Oral folk art as a means of education and development of preschool children

Oral folk art as a means of education and development of preschool children

 Oral folk art contains inexhaustible opportunities for the development of speech skills, which make it possible to encourage children to be active in speech from an early age.

Works of folklore, with their content and form, best meet the tasks of child upbringing and development and are adapted to children's needs. Little by little, imperceptibly, they introduce the child into the element of the folk word, reveal its richness and beauty, and serve as a model of speech [6, p. 26].

An important period in a child's development is preschool age. It is difficult to overestimate the role of oral folk art in the education and development of the personality of a young child. One of the first works of art that a child is able to perceive are small forms of folklore. Thanks to them, adults can easily establish emotional contact with a child, broaden their horizons, form an attitude towards the world around them, and enrich their speech. Folk art is also an important source of moral, aesthetic, and patriotic education of preschool children.

Works of oral folk art are the first things a child hears and reproduces in life. These are lullabies, nursery rhymes, pesters. In the course of introducing this type of folk art, educational tasks such as:

- develop the child’s interest in oral folk art;

‒ develop expressiveness in the child’s language, intonation, strength of voice, colloquial speech, and also, through living figurative language, teach understanding of words and expressions;

- reveal to children the meaning of proverbs and sayings, which contain rules of behavior and moral standards;

- with the help of Russian folklore, as well as the folklore of other peoples, to enrich children’s knowledge about the world around them;

- learn to role-play fairy tales;

- to interest children in folk games, to teach them to use folklore for independent play and theatrical activities.

Fairy tales, sayings, riddles contribute to the development of thinking, imagination, intelligence, and the development of the emotional sphere. Russian folk works themselves are rich in form and content and initially contain moral values.

Fairy tales are one of the components used in interaction with children; they play a special role in raising children, and they are also most interesting for preschool children. The simplicity and directness of presentation of this genre of folk art is most attractive and understandable for a child’s perception and understanding. Using the example of fairy tale characters, a child easily becomes acquainted with such concepts as good and evil, greed and generosity, courage and cowardice, etc. When giving an assessment to fairy tale heroes, children analyze which actions committed by the characters are positive and which are negative. They experience a wide range of feelings with them, and having taken one side or another, they try, together with the heroes of the work, to solve all the tasks assigned to him, which also helps to increase the child’s creative activity and makes it possible to draw the right conclusion in a given situation.

At preschool age, children are very vulnerable, and it is the fairy tales of Russian folk art that are that unique means of easily telling children about the negative things in life, drawing an analogy and comparing it with the real world. But we must not forget that educators and parents need to carefully and competently approach the selection of works in accordance with the age characteristics of the children and the goals that need to be achieved.

They help show children: how good helps to defeat evil (“Zimovye”); how the good and peace-loving win (“The Wolf and the Seven Little Goats”); that evil is punishable (“The Cat, the Rooster and the Fox,” “Zayushkina’s Hut”). Moral values ​​are presented more specifically in fairy tales than in animal tales. Positive heroes, as a rule, are endowed with courage, courage, perseverance in achieving goals, beauty, captivating directness, honesty and other physical and moral qualities that have the highest value in the eyes of the people. For girls - a beautiful maiden (clever, needlewoman), and for boys - a kind young man (brave, strong, honest, kind, loving his homeland). The ideal for a child is a distant prospect, to which he will strive, comparing his deeds and actions with the ideal. The ideal acquired in childhood will largely determine him as a person. The fairy tale does not give direct instructions to children (such as “Listen to your parents,” “Respect your elders,” “Don’t leave home without permission”), but its content always contains a lesson that they gradually perceive, repeatedly returning to the text of the fairy tale. Moral education is possible through all types of folk tales, because morality is initially inherent in their plots [9, p. 31].

The educational value contained in works of folk art has a special influence on the formation of patriotic feelings. Carrying specific images and colors that are accessible and attractive to preschool children, the works serve as a means of a child’s positive attitude towards various aspects of social life. It is very important to introduce preschoolers to magical and heroic fairy tales. The idea contained in them about the feat of heroes in the name of liberating their native land from enemies helps to reveal the ideas of patriotism.

Proverbs and sayings are perfect for developing moral values ​​in children, since they are emotionally rich and sometimes contain moral postulates. These short sayings are easily remembered by children; their impact on the child is stronger than ordinary persuasion and moralizing. Tongue twisters help a child learn to speak correctly and quickly and at the same time remain a simple game for them.

During this period, those feelings and character traits begin to develop that invisibly connect the child with his people. The roots of this connection are in the language of the people, their songs, music, games, in the impressions a little person receives from the nature of his native land, in the details of everyday life, the morals and customs of the people among whom he lives. Folk art is an inexhaustible source of pedagogical material, one of the foundations of speech, moral, aesthetic, and patriotic education. The use of the cultural heritage of the Russian people in work with preschoolers and their mastery of the cultural heritage of the Russian people creates interest in it, enlivens the pedagogical process, and has a special impact on the emotional and moral aspects of the individual [2, p. 4].

Children's reading includes Russian folklore, as well as folklore of the peoples of the world. They carry the great potential of national and folk cultures and make the child the owner of universal spiritual values. In his literary development, a child must move from the literature of his people to children's world literature [6, p. 27].

In kindergarten, a favorable environment is created for listening, repeating and playing nursery rhymes, which contributes to the development of the child’s speech and memory. To enrich children's vocabulary, it is very advisable to use nursery rhymes. These short poems are often complemented by certain actions that help foster goodwill and empathy. Over time, children transfer them to independent games. Thanks to nursery rhymes, children learn to perceive a short story expressed in literary words.

From an early age, children can happily look at pictures, illustrations of books or educational games based on folklore works and retell them.

The use of various types of oral folk art together with other educational means will help to successfully enrich the child’s vocabulary, develop his speech activity, and help in the formation of a harmoniously developed personality. What a child absorbs in preschool age mainly depends on the environment in which he is raised. By surrounding children with their care and affection, as well as including oral folk art in their classes, parents, teachers, and educators can instill in them from an early age the basic moral qualities that will only develop in their later lives.

Literature:

1. Alekseeva M. M., Yashina V. I. Methods of speech development and teaching the native language of preschoolers: a textbook for students. higher and Wednesday ped. textbook institutions / M. M. Alekseeva, V. I. Yashina. - M.: Publishing House, 2000. - 400 p.
2. Vikulina A. M. Elements of Russian folk culture in the pedagogical process of a preschool institution / A. M. Vikulina. - N. Novgorod: Nizhny Novgorod Humanitarian Center, 1995. - 138 p.
3. Volkov G. N. Ethnopedagogy: a textbook for students. higher and Wednesday ped. textbook Establishments / G. N. Volkov. - M.: Publishing House, 1999. - 168 p.
4. Gavrilova I. G. Origins of Russian folk culture in kindergarten: methodological manual / I. G. Gavrilova. - SPb.: DETSTVO-PRESS, 2010. - 160 p.
5. Gavrish N. Use of small folklore forms / N. Gavrish // Preschool education. - 1991, No. 9 - pp. 16–20.
6. Gurovich L. M., Beregovaya L. B., Loginova V. I., Piradova V. I. The child and the book: a manual for kindergarten teachers / L. M. Gurovich, L. B. Beregovaya, V. I. Loginova , V. I. Piradova. - SPb.: DETSTVO-PRESS, 2000. - 128 p.
7. Doronova T. N. Development of young children in the conditions of variable preschool education / T. N. Doronova. - M.: Obruch, 2010. - pp. 119–127
8. Zimina I. Folk tale in the system of education of preschool children / N. Zimina // Preschool education. - 2005, No. 1 - pp. 18–28.
9. Zimina I. Folk tale in the system of education of preschool children / N. Zimina // Preschool education. - 2005, No. 5 - pp. 28–35.
10. Kuprina L. S., Budarina T. A. et al. Acquaintance of children with Russian folk art / L. S. Kuprina, T. A. Budarina et al. - St. Petersburg: DETSTVO-PRESS, 2001. - 400 p.
11. Lyalina L. A. Folk games in kindergarten: methodological recommendations / L. A. Lyalina. - M.: TC Sfera, 2009. - 96 p.
12. Mukhina V. S. Developmental psychology, phenomenology of development, childhood, adolescence: a textbook for students. universities - 4th ed. / V. S. Mukhina. - M.: Publishing House, 1999. - 456 p.
13. Pidruchnaya S. Fairy tales - for the safety of children / S. Pidruchnaya // Preschool education. - 2008, No. 2 - pp. 124–127.
14. Poshtareva T. The use of folk tales in the educational process / T. Poshtareva // Preschool education. - 2009, No. 5 - pp. 24–28.
15. Khalikova R. Folk art as a means of instilling love for the native land / R. Khalikova // Preschool education. - 1988, No. 5 - pp. 13–17.

1. Eastern administrative district. GBOU School No. 1505.

Topics of speeches:

1. “A song and a spoon walk on the same path,” music director V.V. Pavlyuchenkova. 2. “Acquaintance with folk instruments for preschool children,” music director D.D. Knyazeva. 3. “From game to song”, music director L.P. Need. 4. “Educational project “Traditions of the Russian people”, music director S.V. Goryacheva.

The event materials can be found at the link: https://drive.google.com/drive/folders/1-nKIp96EBNuFK-0rLWjh1sy3wu3MMqiI?usp=sharing

2. Eastern administrative district. GBOU School No. 922.

Topics of speeches:

1. “Introducing children to folk art through oral and musical folklore,” methodologist V.V. Nikitina. 2. “Introducing children to folk culture through project activities,” teacher N.M. Latysheva. 3. “Introducing children to folk art through cultural practices,” teacher L.S. Chestnova. 4. “Musical folklore for children,” music director E.A. Stepanova. 5. Educational activities with children from 3 to 6 years old. Entertainment “Children's fun “Visiting a fairy tale”, methodologist V.V. Nikitina.

The event materials can be found at the link: https://drive.google.com/drive/folders/1DOXYLW1YIJFgVle4x7rhdUiQ4by3KCy_?usp=sharing

3. Eastern administrative district. GBOU School No. 920.

Topics of speeches:

1. “Introducing children to the perception of art through familiarity with folk arts and crafts,” senior teacher of GBOU School No. 920 S.V. Subbotina. 2. “Russian nesting doll in project activities for children of senior preschool age,” teacher at GBOU School No. 1852 T.G. Levkina. 3. “Khotkovo balls in the formation of sensory experience of young children,” senior methodologist of GBOU School No. 1852 L.A. Methodieva. 4. “Introducing preschool children to the art of Gzhel masters,” teacher at GBOU School No. 920 T.N. Kleimenov. 5. “Development of artistic perception in young children when familiarizing themselves with folk art,” teacher at GBOU School No. 920 N.M. Gorlakova. 6. Project “Doll Chest”, teacher at GBOU School No. 920 A.V. Plotnikova.

The event materials can be found at the link: https://drive.google.com/drive/folders/18S3XPA1xPL_HrEtCaf5-PE-ekWrETGS0?usp=sharing

4. Western administrative district. GBOU School No. 64.

Topics of speeches:

1. “Folklore is the most important element that makes up the history of culture,” senior educator N.N. Egorova. 2. “Introducing preschool children to the origins of Russian folk culture through folklore,” educational psychologist O.A. Shishova. 3. “The Magical World of Theater” - teaching puppeteering skills in preparation for theatrical activities with elements of folklore for children of senior preschool age,” teachers D.V. Hayrapetyan, M.Sh. Pavlenko. 4. “Game as the main form of working with children and the source of their artistic creativity,” music director K.I. Voytseshko. 5. “The folk calendar is the basis for introducing a child to the world of folklore,” music director N.V. Shcheglova. 6. Master class “Do-it-yourself doll”, teacher A.F. Golovnina. 7. Educational activities with preschool children: - “The Magic World of Theater”, teachers D.V. Hayrapetyan, M.Sh. Pavlenko; — “My favorite activities,” teacher A.I. Avdeeva" - "Creative workshop "Petrushka Theater", teacher-speech therapist Yu.V. Ivanova, teacher-speech therapist E.A. Fadeeva, educational psychologist O.A. Shishova; — “Folk entertainment “Fair festivities”, musical directors K.I. Voitseshko, N.V. Shcheglova.

The event materials can be found at the link: https://drive.google.com/drive/folders/1kF0dOaM8PwG4zFg_E3u5w-QT0KdD_bLX?usp=sharing

5. North-Eastern administrative district. GBOU School No. 285.

Topics of speeches:

1. “The folk calendar as a means of introducing preschool children to folk culture,” music director N.N. Sludneva. 2. “The use of proverbs and sayings in the development of logical thinking of older preschoolers,” teacher T.I. Brezhitskaya. 3. “The role of small folklore forms in the social and moral education of a child of primary preschool age,” teacher M.A. Semeshina. 4. Master class “Making ritual dolls for the folk calendar”, teacher L.V. Yakovleva.

The event materials can be found at the link: https://drive.google.com/drive/folders/1iGlGqJ7BNlcsUEN0yelowPRRHDRwu86H?usp=sharing

6. North-Eastern Administrative District. GBOU School No. 1449.

Topics of speeches:

1. “The influence of small forms of folklore on the speech development of children”, teacher-speech therapist E.V. Tkachev. 2. “Folk doll as a means of introducing children of senior preschool age to the traditions and values ​​of folk culture,” teacher N.S. Krutyakova. 3. “Folk game in the system of cultural practices in preschool groups”, teachers A.V. Vorobyova, V.V. Vasilyeva. 4. Educational activities with children of senior preschool age “Journey to the Old Time”, teacher-speech therapist M.Yu. Sharygina.

The event materials can be found at the link: https://drive.google.com/drive/folders/1GbFRR1JqZOtP945DT0RdSDwpp9vMuoTs?usp=sharing

7. North-Eastern administrative district. GBOU School No. 1577.

Topics of speeches:

1. “Methodological recommendations for introducing preschool children to folk art,” teacher-organizer N.A. Ilyushina. 2. “Folk art as a component of culture”, teacher N.R. Petrova. 3. “Introducing children to folk culture and traditions through project activities. Project “Wooden Beauty”, teacher E.A. Kuznetsova. 4. Educational activity with children of the senior group “Game-travel with a Russian nesting doll”, teacher I.B. Serezhina.

The event materials can be found at the link: https://drive.google.com/drive/folders/16g30AYjPdMO8Sug-EEpS6g0SaYP-3czB?usp=sharing

8. North-Eastern Administrative District. GBOU School No. 1503.

Topics of speeches:

1. “Introducing children to the origins of folk culture,” methodologist O.V. Labai. 2. “Oral folk art is the basis for the formation of cultural values ​​in children,” teacher V.G. Filimonova, A.V. Tsvetkova. 3. “Cultivating children’s interest in folk toys,” methodologist O.V. Labay, teacher E.V. Khamidullina. 4. Educational activities in the senior group “Quest game on the theme “On the paths of folk wisdom”, teacher N.V. Gisova. 5. Cartoon based on the fairy tale “Spikelet”, teachers E.A. Velikaya E.A., M.Yu. Matveeva, children of senior preschool age.

The event materials can be found at the link: https://drive.google.com/drive/folders/1cda6ytNKTGbrNTkH-qUnGQSaGMRRNoxm?usp=sharing

9. Troitsky administrative district. GBOU School No. 1391.

Topics of speeches:

1. “Introducing children to Russian folk art through cultural practices,” senior teacher N.I. Indrikova. 2. “Folk calendar “From Winter to Autumn” as a means of introducing children to Russian folk culture,” music director A.A. Rustle. 3. Educational activities with children of senior preschool age on the topic “Gatherings and Evenings”, music director A.A. Shelep, teachers L.B. Osipenko, E.N. Povprits, O.N. Limonchenko. 4. Master class on the topic “Communicative dance games based on Russian folk melodies in the musical activities of preschool children,” music director A.A. Rustle.

The event materials can be found at the link: https://drive.google.com/drive/folders/1QvPqtzlicGrHFbkpkZwXd1vg8d-LXE5u?usp=sharing

10. South-Western Administrative District. GBOU School No. 1355.

Topics of speeches:

1. “The “Russian Side” program: a system of work on planning educational activities in introducing children to domestic spiritual and moral values,” teacher M.A. Yaskova. 2. “Project “Pantry of Russian Folklore”, educators N.A. Ermakova, O.A. Avilova. 3. “Study of ornament as a means of enriching the motivational-need sphere of a senior preschool child,” additional education teacher O.S. Blagorazumova. 4. Master class on the topic “Painting boards with the Mezen pattern,” additional education teacher O.S. Blagorazumova. 5. Educational activities with children of the preparatory group on the theme “Maslenitsa”, music director E.A. Nikeshina, teachers A.V. Tereshchenko, M.A. Yaskova.

Event materials can be found at the following link:

https://drive.google.com/drive/folders/1DFgWqD1unTMVJfGh0mDi5cVbs1WELYUk?usp=sharing

11. South-Western Administrative District. GBOU School No. 1981.

Topics of speeches:

1. “Folk creativity in cultural practices”, teacher E.K. Musaeva. 2. “Interaction between children, teachers, and parents when familiarizing themselves with folk toys,” educators T.I. Salnikova, N.I. Mikheeva. 3. “Introducing children to Gorodets painting”, teacher N.E. Gusev. 4. “Introducing children of senior preschool age to folk traditions through leisure activities,” teacher M.A. Novikova. 5. “The use of folk instruments in the musical development of preschool children,” music director A.V. Viktorova. 6. “Introducing preschool children to folk architecture. Making a model of a village using Mezen painting,” teacher A.D. Tolmacheva.

The event materials can be found at the link: https://drive.google.com/drive/folders/1CvOld0CzJncL1DWvKH_Soq2Hgl8w4rj-?usp=sharing

12. Southern Administrative District. GBOU School No. 1466.

Topics of speeches:

1. “The system of work to familiarize children with folk art,” teacher-organizers V.V. Bukharin, M.V. Emelyanova. 2. “Project activities in the preparatory group “Russian Matryoshka”, teachers O.V. Bityutskaya, K.T. Zarakaeva. 3. “The use of nursery rhymes and nursery rhymes in working with children of early and primary preschool age,” teachers N.N. Sirginava, E.Yu. Chebysheva. 4. Master classes “Folk crafts”: - “Gorodets painting”, teachers V.P. Kulakova, S.V. Polikarpova; — “Painting the Dymkovo toy”, teachers E.S. Zmeeva, O.V. Kirillova, M.V. Sinelnik.

The event materials can be found at the link: https://drive.google.com/drive/folders/1uSuY8hFVEG_5rN4HRyRBZr-oynYWqEuK?usp=sharing

Responsible for information: GMC methodologist T.I. Egorova.

Origin of rhymes

Scientists suggest that the rhymes were originally used by adults. With the help of a counting rhyme, they determined who would do the more difficult part of the work, who would be the first to go on patrol, etc. This genre was also used for fortune telling. This version is also supported by the existence of counting rhymes with incomprehensible words, which often show similarities with distorted Latin, that is, initially they could also act as spells.

Counting books with incomprehensible words probably go back to the texts of Christmas fortune-telling and distorted seminary Latin

Folk rhymes are very popular among children, parents and teachers. They are useful for the development of memory, attention, speech, instill in children a love for the culture and history of the Motherland, promote honesty and camaraderie, and stimulate children's creativity.

The traditional purpose of the counting rhymes is to choose the driver in the game “Zhmurki”

The use of Russian folklore in the development of younger preschoolers

 A child up to the age of ten demands fun, and his demand is biologically legitimate. He wants to play, he plays with everyone and learns about the world around him, first of all and most easily in the game, by playing.

A. M. Gorky

Preschool childhood is a unique period in the life of every person, when health is formed and personality develops.

In terms of the pace of development of the brain and nervous system, which entail changes in cognitive, volitional and emotional processes, this period has no equal. This means that it is in preschool age that a person’s future is determined: his health, character, abilities, attitude towards himself and other people. But the child cannot influence his own future; it depends entirely on the adults around him in the family and kindergarten, on their professional skills, competence, and ability to use their experience. The Law “On Education of the Russian Federation” states that a preschool educational institution is the first and most important stage in the general education system. Mastery of the native language is one of the most important acquisitions of a child in preschool childhood. This period is especially important for the acquisition of speech. Therefore, the process of speech development is considered in modern preschool education as the general basis for raising and educating children.

We live in very difficult times when deviations are becoming the norm. How can young parents preserve their spirituality, understand everything and choose the right guidelines for raising their children, teach them to love not the Motherland we have invented, but the way it is. You can only love and cherish what you feel, know and understand. We have, to a large extent, lost our national traits and consigned Russian folk culture to oblivion. We believe that it is necessary to educate a patriot through specific heroic examples, historical events, folk traditions and rules by which mighty Russia has lived for centuries. A pure child's soul easily responds to these enduring values.

For several years, we have been instilling patriotic feelings in preschoolers through introducing children to traditional forms of Russian folklore.

Raising a child with words begins with folklore, oral folk literature. The use of different genres of folklore from the very first years of a child’s life helps in his development. The people carefully accompanied with poetic words every stage of the child’s life, all aspects of his development. This is a whole system of traditional rules, principles with the help of which a child is raised in a family. The core of this system was and remains the oral folk word, passed on from century to century, from family to family. From this we can conclude that the child learns his native language, first of all, by imitating the spoken speech of those around him.

According to our surveys, it became clear that parents do not use or do not use enough Russian jokes, nursery rhymes, sayings when communicating with their children, and do not tell enough Russian folk tales. The child spends more time in kindergarten and at home on the computer and tablet. There is an impoverishment of the Russian language, its beauty and imagery are disappearing, the vocabulary of the majority of our parents and pupils is primitive. Even K.D. Ushinsky noted that families know fewer and fewer rituals and forget songs, including lullabies. Nowadays, the development of speech in children in preschool age, namely its use in speech, is becoming an urgent problem.

When issues of education arise especially acutely, from childhood it is necessary to develop an emotional perception of works of small folklore forms, this will awaken creativity in the child, independence of thought, and form an aesthetic perception of the world. It is worth emphasizing the high pedagogical qualities of works of small folklore genres addressed to children: deep penetration into the child’s psyche, subtle consideration of the characteristics of children’s perception, and the absence of intrusive teachings. The division into genres allows, at a certain age, a child to enrich his spiritual world, develop patriotism, respect for the past of his people, study of its traditions, and assimilation of moral standards of behavior in society. With the put forward requirements of the Federal State Educational Standard for Preschool Education, in accordance with the exemplary general educational program of preschool education “From birth to school”, the educational area “Speech development” includes such tasks as mastering speech as a means of communication and culture, enriching the active vocabulary, familiarizing with book culture, children’s literature. In order to form speech in children at such a level that they do not experience difficulties in establishing contacts with adults and peers, so that their speech is understandable to others, it is necessary that the child hears correct oral speech, fluent in the literary language of the Russian people.

The teacher becomes the pioneer of using folk expressions, nursery rhymes, jokes, chants, proverbs and sayings in his work.

By showing a child the beauty and diversity of human feelings, folklore arouses reciprocal feelings in him.

A child’s acquaintance with the art of words begins with folklore works. We built our work in a certain system, sequentially from age to age. We identified in what types of children's activities familiarization with Russian folklore will take place. We drew up a long-term plan to familiarize ourselves with folklore, chose a topic; We selected the necessary material and organized a developmental environment in the group.

In early preschool age, we purposefully introduce children to small folklore genres in educational activities for speech development and familiarization with fiction. We insert nursery rhymes and nursery rhymes into artistic creativity and routine moments. Selected texts for children of younger groups are accessible to their perception and understanding.

Lullabies are the first to enter a little person's life. During the adaptation period, when our little pupils cannot sleep for a long time, we sing to them: “Bai-bayushki, bye, bye, Eyes, Masha, close.”

The gentle, affectionate voice of an adult has a calming effect on the child, and the children quickly fall asleep.

In our practice, we widely use pestushki - the poetry of nurturing. Pestushki have always satisfied the child's need for tactile movements - all children love to be stroked on the head, arms, shoulders, backs, and pressed close. For a boy, in our store of knowledge there are the following words: “Oh, little, beloved, My pretty, my pretty.” We hug the girl and say: “Oh, my little, darling, my pretty, my pretty.”

Songs, sayings, riddles, games with the words “Water, water”, “Little white bunnies sitting”, “Grow your braid to the waist”...,

“Kotya, Kotok”... and much more are good for memorizing text with movements. We combine these texts with the action of fingers, palms, when conducting finger games in the morning and evening periods of time. Such games make it possible to make the education process not only interesting and joyful, but also instructive and developing. Our children’s favorite folk games with texts are “Sun”, “Cat and Mice”, “Cat and Sparrows”, “Cucumber”, “Cockerel and Hens” and many others. We use them while walking, in physical activity; We encourage children to organize these games on their own. “Not a day without a folk game” is the motto of our work with children. First, we teach the kids words, then the rules of the game, only then, having matured, the children, having mastered the whole game, can include counting rhymes, teasers, and nursery rhymes. We often use chants with children. Our use of chants during walks helps children develop a caring attitude towards nature, the ability to notice and name natural phenomena, and perceive them emotionally. All phenomena and forces of nature: the sun, rainbow, thunder, rain, wind, as well as the seasons: spring, summer, autumn, winter - live in the call as animate beings. The child himself comes into contact with them, a conspiracy: the sun asks for warmth and affection, for a generous summer; rainbow “to interrupt the rain”; thunder - - have pity on the house, do not frighten horses, geese, children; tells the rain what to water and how much water to pour out; promises a gift for good work - cook borscht, give him a cucumber.

The chant contains not just an appeal to natural elements, but a range of feelings expressed in words, rhythm, intonation - experiences, admiration, tenderness, delight. Emotions of joy, trust.

Oh you, rainbow-arc. Just like rain-rain,

You are tall and tight! We have been waiting for you for a long time...

Or:

Thunderous thunder, With silk grass.

Crack the clouds... With the spring water...

All natural phenomena have affectionate names assigned to them - the bell sun, the golden bottom, the red spring, the red fly.

The nickname gives birth to faith in the child in the weight and significance of the word. Through small folklore genres, we introduce children to animals that they have only seen in pictures, and form ideas about wild animals, birds and their habits.

We introduce ourselves through the fairy tales “Ryaba Hen”, “Turnip”, “Teremok”, “Kolobok” and others that are understandable to the child because their animal heroes talk and act like people: they perform labor actions (planting, watering plants, harvesting and etc.). We also use nursery rhymes at different routine moments, while washing, while eating, while being awake. The simplicity and melody of their sound help children remember them. Children begin to introduce folk nursery rhymes into their games - while feeding the doll or putting it to bed.

Each poetic work of folklore is not only an introduction to fiction, but also the development of the child’s mental and speech abilities. So, reading and memorizing the nursery rhyme: “A horse walks along the bank, the Black one, and the green one”...

We invite the children to look at the corresponding illustration, tell us what kind of black horse it is, show where the horse has a golden bridle, looking at the mane, tail, and how high it raises its legs. We introduce the concept of “crow” into the children’s dictionary. We ask a series of questions that activate the mental and speech activity of children: “Why does the horse raise its legs high?”, “How does the horse neigh?”, “What does the horse eat in the field?” etc.

For a more complete familiarization and use of small folklore forms in children’s speech, we introduce parents to the work of introducing them to the origins of folk culture. We expand parents' knowledge about the characteristics of small folklore genres and the specifics of their use in specific situations. We clarify the names of genres of folklore works through consultations, individual conversations, and thematic days. We help parents understand the impact folklore has on the development of children. We show parents a variety of techniques for working with small folklore forms. We hold parent meetings and master classes, and together we create little books with nursery rhymes and jokes, chants and counting rhymes. It is gratifying to hear when parents, when dressing their child home in the evening, repeat these works with the child and use nursery rhymes when dressing.

Small forms of folklore are the first works of art that a child hears; their role is difficult to overestimate. Therefore, when working with children of primary preschool age, we try to use lullabies, nursery rhymes, dialogues, fairy tales, chants, and counting rhymes as often as possible. They immerse the child in a bright, cozy and soothing world, which has a healing effect on the child’s soul, directs the course of his thoughts, encourages imitation, improves and ennobles the child’s mind and heart, develops speech, and immerses the child in the roots of folk culture.

Literature:

1. Borodich A. M. Methods of speech development in children. M. Education 1981
2. Vinogradov G. S. Children's folklore / Publication by A. N. Martynova // From the history of Russian folklore. - L.: Lenizdat, 1978.
3. Gorky A. M. Collection. Op. In 30 volumes - T. 23. - M.: Goslitizdat, 1978. 4. Martynova A. N. Children's poetic folklore. St. Petersburg 1997 No. 608
4. Melnikov M. N. Russian children's folklore. - M.: Education, 1987.
5. Neganova N. Russian folklore in the lives of children. Preschool education 1995 No. 9.

Article "Children's folklore"

Anastasia Mashnova

Article "Children's folklore"

Children's folklore

A child’s first acquaintance with oral folk art begins with folklore works . Lullabies are the first to enter the life of a little person, and then other forms of folklore . As a rule, at the beginning of life, a child becomes acquainted with small genres of folklore that are accessible to his perception. Fairy tales, songs, proverbs, rhymes, nursery rhymes, and tongue twisters have always been inextricably linked with the experience of folk pedagogy .

A person’s acquaintance with works of art, with the best examples of oral folk art, should begin from the first years of his life, since the period of early and preschool childhood is a defining stage in the development of the human personality. The age of up to five years is the richest in a child’s ability to quickly and greedily learn about the world around him and absorb a huge amount of impressions. It is during this period that children, with amazing speed and activity, begin to adopt the norms of behavior of those around them, and most importantly, to master the means of human communication - speech.

Folklore influences the formation of moral feelings and assessments, norms of behavior, the education of aesthetic perception and aesthetic feelings, promotes the development of speech, provides examples of the Russian literary language, enriches the vocabulary with new words, figurative expressions, helps the child express his attitude to what he has heard, using ready-made language forms.

Thus, folklore is an important means of shaping a child’s personality and speech development, a means of aesthetic and moral education of children.

The richness of the Russian language is revealed to a preschooler in works of oral folk art . Its examples - proverbs, riddles, fairy tales and others - the child not only hears, but repeats and assimilates. Genres are included in children's language in accessible content. Living spoken language and works of oral folk art are closely intertwined in influencing the child’s speech.

Works of oral folk art are part of children's folklore .

Children's folklore is works of traditional adult folklore that have passed into the children's repertoire ; works created by adults specifically for children and adopted by tradition. A common generic feature of children's folklore is the correlation of an artistic text with a game.

Folklore gives children the opportunity to get acquainted with the rich creative heritage of peoples . Each folklore form , be it a riddle, a proverb, a joke, a counting rhyme, a nickname, a fairy tale or a fable, is an amazing example of creativity, fertile material for imitation, memorization and reproduction in the speech of children. These samples develop figurative children's speech and expand children's horizons.

The ancestral roots of many forms of children's folklore go deep into history. Among them, nicknames and sentences are perhaps the most ancient. They are born of faith in the forces of nature and are called upon to use the magic of words in order to evoke the beneficial influence of natural elements or prevent their destructive power.

Calls are small songs designed to be sung by a group of children. Many of them are accompanied by game actions.

The call is not just an appeal to natural elements, but feelings expressed in words, rhythm, intonation - experience, admiration, tenderness, delight.

Oh, you rainbow-arc.

You're tall and tight!

Just like rain, rain,

We've been waiting for you for a long time.

Sentences – one-on-one communication with nature. The sentences are addressed to home life, to everyday activities. In fact, all living things that surround the child are not ignored.

Ladybug, fly to heaven!

That's where your kids eat cutlets!

A sentence built on the principle of a request-wish sets the child up for a respectful attitude towards every plant in the forest, field, and garden.

Sentences during games are a kind of requests to nature for complicity, for kind help. They face the wind, water, stream. They contain the rules of the game that are necessary for all players, often preventing accidents. For example, do not choke when diving, do not get water in your ears. They teach children to be attentive to their actions, to check their actions with rules, and to strictly follow them.

In the system of genres of children's folklore, “nurturing poetry” occupies a special place.

, or
"mother's poetry"
. This includes lullabies, nursery rhymes, nurseries, jokes, fairy tales and songs created for the little ones.

Lullabies: adults noticed which words and tunes children fell asleep to better, repeated them, memorized them, and passed them on to future generations. The words were usually affectionate and melodious. Such songs most often feature cooing ghouls, homely killer whales, a purring cat, and talk about silence and peace. In ancient lullabies, certain living creatures are mentioned, each of them has its own responsibilities.

To the sounds of their affectionate, melodious words, the baby will wake up more easily and allow himself to be washed or fed:

Water, water,

Wash my face

To make your eyes sparkle,

To make your cheeks blush,

To make your mouth laugh,

So that the tooth bites.

Pestushki (from the word “nurse”

- educate) are associated with the earliest periods of child development.

You can hear love and kindness in the pestles. They are foldable and beautiful. And they also teach the baby, he listens and looks where his leg is, where his mouth is.

Then the very first games and nursery rhymes begin: The horned goat is coming, the Magpie-crow is cooking porridge, Ladushki. Here, along with pleasure, the child also receives benefits.

to folk art, but they mainly were and remain a favorite game of older preschool children.

Tongue twisters are the rapid repetition of difficult to pronounce words. Pronunciation mistakes make children laugh. While playing, children simultaneously develop their articulation organs. Tongue twisters with complex and rich sound design are especially popular. Tongue twisters, or pure twisters, teach how to pronounce sounds, develop speech organs and memory.

Four turtles have four turtles.

In everyday life, communication with a child is often accompanied by jokes. These are small, funny works or statements, often in poetic form. Just like many other small folklore genres, jokes accompany games. Often jokes have a dialogical form, which also emphasizes their closeness to live spoken language. Typically, they describe a short, fun, action-packed situation. In general, jokes develop a child’s creative imagination and, by involving him in a verbal game with a quick change of events, teach him to think quickly and imaginatively.

Petya-Petya-Cockerel,

Petya - red comb,

He walked along the path

And I found a penny

I bought myself boots

And the chicken - earrings!

A growing child becomes not only the object of all kinds of games, but also their active participant. At this time, he became acquainted with another folklore genre - counting rhymes . By opening the game and assigning certain roles to all its participants, the counting rhyme organizes the game process itself and teaches children to communicate with each other in a given situation and obey the established rules. In addition, counting rhymes develop a sense of rhythm.

The bees flew into the field,

They buzzed, they buzzed,

The bees sat on the flowers,

We play - you drive!

A new way of exploring the world is becoming riddles - brief allegorical descriptions of objects or phenomena. A riddle is a question that a child has to answer, and there is hardly anything that stimulates the mental activity of a little person as much as this small work of verbal art. The riddle is based on one of the most expressive artistic techniques - metaphor.

Glass house on the window

With clear water

With stones and sand at the bottom,

And with a golden fish.

(Aquarium)

By solving a riddle, a child discovers new properties of familiar objects, learns to compare objects and phenomena with each other, and to find similarities and differences between them. In this way, he organizes his knowledge about the world.

With the help of small forms of folklore , it is possible to solve almost all problems in the methodology of speech development, and along with the basic methods and techniques of speech development of preschoolers, this rich material of verbal creativity of the people .

Thus, thanks to folk art, the child enters the world around him more easily, more fully feels the beauty of his native nature, assimilates the people’s ideas about beauty , morality, and becomes acquainted with the customs and rituals of his people . With amazing pedagogical talent, he leads children from simple nursery rhymes, riddles, sayings, etc. to complex poetic images of fairy tales; from lines that are amusing and soothing to situations that require the little listener to exert all his mental strength.