of songs, games, playing musical instruments, etc., the desire to use dances and round dances in independent activities.

Folk games. Activate to participate in games with a detailed theatrical action ("Sparrow", "Drake caught up with a duck"). Complicate the rules and link their implementation with the origin of some ritual games. To help understand the need for actions and their order in the game (“We mow hay”, “And we sowed millet”), explaining their connection with ancient rituals. help express character traits any character. To cultivate sensitivity, understanding, empathy for the characters of the game and peers.

Folk musical instruments. Give an idea of ​​the household items that the people used as musical instruments (scythe, saw, rubel, etc.). Strengthen the ability to distinguish instruments in the orchestra.

To give knowledge about the composition of the orchestra of folk instruments. Provide an opportunity to improvise on familiar instruments. In the process of creating an orchestra, take into account the attitude of children to certain instruments. Include instruments in games, dances, provide the opportunity to independently choose instruments. Cultivate emotional responsiveness to music, performed by the orchestra children's musical instruments.

EXPECTED RESULTS

• Steady interest in folk music, desire to listen to it, emotionally respond to it.
• Development of diction, breathing, sound production, purity of intonation, rhythmic and timbre hearing.
• Sustainable skill of cultural listening to music.
• Improving previously acquired accompaniment skills, distinguish between vocal and instrumental music, solo and choral singing.
• Consolidation of the ability to talk about the content of musical works, composers (not only Russian, but also foreign), determine and independently name musical genres (song, dance, march, opera, ballet) and their types; distinguish between musical instruments (pipe, bell, tambourine, spoons , balalaika, button accordion, accordion, harmonica, tambourine, drum, rattle, triangle, etc.) in their solo and orchestral sound in terms of timbre, appearance, sound character; play children's musical instruments solo and in an orchestra, memorize and name familiar pieces of music, speak independently about their content, creatively play round dances, Russian folk songs, ditties, carols, etc., analyze and compare musical works of a different nature; include music and musical games in various non-musical activities; perform at holidays showing, take part in regional competitions, create expressive images, participate in the production of Russian folk tales (theatrical activities), in the celebration of the folk game, preparing and conducting a concert program for veterans.

So, widely introducing folk games, songs, dances, etc. into the work of the kindergarten. we teach our pupils to think about kindness, friendship, diligence, love for nature, home country which have always been important to our ancestors and revered by them.

1. Budarina T.A., Kuprina L.S., Korepanova O.N., Markeeva O.A. Acquaintance of children with Russian folk art. St. Petersburg, 2010.

2. Katysheva I.B., Kombarova G.N., Nikolaeva S.R. The folk calendar is the basis for planning work with preschoolers according to the state educational standard. Plan-program. Summaries of classes, Scenarios of holidays. Method. manual for teachers of preschool educational institutions. St. Petersburg, 2009.

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

4. Kostina E.P. Program music education early childhood and preschool age"Fork". M., 2008.

Introducing children to the origins of Russian folk culture.

Russia is the motherland for many. But in order to consider yourself its son or daughter, you need to feel the life of your people and creatively assert yourself in it, accept the Russian language, history and culture of the country as your own. Our people left a big mark: wise proverbs and cunning riddles, funny and sad ritual songs, solemn epics, heroic, magical, everyday tales. National memory is gradually returning to us: life, joy, human suffering, laughter and tears, love and anger, faith and unbelief, honesty and deceit, diligence and laziness, the beauty of truth. We are starting to relate to ancient holidays, traditions, folklore in a new way.

Small folklore genres is the treasure trove of our language. And how important it is to teach children to comprehend the culture of their people, to sow eternal things in children's souls. It is the native culture, like father and mother, that should become an integral part of the soul of children, the beginning of their personality. It helps children understand that they are part of the great Russian people. Surrounding objects, for the first time awakening the soul of a child, nurturing in him a sense of beauty, curiosity, should be national. It helps children from the very beginning. early age understand that they are part of the great Russian people.

Russian folklore combines words and melody. It shows care, tenderness, hope for the well-being of the future, aptly assesses life positions, ridicules human shortcomings, praises positive traits. Small folklore genres are the richest source of cognitive and moral development of children. A special place in the works of oral folk art is occupied by a respectful attitude to work, admiration for the skill of human hands.

Drawing a parallel with our time, it is worth remembering that “love for one's native land, native culture, native speech begins with small things - with love for one's family, for one's home, for one's kindergarten. Gradually expanding, this love turns into love for the native country, for its history, past and present, for all of humanity.” So wrote Academician D.S. Likhachev. In our time, there is a need to familiarize children with the origins of folk art through small folklore genres. The solution of these problems is possible only with constant communication between an adult and a child. To achieve this goal, you can use the program "Introducing children to the origins of folk culture" Knyazeva O. L., Makhaneva M. D.

I advise you to use such forms and methods as: literature analysis, complex method diagnostics, experiment, questionnaires for parents. Didactic games, outdoor games, dramatization games, fairy tales, riddles, nursery rhymes, develop oral speech child, affect his spiritual development, fantasy, teach certain moral standards, contribute to the ability to reason logically and draw conclusions.

Introducing children to the origins of folk culture, it is necessary to acquaint children with folk holidays and customs. You can hold gatherings, leisure activities, where children will sing songs, ditties, make riddles, dance, etc. This is where to monitor characteristic features seasons, weather changes, the behavior of birds, insects, animals. Moreover, these observations should be related to various aspects of human social life. Such Team work create a common emotional condition with the guys, even the most shy will become proactive.

An indispensable condition for effectiveness in the upbringing and development of preschoolers through small folklore genres is the use of conversations about antiquity, reading fiction folk literature with discussion, excursions to the museum.

To create an atmosphere of interest and inclusion of children, you can create a corner in the group in the form of a “hut”, where you can place objects most often mentioned in Russian folk tales: a yoke, jugs, a samovar, etc.

What attractive force lies in what surrounds us in childhood? Why, even after leaving their native places for many years, a person remembers them with warmth, proudly talks about beauty and wealth native land? It is an expression of deep affection and love for everything that early years entered the heart as the most precious. One's love for one's native places, the idea of ​​what they are famous for, must be passed on to children, which is extremely important for the education of moral feelings.

Introduction to the origins of folk culture will leave indelible impressions in the souls of children, help in the future life to focus on genuine life values. Our children have something to be proud of, they will never be "Ivans - not remembering kinship."

Fomina Elena Ivanovna

Educator, MBDOU "Kindergarten No. 15", Sarov

Fomina E.I. Introduction of preschool children to the origins of Russian folk culture // Sovushka. 2016. No. 3(5)..02.2019).

The present time is characterized by the formation new system education: the standard of the teacher has been defined, framework documents have been developed that determine what the educational process should be like (the Law on Education in the Russian Federation, the Federal State Educational Standard). However, the definition of the content of training, the choice of methods and techniques are at the mercy of teachers.

Speaking about the education of moral and moral qualities, we think that there is a need to return to the the best traditions our people, its age-old roots.

It can be concluded that the introduction of new technologies based on established traditions is the surest way to get a good result in the form of meeting targets.

One of the principles of the Federal State Educational Standard is to familiarize children with socio-cultural norms, traditions of the family, society and the state. Cognitive development involves the development of primary ideas about the small homeland and Fatherland, about the socio-cultural values ​​of our people, about domestic traditions and holidays.

The main aspects of the sociocultural development of a preschooler are:

1. Optimization of the socio-cultural educational potential of the main general education program.
2. Value-semantic and socio-cultural enrichment of the space of preschool education in preschool educational institutions based on the domestic socio-cultural tradition.

In our opinion, the conscious formation of moral and ethical feelings, the upbringing of love for the Motherland, for the traditions of Russian folk culture should begin with middle group. The preparatory stage can be considered the work carried out in the 2nd junior group.

Observations of the children of the group helped me to determine a system of work based on introducing children to the national culture in accordance with the best traditions of pedagogy.

Introducing children to Russian folk culture in our preschool institution is carried out through the relationship of the preschool institution with social institutions, the families of our pupils.

The purpose of this work is to educate patriotic feelings among preschoolers through introducing children to the origins of Russian folk culture.

To achieve this goal, the following tasks are to be solved:

1. To instill in children a sense of love, duty, responsibility, respect for beauty, kindness, affection, for their homeland, native places, the Russian people.
2. To form the ability to restore links between the past, present and future.
3. To develop in the child the ability to understand the culture of his people and a positive attitude towards the culture of other peoples.

The developed long-term plan is designed for 4 years of activity in the following areas:

1. Acquaintance with the national way of life;
2. Acquaintance with Russian folk art;
3. Acquaintance with Russian folk games;
4. Acquaintance with traditions;
5. Holidays.

Tasks for each of the directions are solved in all age groups. The complexity of tasks can be traced from age to age.

The solution of the set tasks involves the use of the following forms: GCD, gaming activities, circle work, excursions, holidays, theatrical and independent activities.

The formation of moral and ethical feelings, the upbringing of love for the Motherland, for the traditions of Russian folk culture is based on well-known principles:
. the principle of proximity, objectivity, emotional saturation - the proposed material should be with a gradual complication;
. the principle of accessibility - the information offered is adapted to the perception of preschoolers;
. the principle of scientificity and reliability - the content of information offered to preschoolers should be based on scientific facts, personal experience and sensory sensations of children
. the principle of visibility and entertainment - educational material should arouse interest and emotional response in children;
. the principle of the historical sequence of generalizing factors;
. the principle of an integrated and integrative approach - the introduction of preschoolers to the origins of Russian folk culture is carried out through various types of activities in the educational process, the use of various types and forms of interaction with children is proposed;
. the principle of close cooperation between teachers and parents.

The expected result based on the results of the development of all areas for the preparatory group:

Knows basic literary concepts on folklore; read summary literary works; life and traditions of the Russian people; songs, ditties, nursery rhymes, riddles, proverbs, sayings, incantations.

Can tell Russian folk tales, nursery rhymes and beat them;

Uses in the game household items of the Russian people;

Creates creative works based on folklore works.

The presentation of the material goes cyclically, through various types of activities (in a spiral, which allows you to replenish and improve previously acquired knowledge).

Priority remains methods and techniques:

• Problematic - search questions;
• Introduction of a new character;
• Analysis of proverbs and sayings;
• Creative tasks;
• Explanation of the origin of words;
• analogy method;
• Working with models and diagrams.

The first direction provides met with national way of life. As a result, children begin to understand the essence of Russian folk culture, its peculiarity, originality, color. Work continues on creating an atmosphere of national life; together with children, objects of Russian life are replenished with a mini-museum organized in a group. It is known that surrounding objects have a great influence on the formation spiritual qualities child - develop curiosity, bring up a sense of beauty. The surrounding objects, for the first time awakening the soul of a child, nurturing in him a sense of beauty, should be national. This allows children from a very early age to understand that they are part of the great Russian people.
Second direction - preschoolers continue to get to know Russian folk art expanding and deepening your knowledge. New sections "Introduction to Russian folk costume", "Introduction to Russian folk cuisine" are introduced, expanding children's ideas about Russian folk culture.

Third direction - children become familiar with Russian folk games. I would like to note that these games do not have a competitive element, but, on the contrary, contribute to cohesion, the ability to perform joint movements. In Russian folk games We use incantations, counting rhymes, sentences.

The fourth direction is acquaintance with traditions. Unobtrusively, in a form that is easy to understand this material, something cognitively new is presented.
Acquaintance with Russian folk holidays passes through the following events: quizzes, entertainment, holidays such as “Visiting Grandma Riddle”, “You open your heart - say a word”, “Spring Invocation”, etc.

During the year, children in a playful, entertaining way clarify and consolidate their knowledge about various areas of Russian folk culture. A special place in this period is occupied by the practical activities of children.

An important role is played by creation of a subject-developing environment. A mini-museum "Russian Folk Corner", "Our Dear Rus'" should be created in the group, where children receive and replenish knowledge about the originality, color of the Russian people, Russian soul, Russian character. Where rich material has been accumulated: didactic games and manuals for familiarizing children with Russian folk costume, Russian folk cuisine, folk games, crafts, and life. The group has a lot of children's books, coloring books, didactic games, folders - peredvizhek on the topic.

When working to familiarize children with Russian folk art, we recommend using such didactic aids: “Where there is a riddle, there is a riddle”, “Smart proverb - it’s not for nothing that they say”, “What first, what then”, “Tell a story”, etc.

Children love to listen to fairy tales, jokes, nursery rhymes, songs, counting rhymes, incantations. They exude kindness, warmth, affection. You can use it in sensitive moments (washing hands, going to bed, dressing and undressing).

Of course, in this work, huge support is needed from the parents.

For them we offer:

Questionnaire "What do you know?"

Consultations "My Russia". "The Story of One Thing"

Master class "How to make a baby book"

Arrange various exhibitions: “Distant antiquities”, “My mother has golden hands”, and so on.

There are many goals ahead and there is work to be done. But the main thing that we have achieved is a spark of interest in the eyes of children and parents, a desire to learn something new, cooperate, educate and develop all this further!

BIBLIOGRAPHY:

1. Aleksandrova E.Yu., Gordeeva E.P. System patriotic education in DOW. Volgograd: Teacher, 2007.
2. Alyabyeva E.A. Moral and ethical conversations and games with preschoolers. Relationship between social and family education of preschool children. N. Novgorod, 2005;
3. Education of moral feelings in older preschoolers. Ed. Vinogradova A.M. M.: Education, 1989.
4. Educational system "Little Russians" Arapova-Piskareva N.A. M.: Mosaic-synthesis, 2004.
5. Danilina G.N. Preschooler about the history and culture of Russia. M.: ARKTI, 2005.
6. Dyaunenova I.A. Patriotic education of preschool children by means of local history and tourism activities. M.: ARKTI, 2004.
7. Zelenova N.G. We live in Russia. preparatory group. N. Novgorod, 2007.
8. We introduce preschoolers to family and pedigree. E.K. Revina M.: Mosaic-Synthesis, 2008.
9. Komratova N.G., Gribova L.F. Socio-moral education of children 3-4 years old. M.: Sfera, 2005.
10. Labunskaya G.V. Artistic education of children in the family. Moscow: Pedagogy, 1970.
11. Lopatina A.A. Education of moral qualities in children. Moscow: Book lover, 2007.
12. Makhaneva M.D. Moral and patriotic education of preschool children. M.: Sfera, 2009.
13. Mulko I.F. Socio-moral education of children 5-7 years old: Toolkit. M.: Sfera, 2006.
14. Mulko I.F. The development of ideas about man in history and culture. M.: Sfera, 2007.
15. Morally- aesthetic education child in kindergarten. Ed. Vetlugina N.A. M.: Education, 1989.
16. The unknown is nearby / O.V. Dybina et al. M.: Sfera, 2010.
17. Introducing preschoolers to the origins of Russian folk culture in a compensatory kindergarten. Sarov, 2001.
18. Sertakova N.M., Kuldashova N.V. Patriotic education of children 4-7 years old on the basis of design and research activities. In: Teacher, 2016.

The manuscript is an educational (portional) program to familiarize preschoolers with the origins of Russian national culture. Folk culture, according to the authors, is not only a source of introducing children to the enduring, universal values but also their cognitive, moral, aesthetic development. The program offers proven methodological and organizational methods of pedagogical work, promising and calendar plans activities with children of all age groups.

Part I. The history of the appearance of the program, forms and methods of its implementation

Part II. Long-term and calendar work plans for the program

In the 2nd junior group

In the middle group

In the senior group

In the preparatory group for school

Part III. Applications.

1. "Always honor the traces of the past"

2. "The fish is looking for where it is deeper, and the man - where it is better" (places of residence, housing construction)

3. "Visiting is good, but home is better" (life and main activities of Russian people)

4. "What is the spin - such is the shirt on it" (the history of men's and women's clothing)

5. "The trouble is, if the shoemaker starts the pies, and the pieman makes the boots" (the history of men's and women's shoes)

6. "Not according to Senka hat" (the history of hats)

7. "No joke when the stomach is empty" (the history of Russian cuisine)

8. Russian samovar and tea drinking in Rus'

9. Calendar (time history)

10. Agricultural calendar

11. There is no move without signs (folk signs)

12. Russian folk holidays (Easter, Christmas, Maslenitsa)

13. Russian folk crafts

Ceramic art products("Dymka", "Gzhel", "Skopinskaya ceramics")

Artistic wood products (Russian carving, Khokhloma)

Lucky (Fedoskino, Palekh, Mstera, Kholuy)

Metal art products (finift, filigree, Zhostovo)

bone lace

14. Russian folk toy (toy story, matryoshka, doll)

15. Russian bell

16. Russian troika

17. Russian song (lullaby, ditties)

18. Dictionary folk words

Foreword

It's no secret that at present, no specialist in the field of preschool psychology and pedagogy can give an exact definition of what " educational program"The problem is that the same term refers to both comprehensive programs that include the content of education in all major areas of children's development, and training programs in individual areas (for example, teaching computer literacy, foreign language etc.). The latter are increasingly referred to as "portion" programs. However, the introduction of such a differentiation does not remove a number of problems: how and whether it is necessary to combine several partial programs, how and whether one or another partial program can be connected to a complex one, etc. There are no ready-made answers to such questions yet, and their decision remains with each specific teaching staff, because. only he knows the contingent of his pupils, the professional capabilities of specialists, financial reserves, regional specifics, which largely influence the priorities in the overall strategy for the development of preschool education. However, the interest and desire of preschool institutions to introduce portion programs is growing every year. This, apparently, is explained by the fact that their implementation is quite easily carried out in the form of additional services; the proposed directions for the development of children are attractive to parents and distinguish a preschool institution from a number of others, positively affect its rating during certification. In addition, they can be used not only in a preschool setting, but also in club, studio work with preschool children. Therefore, despite all the difficulties and problems, it is necessary to ask the question: how should the direction and content of children's development, which is the basis of portion programs, be determined at present?

A comparative analysis of the complex “Program for the upbringing and education of preschool children” (1989), which was recently mandatory for all preschool institutions, with foreign counterparts in terms of their content aimed at cognitive development of children shows that the domestic program needs to be revised, mainly in terms of changing the number of classes, the form of their conduct, specific methods, and principles for completing the material. As for its sections related to the physical development of children, artistic and aesthetic, musical and theatrical activities, a significant number of teachers have been bringing their creative finds and additions to the content and methods proposed in the program for many years. There are many on this topic methodological literature and magazine publications. Children usually enjoy these activities. In many kindergartens, relevant circle work is being carried out or Additional services, sports competitions and holidays, competitions and exhibitions of children's works, etc. are arranged. It is important that the efforts of teachers in these areas of children's development give a good, visible result.

Besides, in last years several new integrated programs have appeared (for example, "Rainbow", "Development", "Golden Key", etc.), which are successfully used in many preschool institutions. In them, the main directions of the development of children received updated content and methodological support.

Thus, it can be stated that in recent years Russian system Pre-school education has undergone certain positive changes in terms of content renewal.

The more obvious became the vacuum formed as a result of the fact that the section " moral education". This section, of course, bore a clear imprint of an ideological orientation ("Friendship of the Peoples of the USSR", "The Image of Lenin", "Feast of November 7", etc.). However, neither in the new comprehensive programs, nor in any of The problem of moral and patriotic education of children is practically not touched upon at all.

We have made an attempt to fill this gap. The result was a portion program, theoretical basis which drew up the provisions of the "Concept preschool education"(1989) about the need to familiarize children with enduring, universal values, the ideas of prominent Russian philosophers about the importance of personal culture for spiritual, moral and patriotic development a person (I. Ilyin, D. Likhachev and others). Moreover, in the absence of any national ideological guidelines, we decided to give a special reasoning for the position that introducing children to folk culture is a means of forming their patriotic feelings and developing spirituality. To do this, it is necessary to specifically dwell on the disclosure of such concepts as "nationalism", "internationalism" and "patriotism". The difficulty in breeding these concepts lies in the fact that the concept of "nationalism" for many of us is associated primarily with the concept of "national patriotism" and, above all, with German fascism, based on the opposition of one, "chosen" race (nationality) to all the rest. National patriotism, imbued with a sense of its own superiority, in our view is always associated with the rejection of another culture, people of another nationality and in historical context directly related to aggression and violence. IN recent history, and, consequently, in our memory, the concept of "internationalism" was opposed to the concept of national patriotism. Moreover, the state ideology replaced them with the concept of "patriotism" or used it as a synonym.

The concept of "internationalism" is also interpreted ambiguously. Internationalism can act as an opposition to national patriotism and, for example, manifest itself in the form of an association of people on the basis of one religion ("All people are brothers in Christ"). This means that a Christian is a citizen of the universe and can reject the division of people into countries, races, nationalities.

Internationalism can also manifest itself in the idea of ​​overcoming the linguistic disunity of people. Let us recall, for example, the possibility of switching to a single language, Esperanto, that was seriously discussed until recently.

However, the ideas of internationalism widespread in our country basically contained Bolshevik ideas about the world reorganization of society in accordance with the social revolutionary principle: "Proletarians of all countries, unite." For the "conscious" proletarian, the main goal is the world revolution, for the sake of which he can and must betray not only his loved ones, but also his homeland. The fanatical adherence to such an ideology manifested itself in the form of Bolshevik capitulatory slogans during World War I and, especially later, in the first years of Soviet power, when, for ideological reasons, a neighbor betrayed and doomed his neighbor to death, brother - brother, son - father. Therefore, we need a clear understanding of what kind of patriotism we affirm and strive to instill in our children.

Patriotism is a feeling of love for the Motherland. The concept of "Motherland" includes all the conditions of life: territory, climate, nature, organization of social life, features of language and way of life, however, it is not reduced to them, and they do not replace it. The historical, spatial, racial connection of people leads to the formation of their spiritual likeness. The similarity in the spiritual life leads to communication and interaction, which gives rise to creative efforts and achievements that give a special identity to culture.

In their history, many peoples carry out spiritual and creative accomplishments that endure centuries: ancient Greek art, Roman law, Germanic music, etc. Each nation brings its own, and each achievement of the people is common. That is why the national genius and his creativity are the subject of special patriotic pride and love: life folk spirit finds concentration and embodiment in his work. Genius creates from himself, but also for all his people.

Russia is the motherland for many. But in order to consider yourself its son or daughter, you need to feel the spiritual life of your people and creatively assert yourself in it, accept the Russian language, history, culture as your own. However, national pride should not degenerate into stupid conceit and complacency. A true patriot learns from the historical mistakes of his people, from the shortcomings of his character and culture. Nationalism leads to mutual hatred, isolation, cultural stagnation.

Deep, spiritual creative patriotism must be instilled with early childhood. But, like any other feeling, patriotism is acquired independently and experienced individually. It is directly connected with the personal spirituality of a person, its depth. Therefore, without being a patriot himself, the teacher will not be able to arouse in the child a feeling of love for the Motherland. It is to awaken, and not to impose, since spiritual self-determination lies at the heart of patriotism.

"The Russian people should not lose their moral authority among other peoples - the authority worthily won by Russian art and literature. We should not forget about our cultural past, about our monuments, literature, language, painting ... National Distinctions will remain in the 21st century if we are concerned with the education of souls, and not just the transfer of knowledge" (D. Likhachev).

That is why the native culture, like father and mother, must become an integral part of the child's soul, the beginning that generates the personality.

Based on the foregoing, for our program "Introducing children to the origins of folk culture" we have chosen the following priorities.

Firstly, the surrounding objects, for the first time awakening the soul of a child, nurturing in him a sense of beauty, curiosity, must be national. This will help children understand from an early age that they are part of the great Russian people.

Secondly, folklore in all its manifestations (fairy tales, songs, proverbs, sayings, round dances, etc.) should be used more widely. it is he who contains all the values ​​of the Russian language. In oral folk art preserved special features Russian character, its inherent moral values, ideas about goodness, beauty, truth, courage, diligence, fidelity. Introducing children to sayings, riddles, proverbs, fairy tales, we thereby introduce them to universal moral values. Somehow in Russian folklore in a special way the word and musical rhythm, melodiousness are combined. The nursery rhymes addressed to children, jokes, calls sound like an affectionate saying, expressing care, tenderness, faith in a prosperous future. In proverbs and sayings, various life positions are briefly and aptly assessed, human shortcomings are ridiculed, and positive qualities are praised. A special place in the works of oral folk art is occupied by a respectful attitude to work, admiration for the skill of human hands. Due to this, folklore works are the richest source of cognitive and moral development of children.

Thirdly, folk holidays and traditions should play an important role in introducing children to folk culture. It is here that the finest observations are focused on the characteristic features of the seasons, weather changes, the behavior of birds, insects, and plants. Moreover, these observations are directly related to the labor and various aspects of human social life in all their integrity and diversity.

And, lastly, familiarizing children with folk decorative painting, which captivates the soul with harmony and rhythm, allows you to captivate children with national fine arts.

Thus, the educational goal of the Program is to familiarize children with all kinds of national art - from architecture to painting and ornamentation, from dance, fairy tales and music to theater.

This is the strategy for the development of the child's personal culture as the basis of his patriotic feelings and love for the Motherland.

Now the national memory is gradually returning to us, and we are starting to relate to ancient holidays and traditions, folklore, art crafts, arts and crafts in which the people, having sifted through the sieve of centuries, left us the most valuable thing in a new way.

This is not to say that teachers did not understand this before. However, the standard "Program for the upbringing and education of children in kindergarten", as a guide and the main document for educators, did not include such tasks. True, already in the younger groups it provided for the introduction of children to folk toy(pyramid, matryoshka, liners, wheelchairs, rocking chairs, fun toys, etc.), kids were introduced to Russian folk games, round dances, folk songs, nursery rhymes, tongue twisters, fairy tales, riddles.

In addition, the "Program" included tasks to introduce children to the arts and crafts of Khokhloma, Gorodets, Dymkovo, Kargopol, Filimonovo toys. From age to age, the tasks of listening and reproducing folklore works, perceiving the brightness of color images of folklore became more complicated. applied arts, expressiveness of the transfer of game actions in combination with the word.

However, it is no secret that the ideas of kindergarten graduates about Russian culture were fragmentary and superficial. What's the matter? Perhaps this happened because in the "Program" the tasks of introducing preschoolers to their native culture were formulated too generally. For example, "... to cultivate love for the Motherland, native city, village", "... to introduce some products of folk arts and crafts ...", etc. At the same time, the means and methods for solving these problems remained completely unmarked, and the educator had almost no appropriate materials and manuals. The surrounding reality (especially in the city) also did not give the opportunity for real familiarization of children with folk culture.

These gaps could be filled by various exhibitions of folk arts and crafts, museums of Russian architecture and local history expositions, folklore holidays. However, it is not always possible for kindergarten students to visit them, not to mention the fact that all the material of such expositions is mainly designed for adult perception and requires a lot of competent processing for kids.

In addition, Old Slavonic words and sayings have long been forgotten and are not used in colloquial speech, nursery rhymes, sayings, proverbs, which are so rich in the Russian language, are almost never used. In modern life, there are practically no objects of folk life found in folklore works. Therefore, many teachers, recklessly believing that some words and expressions of folklore works are inaccessible to children, or not understanding and not being able to explain them themselves, miss very important semantic points or retell Russian folk tales in modern language. Educators often underestimate and know little by heart sayings, incantations, nursery rhymes, sayings, folk games and therefore cannot apply them to the place. Music directors, using folk songs as chants, they almost do not include them in games and holidays, being carried away by modern material.

And how to convey to the understanding of urban children the features of peasant labor? In practice, such a task, by the way, provided for by the standard program, was solved formally, not meaningfully associated with natural phenomena, rituals, proverbs and sayings. And this is quite understandable, because. Most of the teachers themselves do not know well the traditions and customs, the history of folk culture, they are not imbued with a sense and understanding of its antiquity and greatness.

Therefore, in order to teaching staff any preschool educational institution had the opportunity to creatively develop the proposed version of the program, in which, in addition to organizational and methodological techniques pedagogical work, long-term plans and abstracts of classes, in the form of an appendix, materials from a variety of literary, historical, ethnographic and art history sources are given. Access to such literature in full, adaptation of many texts written by professionals, is very difficult for most teachers living in different regions Russia. In addition, familiarity with these materials (Russian holidays and traditions, features of housing, clothing and cuisine, arts and crafts, etc.) will also be expedient from the point of view of expanding the personal base of the personal culture of teachers involved in the education and development of preschool children .

In conclusion, it is small dictionary the most used in folk tales, proverbs, sayings of Old Slavonic words.

We cannot provide an opportunity to download the book in electronic form.

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Electronic versions of works are intended for use in educational and scientific purposes.

1. Explanatory note
2. Relevance
3. Goals and objectives of the program
4. Principles of building a program
5. Areas of work
6. Components of patriotic education
7. Methods
8. Syllabus
9. Main thematic areas programs

10.Thematic planning:

11. Information resources

12. Pedagogical conditions

13. Perspective plan of work with parents

1. Diagnostic criteria for assessing knowledge on the assimilation of the program

15. List of references

16. APPENDIX. Methodological support.

EXPLANATORY NOTE.

The additional educational program "Introducing children to the origins of Russian folk culture" is a comprehensive program to familiarize children with the life, life and work of the Russian people, focused on the moral, patriotic and artistic and aesthetic education of children.

This program is based on the program of O.L. Knyazeva, M.D. Makhaneva "Introducing children to the origins of Russian folk culture". In addition, the program is significantly complemented by classes in the design of natural materials and integrated arts and crafts classes. This program "Introducing children to the origins of Russian folk culture" is a specialized program for the aesthetic education of preschool children, effectively contributing to the spiritual and intellectual development aimed at familiarizing children with the best traditions decorative and applied art, development of creative abilities of children, acquaintance with the history of folk art. This program is based on the concept of aesthetic education and development artistic and creative abilities of children, which are based on the principles of nationality, integrated use different types arts. It has a clear structure and takes into account the growth of children's creative abilities. The program is valuable because getting acquainted with arts and crafts, designing from natural materials, participating in calendar holidays, it is easier for children to understand and imagine how people lived in Rus'. The child becomes more and more deeply acquainted with the life and way of life of the Russian people, and this carries inexhaustible opportunities for the development of artistic creativity among preschoolers.

The structure of the program provides for a phased acquaintance of children with arts and crafts. The educational material provided for by the program is distributed in a certain sequence, taking into account age and individual features children. The program contains the topics of classes, their program content, a list of materials necessary for classes in teaching children arts and crafts. The material is grouped in separate blocks for each type of folk crafts. Lessons are arranged from simple to complex. Attached is a summary

about the crafts themselves, their history and development, poems, riddles, fairy tales about them. In working with children, technical teaching aids are used.

The program is designed for children from 5 to 7 years old. The program is based on the aesthetic education of preschoolers, combining reliance on cultural tradition and innovation.

The program provides for the acquaintance of preschoolers with the folk crafts of Russia and includes an acquaintance with the customs, traditions, work of the Russian people according to the folk calendar, with poetic folk art. Raise interest in folk culture, oral folk art, folk music, folk games and crafts.

This program is aimed at developing children's creative abilities and aesthetic education of children.

Relevance:

• The program has been developed and is being implemented in accordance with the general concept of DOW focused on the formation of the child sustainable value orientation towards self-identification as creative personality that preserves and develops the traditions of national culture. Introducing children to traditional Russian culture is seen as an activity that meets the needs modern man, opening the way to the knowledge and self-realization of one's own personality, contributing to the development of a positive model of behavior as a citizen, patriot, successor of the national cultural tradition.

Program goal:

Active familiarization of children with the cultural traditions of the Russian people through the activation of the cognitive activity of preschoolers when introducing children to the Russian national culture.

Program objectives: Educational:

• formation in children respectful attitude to folk culture, traditions, customs of the Russian people, folk art;
• development of communication skills, culture of behavior among peers;
• education of collectivism;
• education of perseverance, accuracy, responsibility.

Developing:

• expanding the horizons of preschoolers;
• development of creative abilities and emotional sphere children.

Tutorials:

• familiarization of children with the life, traditions and customs of the Russian village
• familiarization with folklore works, national way of life, rituals of holidays, folk psychology.
• the creation in children of a certain stock of Russian folk songs, poems, nursery rhymes, round dance games.
• familiarization with the objective world Russian peasantry; teaching folk games, holiday ceremonies.

Program construction principles:

• The principle of individual and differentiated approach- involves taking into account the age, personality characteristics of children, the level of their mental and physical development.
• The principle of integrity- the formation among preschoolers of a holistic understanding of modern problems of moral and patriotic education and the integration of knowledge about Russian national culture.
• The principle of accessibility- assumes the significance for the child of the acquired knowledge, their emotional coloring. Scientific terms should not be used, although the content of some of them can be explained in an accessible and attractive way.
• The principle of complexity and integration- Solving the problems of moral and patriotic education in the system of the entire educational process and all types of activities.
• The principle of continuity and continuity of the pedagogical process;
• "positive centrism" (selection of knowledge that is most relevant for a child of a given age);
• differentiated approach to each child, maximum consideration of his psychological characteristics, capabilities and interests;
• The principle of rational combination of different types of activities, age-appropriate balance of intellectual, emotional and motor loads;
• The principle of constructivism- it is especially important in the selection of the content of moral and patriotic education of preschool children, however, it is not always implemented in practice. Its use means that only neutral, positive or negative-positive information should be used as examples for preschoolers.

Areas of work:

• familiarization with the life and work of the Russian people;
• use of Russian folklore in all its manifestations;
• introducing children to the origins of Russian festive and traditional culture;
• education of citizenship through familiarization of children with their native land, its nature and culture.
• familiarization of children with folk art;
• acquaintance with the game, song and dance creativity of the Russian people.

Components of patriotic education:

• Content (children's ideas about the world around)
• About the culture of the people, their traditions, creativity
• On the nature of the native land and country and human activities in nature
• About the history of the country, reflected in the names of streets, monuments
• On the symbolism of the native city and country (coat of arms, anthem, flag)
• Emotionally motivating (emotionally positive child's feelings about the environment the world)
• Love and affection for family and home
• Interest in the life of the native city and country

• Pride in your country's accomplishments
• Respect for the culture and traditions of the people, for the historical past
• Admiration for folk art
• Love to native nature, to native language
• Respect for the worker and the desire to take part in the work
• activity (reflection of attitude to the world in activity)
• productive activity
• Musical activities
• cognitive activity

Expected results:

• Awakening interest in the history and culture of their homeland.
• Expanding the horizons of children through the museum of rag dolls and everyday life, created by teachers and parents.
• Widespread use of all kinds of folklore.
• Combining the efforts of teachers and parents in organizing work to familiarize them with the Russian national culture.

Increasing the competence of parents on the organization of work on familiarization with the Russian national culture.

Methods:

• verbal : explanation (often using lullabies, pestles, sayings), story, conversation, discussion, analysis of proverbs, guessing riddles;
• visual: display of exhibits in their natural form; demonstration of unique household items and documents from the museum fund; watching videos, videos, illustrations, visual aids, etc.;
• practical: creating layouts on the topics of the program, performing cognitive exercises, creative tasks (for attention, memory, erudition);
• game: creation, playback and analysis of situations simulating real life; role-playing games; journey through fairy tales; staging with immersion in the past, participation of children in various folk and children's holidays, festivals;
• research: performance by children of certain research tasks during classes-meetings.

The program provides for various kinds classes - gaming activities, classes for the development of memory, classes for the development of speech, music lessons fine arts and manual labor.

Syllabus.

The main thematic areas of the program:

• Life, rituals, customs of the Russian people.
• Russian folk and folklore holidays in Russia.
• Art in folk life: household utensils - wooden, clay, natural materials; practical and aesthetic properties of household utensils.
• Folk toy.

Thematic planning:

Informational resources:

• Program“Introducing children to the origins of Russian folk culture” by O.L. Knyazeva, M.D. Makhaneva.
• "Acquaintance children With Russian popular creativity"

(T.A. Budarina, L.S. Kuprina, O.A. Markelova, O.N. Korepanov, I.V. Kharitonova…)

• "Heritage. Patriotic education in kindergarten » M.Yu. Novitskaya,
• "I, you, we"(O.L. Knyazeva, R.N. Sterkina)

Pedagogical conditions:

• Accessibility, gradual complication (performing the simplest actions smoothly leads to the development of more complex specific techniques)
• Consistency (classes are based on the learned material, familiar techniques are gradually fixed in new topics)
• Integration with other methods of preschool education
• Coordination thematic plan with calendar holidays
• Accounting for individual characteristics and characteristics of the team as a whole
• Information support (it is impossible to be limited only to the process of cognition, it must be accompanied by the communication of certain information)
• A sufficient level of teacher skill (knowledge of the history and traditions of Russian national culture, knowledge of basic forms)

• The presence of preliminary and preparatory stages.

Material support of the program:

To implement the program, you need:

• Spacious and bright room for GCD, conversations, didactic games. It should have shelves exhibition works, literature, didactic material, for storing unfinished work of children, materials for practical exercises: whatman paper, cardboard, fabrics, etc.
• Dressing room with a set of costumes for holidays, fairs, gatherings. Costumes are created both directly in the classroom and at home with the help of parents.
• Scenery for decorating the "fair square" and "hut" during holidays in the assembly hall or on the street.
• Inventory for folk games.
• Illustrative material, methodical literature.
• Tape recorder, audio and video recordings on the subject of the program.

Perspective plan of work with parents

Bibliography:

• Ageeva R.A. What kind of tribe are we? Peoples of Russia: names and fates: Dictionary-reference book. - M.: Academy,
• Baturina G.I., Lisova K.L., Suvorova G.F. Moral education of schoolchildren on folk traditions. - M .: Public education,
• Gromyko M.M. The world of the Russian village. - M .: Young Guard,
• Acquaintance of children with Russian folk art. Toolkit. - St. Petersburg: Detstvo-Press, 2008.
• Calendar ceremonial holidays. Tutorial. - M.: Pedagogical Society of Russia,

• Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian folk culture. Educational and methodical allowance. - St. Petersburg: Childhood-Press,
• Maksimov S.V. From essays on folk life. Peasant calendar holidays. Literary travels. - M.,
• Russians: family and social life. - M.: Nauka,
• Solomennikova O.A. The joy of creativity. Program additional education. - M.: Mosaic -

Synthesis. 2006.

Diagnostic criteria for assessing the assimilation by children of the content of the program for familiarization with the origins of Russian folk culture:

• Knows the main folk holidays and customs associated with them.
• Knows the name and purpose of items of Russian folk life.
• Knows Russian folk and musical-folklore games studied within the framework of the program.
• Knows Russian folk songs, nursery rhymes, incantations studied within the framework of the program.
• Has an idea about folk crafts; names them, recognizes the material from which the product is made;
• Able to analyze the product; highlights the characteristic means of expression (elements of the pattern, color, combination of colors).

Diagnostic methods:

• observations in free activities, during classes and open events;
• analysis of the results of productive activity.