Unconventional methods and techniques for working with fairy tales
Unconventional methods and techniques in working with fairy tales.
Lysenko Ekaterina Ivanovna,
teacher of MBDOU Irkutsk kindergarten No. 8
Let's remember our childhood! What did you love when you were little? When I was little, I loved warm family evenings; the whole family gathered together and the love and care of the parents was constantly felt. I could listen and read works of art for a long time, but most of all I liked fairy tales that “carried me away” to this magical, amazing world.
Today, we often hear that children do not like to read; they have become hostages of computers and televisions. So who is to blame for this? I believe that, first of all, we, the adults, are to blame. It is we who do not pay enough attention to awaken a child’s love for books. Many parents themselves, not feeling the need to read, do not understand that by not reading to their child, they are missing out on important moments in their life. After all, by reading, we give the child a feeling of warmth and calm, leave unforgettable impressions of childhood in their souls, cultivate a love for books and thereby help them become readers. How to avoid these mistakes and foster a love of books and reading in a child? And this is where the treasure of folk wisdom comes to our aid - the Russian folk tale. Fairy tales are an invaluable experience acquired by generations and passed on to us and our children in a simple, accessible, playful form. And I hope that the use of unconventional methods and techniques in working with a fairy tale will help you maintain your child’s interest in books and reading:
1. Compilation of a dictionary based on the fairy tale.
The teacher introduces the children to new words from the fairy tale, and then together with the children they paste pictures with their images, for example: barn, susek (fairy tale “Kolobok”), etc.
In subsequent work with the fairy tale, children, looking at the pictures, try to explain their meaning themselves.
2. Making a book based on a fairy tale.
Target. Enriching children's speech with emotionally charged vocabulary and aesthetic terms through knowledge of the content of the fairy tale. Development of creative imagination, color perception, fine motor skills. Raising children's interest in creating books.
3. Name the hero.
Target. Teach children to unite heroes according to a given characteristic, develop memory, attention, and interest in fairy tales.
Description. The teacher names an image, and the children must find specific heroes from other fairy tales, for example - Name me the boy heroes (Kai from “The Snow Queen”, Pierrot from “The Golden Key”).
4. Actions of the hero.
Target. Teach children to list all the possible actions of a fairy-tale character. Teach children to draw analogies in the actions of heroes of different fairy tales.
Description. For example, the fairy tale “Kolobok”. The teacher asks the children to name all the actions of the kolobok, saying only verbs: sang, left, rolled, etc. Next, the teacher suggests remembering the heroes who would perform the same actions in other fairy tales.
5. Let's help the hero.
Target. Development of coherent speech, thinking, interest in fairy tales.
Description. The teacher invites the children to put themselves in the place of the hero: What would you do in such a situation?
6.Step by step.
Target. Consolidation of knowledge of fairy tales, development of speech, memory, thinking.
Description. The teacher says the name of the fairy tale, and the child walks around the group and at each step names a hero from this fairy tale.
7. Help the hero find his fairy tale.
Target. Consolidation of knowledge of fairy tales, development of speech, memory, attention.
Description. On the tables are plots from 2-3 fairy tales. The teacher hands out pictures of fairy-tale characters to the children, and the children bring their own fairy-tale hero to each story.
8. Meeting with the hero.
Target. Development of coherent speech, creative abilities, thinking.
Description. The teacher invites the children to imagine that they have met the hero of a fairy tale. – What do you ask? What do you think the hero will answer?
9.We will send an SMS message.
Target. Development of coherent speech, thinking, interest in fairy tales.
Description. The teacher invites the children to “write” a wish for the hero of the fairy tale in an SMS message.
10. Find out the fairy tale by the heroes’ song.
Target. Development of children's speech, consolidation of knowledge of songs, nurturing interest in Russian folk tales.
Description. The teacher invites the children to learn the fairy tale from the hero’s song, for example: ∙ Open up, open up! ("The wolf and the seven Young goats").
11. Fairytale words.
Target. Teach children to list different variants of words and phrases based on a given characteristic.
Description. The teacher invites the children to remember and say all the spells that they know in fairy tales (Sim-sim, open the door, Sivka-burka, prophetic kaurka... etc.) then list all the words with which the fairy tale begins (Once upon a time in a certain kingdom , in ancient times...etc.).
12. Show with facial expressions and gestures.
Target. Teach children to convey the character traits of the hero through facial expressions and gestures, develop imagination and observation.
Description. The teacher invites children to demonstrate their emotional attitude towards the hero or situation using facial expressions or gestures.
13.Casket.
Target. Development of speech, memory, thinking.
Description. The teacher offers to fill the box with character traits, wishes, etc. For example: Collect in a box everything that the hero needs from your point of view, everything that will help him in the future.
14.
What would happen if...
Goal. Development of children's creative abilities and coherent speech.
Description. The teacher invites the children to come up with and continue a sentence, for example: What would happen if the bun rolled away from the fox?
15. True - false.
Target. Consolidating knowledge of fairy tales, developing coherent speech, and the ability to listen carefully to each other.
Description. The teacher reads the sentence, and the children must agree or disagree. For example: Grandfather by the turnip, granddaughter by grandfather, they pull, pull, but cannot pull. The granddaughter called the mouse. The hen laid an egg, not an ordinary one - a golden one.
16.
Good or bad.
Target. To develop the ability to find positive and negative sides in any object or situation.
Description. For example: The mouse came running to pull out the turnip. This is good. Why? (The mouse helped pull out the turnip.) This is bad. Why? (The cat could have eaten the mouse).
17.
Advertising.
Target. Development of coherent speech, thinking, interest in fairy tales.
Description. The teacher invites the children to advertise (tell) why they liked the fairy tale.
18. Collect a chain.
Target. Activate vocabulary, learn correctly, perceive the content of a fairy tale, develop attention and memory.
Description. The teacher invites the children to choose a fairy tale from which they will collect a chain. Then the children retell the collected fairy tale. Then all the children participate in the retelling of the fairy tale, continuing the plot along the chain.
19. Wizards Ear, Nose, Hand and Eye.
Target. Teach children to imagine sensations that can be obtained using various analyzers.
Description. The teacher one by one shows pictures depicting sensory organs and offers to use them to visit a fairy tale. Example: With a magic Nose, the children got into Naf-Naf's room when he opened the lid of the cauldron. Children talk about what they smelled (the smell of soot, wolf fur, boiling water). Further, the Wizard of the Eye is invited to the same plot (children see what is not described in the fairy tale), the Wizard of the Ear (imagining possible sounds, voicing thoughts), the Wizard of the Hand (describing the sensations that children would have if they touched hot water with their hands boiler or wet nose of piglets.
20. False alternative.
Target. Development of attention and coherent speech.
Description. The teacher asks questions using the words “either-or”, but none of the proposed answers are correct. For example: Who laid the golden egg - the duckling or the chicken? Who crushed the tower - a hare or a wolf? Who helped pull the turnip - grandpa or grandma?
21. Circles of Lull.
Target. Strengthen knowledge of the texts of familiar fairy tales. Learn to change the text of a fairy tale depending on the introduction of new objects. Development of imagination, creative approach to action, logical thinking, ability to solve emerging problems.
1.
Description. 1st circle – pictures depicting scenes from various fairy tales (swamps, forests, rooms, villages, wonderful gardens); 2nd circle – children independently fill in pictures with images of fairy-tale characters. - Choose a hero, remember the name of the fairy tale and find the place where the plot unfolds. (Baba Yaga lives in a forest hut). - Spin the circles and tell me, the plot from which fairy tale is under the arrow? Name the hero and his new location. (Kolobok lives in the village).
2.
Description.
On the 1st circle there are pictures depicting fairy-tale characters. On the 2nd circle, the character traits of the heroes are schematically indicated. –
Choose a hero and combine it with your main character trait. (The fox is cunning). – Spin the circles and tell me, which fairy tale hero ended up under the arrow? Name the hero and combine him with a new character trait. (Baba Yaga from the fairy tale “Geese and Swans” became cheerful).
22. Using a mnemonic table in working with a fairy tale.
1. when retelling fairy tales
, for example the fairy tale “Turnip”.
When retelling with the help of a mnemonic table, children see all the characters, and concentrate their attention on the correct construction of sentences, on reproducing the necessary expressions in their speech. You can also invite children to come up with and sketch their own ending to a fairy tale in a mnemonic table.
2. in various games:
"Draw a fairy tale"
Target:
teach how to make a drawing plan for a test and use it when telling stories.
Progress of the game
. Children are read a fairy tale and asked to write it down using drawings. Thus, the child himself produces a series of sequential pictures (mnemonic tables), based on which he then tells a fairy tale. The story should be short.
“Where is the beginning of the story (fairy tale)?”
Target:
teach to convey the correct temporal and logical sequence of a story using cards from a mnemonic table.
Progress of the game
. The child is asked to lay out the cards and make up a story. Cards allow you to accurately convey the plot, from beginning to end.
“Which card is not needed?”
Target:
teach to find details that are unnecessary for a given story.
Progress of the game.
Cards are laid out in front of the child in the correct sequence, but one card is taken from another set of the memo table. The child must find an unnecessary card, remove it, and then make up a story.
In conclusion, I would like to say: read and analyze fairy tales with your children, apply methods and techniques in working with fairy tales, thereby you will help the child realize that good triumphs over evil, teach them to overcome difficulties, and cultivate a love of books and reading. With the help of a fairy tale, you will increase the level of speech development and creative abilities of the child, which is very important when preparing for school. And most importantly, you will leave an indelible impression on your child from communicating with you.
Literature
1. Bolsheva T.V. “We learn from a fairy tale. A manual for kindergarten teachers." / S – Pb., “Childhood – press”, 2001.
2.Dyachenko O.M. “Methodology for the development of creative imagination, ed. Tkachenko, T.A. A large book of tasks and exercises for the development of a child’s coherent speech. A manual for kindergarten teachers" - M.: Eksmo, 2006.
3. Propp V.Ya. "Morphology of a fairy tale."
4. Sidorchuk T.A., Lelyukh S.V. “We explore the world and fantasize with Llull circles. A practical guide for classes with children aged 3-7 years.”
5. Fesyukova L.B. "Education with a fairy tale."
A musical fairy tale in a preschool educational institution
- July 8, 2010
Competition “My Pedagogical Initiative”
As you know, musical theater is one of the most visual forms of artistic reflection of life, based on the perception of the world through images. However, in the field of preschool music education, musical and theatrical activities of children seem to be the least developed area, while its effectiveness is obvious, as evidenced by numerous psychological and pedagogical studies.
This fact determines my interest in the topic: “Musical fairy tale for preschoolers. Stages of creation, methods and techniques of learning” in a preschool educational institution.
By its nature, theatrical art is closest to children's role-playing play, which develops as the basis for the relatively independent functioning of the children's community and by the age of 5 takes the position of leading children's activity.
The forms of organization of these processes are similar: play - role-playing and acting. Theatrical activity meets the psychological characteristics of preschool age, satisfies the child’s basic need - the need for play, and creates conditions for the manifestation of his creative activity.
The musical component of theatrical performances expands the developmental and educational capabilities of the theater, enhances the effect of emotional impact on both the mood and attitude of the child, since a coded musical language of thoughts and feelings is added to the theatrical language of facial expressions and gestures.
The natural predisposition of preschool children to singing and movement explains their keen interest in perceiving musical and theatrical performances and participating in them with pleasure.
Introducing children aged 5-7 years to musical and theatrical creativity in our kindergarten is carried out within the framework of creating a musical fairy tale, which provides a unique opportunity to help children discover and develop creative qualities that are so important for a modern person, frees the child from inhibitions, gives him a sense of his own specialness , brings a lot of joyful moments and great pleasure.
And of course, the ability to experiment, communicate freely with peers and older comrades, manage emotions, make decisions independently - these qualities will be very useful for children in later life.
The process of creating (staging) a musical fairy tale is labor-intensive, but interesting, requiring painstaking work from teachers. The main goal of creating a musical fairy tale with preschool children is to develop children's ability to freely creatively perceive the world around them.
Video fragment of the fairy tale “How a hut became a palace” (6.8 MB)
Author: Englena Aleksandrovna Tonkova, music director of the highest category at MDOU No. 26 in the city of Pavlovo, Nizhny Novgorod region, 15 years of work experience. Photo by Englen
“Musical fairy tale in a preschool educational institution: stages of creation, methods and techniques of learning.”
Author Kuvshinova E. B.“A fairy tale is already an art: for it conceals and reveals behind words a whole world of images behind images, it understands artistically and symbolically a deep spiritual state” I.A. Ilyin
How do we feel about a fairy tale? After all, a fairy tale does not reflect our life at all, and children should live in the real world and be aware of the development of science and technology. Children love books very much; they listen to fairy tales and fables with bated breath, leaf through the pages, looking at even the simplest pictures, empathize with the characters, and play with the fairy tale.
Relevance and prospects of experience. Its significance for improving the educational process.
Everyone knows that the most popular genre of oral folk art is a fairy tale. A fairy tale enters a child’s life from birth and not only entertains, but also educates him mentally and aesthetically. How a child relates to the characters and events of a fairy tale, so the foundations of his feelings and moral ideas are formed. The fairy tale necessarily gives children lessons for life, namely “lessons of physical and moral cleanliness.”
A fairy tale is a powerful pedagogical tool, a significant area of artistic pedagogy, whose origins go back to prehistoric times. It is difficult to find another quality of verbal influence on a child that would be comparable to a fairy tale, a fiction where real and fantastic events are intertwined, the heroes of which are familiar strangers. These are animals known to children, endowed with human traits and character, plants that acquire unprecedented qualities, people who perform unusual feats and actions, and at the same time, all the fairy tale characters were well known to children, many of them live nearby. Fairy tales develop and educate a child, but such education is perceived with pleasure by him, because fairy tales captivate him into the world of the unknown and mysterious.
Aesthetic education of children based on folk tales is now very relevant. Solving such a problem requires serious work, the nature and content of which are determined by the literary work itself, the fairy-tale hero, as well as the age of the children and their level of development. Fairy tales are a very understandable genre loved by children, a huge part of national culture. Fairy tales teach kindness, empathy, honesty; they carry the warmth that children sometimes lack. The poetry of the language and the awakened deep feelings give rise to a wonderful emotional response in a child’s soul.
Democratization and humanization are carried out against the backdrop of changes taking place in society, including those of a negative nature: various interethnic conflicts, crime, alcoholism, drug addiction, rampant permissiveness, indifference to the older generation and the disabled, the appearance of orphans with living parents. All this brings the problem of moral education of young people, including preschoolers, to the forefront.
Preschool age is an important period in a child’s life. At this time, the child merges with the world of social relations, assimilates elementary moral requirements, and learns to fulfill them. In this regard, one of the main directions of restructuring preschool education, provided for by the Concept of Preschool Education, is “the humanization of the pedagogical process, which involves, first of all, the teacher’s orientation to the child’s personality, a radical change in the nature of communication with him.” In the “Program for the Education of a Preschool Child,” the principle of educating a child with an active humanistic orientation through introducing him to universal human values in all types of activities is also put forward as a leading principle.
Preschool age is a period of active development of moral norms, the formation of moral habits, feelings, and relationships. It is the most crucial stage in the development of mechanisms of behavior and activity, in the formation of the preschooler’s personality as a whole. This is due both to the large changes that occur in the mental and emotional-volitional development of preschool children, in the motivational sphere, in communication with adults and peers, and to the achieved level of moral education. In this regard, the possibilities for moral education of preschoolers are expanding.
Conditions for the formation of the leading idea of experience, conditions for the emergence and formation of experience.
In kindergarten, much attention is paid to the aesthetic education of preschoolers. And one of the directions of this work in the course of multicultural development was to familiarize children with fairy tales of different peoples.
During the work, the focus was on Russian, Mordovian and Finnish folk tales, which are important in the formation of a complex of moral qualities in preschoolers. The selection of folklore works for reading was carried out in the direction of expanding and deepening the range of moral ideas and feelings.
To cultivate emotional sensitivity to the images of fiction and enrich moral feelings, I selected folk tales that introduced children into the realm of more complex experiences and at the same time could be associated with their life impressions. It was very important to make children worry about the fate of the heroes and think about their actions.
One of the key issues was to identify criteria for selecting folk tales with a moral orientation. One of the main criteria was the high artistic and educational value of the work. A fairy tale, like any work of art, is a complex complex, a system of ideas and thoughts expressed in rich, vivid images. The relationships of the characters, their actions and actions, their feelings, experiences, thoughts, the special situation in which they find themselves - all this has a strong effect on the sensory perception of children and contributes to the formation of their moral qualities.
The presence of an effective plot and its fascination were also taken into account when choosing folk tales. The plot had to develop around one main idea, since a preschool child cannot comprehend several ideas at the same time. A captivating story makes children want to take action.
One of the criteria is associativity. In fairy tales, children are especially interested in the presence of bright, dynamic images of characters, which activates their desire to be like them, to experience their feelings, thoughts, and behavior. An important selection criterion was the accessibility of the tale. Her language had to be simple, but not primitive.
Goal: to cultivate in children a love for fairy tales of different nations, to teach them to compare and contrast images of heroes through literary works, illustrations and fine arts.
Theoretical basis of experience
The word "fairy tale" first appears in the seventeenth century as a term denoting those types of oral prose that are primarily characterized by poetic fiction. Until the mid-nineteenth century, fairy tales were seen only as entertainment worthy of the lower classes or children, so fairy tales published for the general public at that time were often reworked and rewritten according to the tastes of the publishers.
But the idea of a fairy tale is always simple - if you want a happy life, learn to be smart. Fairy tales contain rules for people to communicate with each other, address each other politely, signs of respect for elders, sayings (“bowed from the waist,” “good afternoon to you,” “you should have fed and watered first...”)
Vladimir Prokopievich Anikin (born August 6, 1924) - Soviet and Russian philologist-folklorist, Doctor of Philology, Honored Professor of Moscow State University named after M.V. Lomonosov pointed out that “fairy tales are a kind of moral code of the people, their heroics are, although imaginary , but examples of true human behavior. The storyteller’s invention came from thoughts about the triumph of the forces of life, work and honesty over idleness and baseness.”
The vast majority of fairy tales embody the moral traits inherent in the people: love for the Motherland, boundless courage in the fight against evil, hard work and skill, justice, loyalty in friendship. Today we are increasingly turning to the experience of our ancestors, in particular, their ideas about the concepts of moral and immoral, to moral norms recognized in the civilized world even today. It is important to educate the younger generation in the spirit of humane relations between people. Moral standards and the experience of moral education of children formed the basis of numerous folk tales. Fairy tales contain a unique basis for moral education. They, in a form that children can understand, talk about heroism and courage, truthfulness, honesty, and affirm the ideas of the victory of good over evil. The great humanist teacher of the twentieth century, V. A. Sukhomlinsky, in his book “I Give My Heart to Children,” wrote: “A fairy tale for young children is not just a story about fantastic events. This is a whole world in which a child lives, fights, opposes his good will to evil... Children find deep satisfaction in the fact that their thoughts live in the world of fairy-tale images. Five, ten times a child can retell the same fairy tale and each time discovers something new in it... The child knows perfectly well that in the world there is no Baba Yaga, no Frog Princess, no Kashchei the Immortal, but he embodies these images of good and evil, and each time, telling the same tale, he expresses his personal attitude towards good and bad.” A fairy tale is inseparable from beauty; it contributes to the development of aesthetic feelings, without which a certain nobility of the soul, heartfelt sensitivity to human misfortune, grief, and compassion are unthinkable. Thanks to a fairy tale, a child learns about the world around him not only with his mind, but also with his heart, responds to events and phenomena, and expresses his attitude towards good and evil. Folk tales were highly valued by our famous children's writers - K. I. Chukovsky, S. Ya. Marshak, L. A. Kassil. Chingiz Ai.
Technology of experience. The system of specific pedagogical actions, content, methods, techniques of education and training.
In connection with the above, our group conducts classes to familiarize students with the history and life of the Mordovian, Finnish and Russian peoples, and familiarize them with their culture, which is impossible without introducing children to folklore. A distinctive feature of Russian, Mordovian and Finnish folk tales is the principle that ridicules laziness, stupidity, greed, evil and praises hard work, intelligence, resourcefulness, and goodness.
Successful fulfillment of the goal and solution of tasks to improve the moral education of preschool children using folk tales largely depends on how much the existing state of affairs in this area has been studied and what level of positive experience has reached.
In the course of its study, I identified children's knowledge of Russian, Mordovian and Finnish folk tales appropriate to their age, and their attitude towards them, established the attitude of preschoolers to the heroes of folk tales, determined the levels of formation of moral qualities in preschoolers, and determined the attitude of parents to the use of folk tales in the moral education of their children.
Tasks:
Social and communicative development: the formation of a respectful attitude and a sense of belonging to the community of children and adults in the organization.
Cognitive development: the formation of primary ideas about the diversity of countries and peoples of the world.
Speech development: mastery of speech as a means of communication. Enrichment of the active vocabulary. Getting to know book culture
Artistic and aesthetic: perception of fiction, folklore, stimulation of empathy for the characters of works of art.
Physical development: mastering outdoor games with rules.
Preliminary work: children’s participation in Russian, Mordovian folk games, reading Russian, Mordovian and Finnish folk tales, drawing and applique elements of patterns of folk costumes.
Thanks to the age-related characteristics of children - imitation, reflexivity - children develop the best human character traits. The teacher should take into account that a large number of fairy tales and their diversity makes it possible to find and advise each child on one or another example of a fairy tale hero to follow. It is very important not only to find an example, but also to support the child’s choice. Indirect influence is often more effective than constant comments to the child. He can talk about what he likes about the hero and what he would like to learn from him. It is very important to stimulate and encourage positive changes in the child's behavior or activities. A mysterious, magical world, filled with miracles, always attracts children, gives them the opportunity to evaluate it, take the side of one or another character, and actively act in an imaginary world, creatively transforming it. By transforming into fairy-tale characters, in dramatization games, and following them, the child gains knowledge about the world, about relationships between people, problems and obstacles; learns to overcome barriers that arise in difficult situations, look for allies and fight together for justice, believe in the forces of love and goodness. The fairy tale carries a positive emotional charge, awakening in children, and in us, adults, a whole range of sensations: fun, humor, joy, laughter, tenderness and then horror, pity, grief. The teacher should focus children's attention on the fact that it is better to learn not from their own mistakes, but from the experiences of others. It is better to confirm this with examples from fairy tales. In order to achieve something, you need to work hard. You should treat others the way you would like others to treat you. You need to help others selflessly, and then in difficult times you will also be helped. You need to be able to share what you have. Any task is easier to do together than alone. Only good behavior and deeds help you find true and loyal friends. Humanization of the process of upbringing and learning involves finding ways to optimize communication among preschoolers in order to increase its educational and developmental impact on the individual. The task of teachers is to ensure that communication, as a constant urgent need of the child, acts as a source of information that contributes to the accumulation of moral experience and communication experience. A folk tale conceals a significant reserve for increasing the content of communication and its moral content. The role of fairy tales in optimizing communication between children is as follows:
-developing children’s interest in objects and phenomena of the surrounding world;
- increased receptivity and sensitivity to the needs of others and the desire to provide them with all possible help;
- the emergence in a child, under the influence of a happy ending of a fairy tale, of an optimistic mood, which has a positive effect on the development of friendly relations between them;
- facilitating children’s acquisition of speech etiquette;
- formation of moral assessments in children from the position of goodness and justice.
The most effective way to use a fairy tale is to dramatize it. In dramatization games based on the plots of folk tales, the child acts either as an object or as a subject of communication, absorbing the wisdom of his ancestors from their content. We always need a fairy tale. It not only amuses, it affirms a sense of justice and love of goodness, it fosters courage of thought and creativity, imagination. These qualities are necessary for a person in all eras, and in ours - more than ever before.
Performance analysis.
The teacher needs to pay attention to the developmental environment of the group.
In a group, you can create a fairy-tale corner in which heroes of fairy tales of different nations, art books and drawings of children and their parents, various photo collages, finger theater, and costumes for theatrical games will be placed.
Games - dramatizations
Situations, activities, observations, games with children (group and individual).
Daily reading of fairy tales.
Joint activities of the teacher, children, and their parents. Design of mini-exhibitions, crafts and drawings “My favorite fairy tale”, “My favorite fairy-tale hero”, “What fairy-tale character do I want to be like and why”, “My mother is a princess from a fairy tale”, “My father is a valiant knight” .
Preparation of consultations for parents on this topic
“We read and show a fairy tale”, “On the roads of fairy tales”, “Read fairy tales to children!”
Conducting a thematic parent meeting “The role of folk tales in the moral and aesthetic education of preschool children”, mini-quiz
"Find out the fairy tale!"
Magic workshop: parents take part in making a finger theater and make little books on the theme
"Heroes of fairy tales of the Finnish, Mordovian and Russian peoples"
If necessary, adults, project implementers, provide practical assistance to the children, as well as guide and monitor the implementation of this project. During the implementation of the project, children should develop a variety of knowledge, skills and abilities.
An analysis of the expected result and a generalization of the results obtained in the process of creative activity are carried out. A book corner is being set up. Design of an exhibition of family crafts of fairy-tale characters.
Difficulties and problems when using this experience.
The difficulty of the work lies in the fact that for preschoolers and most teachers the topic of folk tales does not arouse great interest. How do they reason? Well, a fairy tale and a fairy tale, nothing special. But we need to try and find in this problem that very grain, that very thin thread that will lead us to understanding the very essence of the problem.
Targeted recommendations for using experience.
This work experience can be used by kindergarten teachers, preschool education specialists, students of pedagogical colleges and universities studying in the specialty “Preschool Education” and anyone interested in the problems of raising and educating preschool children.
The experience reflects innovative approaches to the problem of moral and aesthetic education of children through fairy tales. And with a certain selection of fairy tales, taking into account the age characteristics of children, the ideological and artistic value of the work, the correct organization of the subsequent activities of children, folk tales can have a huge educational impact on the child.
Applications.
Summary of a lesson in the preparatory group on the topic:
"Tales from Grandma's Basket - Rasskazushki"
Goals: To introduce children to different images of the same fairy-tale character - the fox through the text of fairy tales of the Russian, Mordovian and Finnish peoples and illustrations for them. Continue to compare fairy tales, teach to analyze actions, compare the characters of the fox in various works, enrich children's vocabulary, and share their reasoning. Develop memory, creative imagination, cultivate a love for folk tales of different nations, respect for folk cultural heritage.
Tasks:
Social and communicative development: the formation of a respectful attitude and a sense of belonging to the community of children and adults in the organization.
Cognitive development: the formation of primary ideas about the diversity of countries and peoples of the world.
Speech development: mastery of speech as a means of communication. Enrichment of the active vocabulary. Getting to know book culture
Artistic and aesthetic: perception of fiction, folklore, stimulation of empathy for the characters of works of art.
Physical development: mastering outdoor games with rules
Preliminary work: children’s participation in Russian, Mordovian folk games, reading Russian, Mordovian and Finnish folk tales, drawing and applique elements of patterns of folk costumes.
Materials: Lukoshko, a book with fairy tales “The Fox and the Bear” (Mordovian), “The Fox and the Crane” (Russian folk) and “The Magpie, the Crow and the Fox” (Finnish), folk toys and small sculptures depicting a fox, watercolor, paper , simple pencils, illustrations with the image of a Fox.
Content:
Tara - bars, rastabars,
Let's sit by the samovar,
Let's drink some sweet tea,
Let's read fairy tales...
The grandmother, Rasskazushka, comes to visit the children and brings a book with fairy tales “The Fox and the Bear” (Mordovian), “The Fox and the Crane” (Russian folk) and “The Magpie, the Crow and the Fox” (Finnish).
He asks the children to determine from the illustrations what these fairy tales are called, and leads the children to the conclusion that one of their main characters is the Fox.
Children remember each fairy tale, grandmother retells or reads fragments of fairy tales, children look at the illustrations.
A conversation is held based on fairy tales:
- What is the name of the fairy tale?
-What does it talk about?
-Why is the Fox one of the main heroines of the fairy tale?
-What is she like? Name the character traits of the Fox. (Children express their assessments, the teacher helps them give a motivated answer)
-How does the Fox in the Russian folk tale differ from the Fox - the heroine of Mordovian and Finnish fairy tales?
-In the illustrations for the Russian fairy tale, the Fox is wearing bast shoes (bast shoes), what is the Fox wearing in the illustrations for the Mordovian and Finnish fairy tales?
-Are the Fox’s outfits the same in the illustrations?
-What is the difference?
-Are you familiar with the patterns of Mordovian and Russian costumes? What elements of the Finnish pattern do you know?
-What fairy tale do you like the fox from? Why?
-What other fairy tales about the Fox do you know?
After listening to the children’s answers and reasoning, the teacher sums it up and the children draw conclusions about how the fairy tales are similar and how they differ, analyze the actions of the fox and compare the characters of the Fox in different fairy tales.
In her magic basket, Grandma Rasskazushka brought Fox figurines, the folk game “Sly Fox,” and a little song for viewing.
The fox walked through the forest,
I brought out the song calls,
The fox tore the stag,
I wove my own bast shoes!
There is another surprise in the basket for the guys. These are paints and paper. Grandmother - The Storybook invites children to draw a Fox from any fairy tale they like.
Children draw a Fox, in bright, elegant costumes of the Russian, Mordovian and Finnish peoples, and give drawings to each other and to Grandmother - Rasskazushka.
Compiled by E.B. Kuvshinova. teacher
Application.
Finnish fairy tale
Magpie, crow and fox
The magpie had a nest in the tree. A fox came to the foot of the tree and said: “I will cut down this tree to make a dugout boat.” The magpie begged: “Don’t cut it, I have five chicks, they will all die if the tree falls.” The fox said: “If you give me one chick, then I will still leave this tree alone.” I gave away the forty.
The next day the fox came again and said that he had not found another suitable tree for the punt boat. The magpie again began to ask her to leave this tree. She gave away another chick.
The crow came to visit the magpie - they were friends after all - and asked: “Where did your two chicks go?” The magpie said: “The fox came here twice in the morning and carried them away, otherwise he was going to cut down the whole tree.” The crow said: “You’re stupid, she won’t be able to cut down any trees, she doesn’t have an ax or a puukko.”
The fox came for the third time and again began to say: “I haven’t found another suitable tree yet, I’ll still cut it down if you don’t give me another chick.” The magpie began to laugh and said: “How can you cut down a tree, you don’t have an ax or a puukko!” The fox asked: “Who gave you such wisdom? Isn't it a crow? It’s okay, I’ll deceive her myself.”
She went to an open clearing, stuck out her tongue, and lay there just like she was dead. The crow flew in and walked around the fox for a long time. She clicked and clicked with her beak... Then the fox grabbed the crow and was about to eat it. The crow says: “Let’s go there, to the ruins, otherwise people will laugh that you are devouring me alive!” The fox dragged the crow in her teeth, tried her best, the crow said: “Calm down, I can walk there myself!” The fox had already forgotten that she could fly, and released the crow from her teeth. Then the crow immediately flew into the air, and the fox was left to think, to know that she was not the only one with all the wisdom in her head.
Russian folktale
Fox and Crane
The fox and the crane became friends.
So the fox decided to treat the crane and went to invite him to visit her:
- Come, kumanek, come, dear! I'll treat you!
The crane went to the feast. And the fox cooked semolina porridge and spread it on the plate. Served and served:
“Eat, my dear kumanek,” she cooked it herself.
The crane knocked and knocked with his nose on the plate, knocked, knocked - nothing hit!
And the fox licked and licked the porridge, so she ate it all herself.
She ate the porridge and said:
- Don't blame me, kumanek! There is nothing else to treat.
The crane answers her:
- Thank you, godfather, and that’s it! Come to visit me.
The next day the fox comes to the crane, and he prepared okroshka, put it in a jug with a narrow neck, put it on the table and said:
- Eat, gossip! Really, there’s nothing else to regale you with.
The fox began to spin around the jug. And he comes in like this, and this way, and licks it, and sniffs it, but he just can’t get it: his head won’t fit into the jug.
And the crane pecks and pecks until it has eaten everything.
- Well, don’t blame me, godfather! There is nothing more to treat!
The fox was annoyed. I thought I’d have enough to eat for a whole week, but I went home and didn’t eat much. As it came back, so it responded!
Since then, the fox and the crane have been apart in their friendship.
Mordovian fairy tale
Fox and bear
One day a fox came to his neighbor the bear and said:
- Neighbor, you have a lot of strength, but I have skill. Let’s plow the field together, sow it, and when the harvest is ripe, we’ll divide it equally and take it to the market.
- Aren’t you going to deceive me?
- What are you talking about, Mishenka! How can you think such things about me?.. - the fox was offended. -You will choose the half of the harvest that you like.
“Okay,” the bear agreed.
They plowed the field and sowed turnips. The bear walked in a harness, carried a plow - seven sweats came off him. The fox behind was waving a twig and shouting at the bear: they say, you’re working lazy, I got involved with you on my own account - now I’m not happy myself.
In the autumn, when the harvest is ripe, the fox says:
- Well, Mishenka, choose: do you want tops or roots?
The turnip tops were juicy and thick. “I’ll take the tops,” the bear thought. “What good are the roots?” He took the tops, and the fox dug up the turnips. They took me to the market to sell. Lisa quickly sold her goods. But no one buys tops from the bear, and they even laugh at him: “Oh, you simpleton child!”
The bear got angry. “Okay,” he thinks, “I won’t make a mistake next time.”
Spring has come. The bear comes to the fox and says:
- That's it, neighbor, let's sow the field again. Only now you can’t deceive me when sharing - I know how to choose.
Again the bear plowed and strained, and the fox reproached:
- Pulling a plow - what is that! You should try to walk behind the plow...
They sowed rye. When it was ripe, they began to divide the harvest.
“What will you take for yourself, Mishenka,” asks the fox, “tops or roots?”
- Roots! - said the bear.
“As you wish, neighbor, as you wish,” the fox sang in a touching voice. -You see for yourself, I’m not deceiving you, but I’m taking what’s left.
The fox threshed the grains, and the bear dug up the roots. So they took me to the market to sell. They quickly bought grain from the fox, they laugh at the bear even more, point fingers at him, and call him offensive names. The bear got angry.
“Well,” he says, “neighbor, this won’t go in vain for you!” Sit down next to me and let’s roar with you. Whoever outbursts whoever will eat him. You can't fool me here, this time I'll have the upper hand.
They sat opposite each other on the hummocks. The bear roared in a thick voice, the fox howled in a thin one. The bear tried his best, opened his mouth wide and closed his eyes. Roars - hears nothing, sees nothing. The fox leaps from the hummock, jumps over the bush - and remember his name. When the bear fell silent, he opened his eyes - and the foxes had been gone for a long time.
CHILDHOOD GUIDE
In accordance with the Federal State Educational Standard for preschool education, the teacher must develop creative activity and creative independence . The fairy tale is fully suitable for developing these personal qualities in children. In addition, work on a fairy tale includes the integration of almost all educational areas according to the Federal State Educational Standard for Education: cognitive , speech , social-communicative and artistic-aesthetic development.
It must be said that fairy tales , as well as many works of art, are not used enough in the family and in the preschool education system for the development of children . For the most part, we are accustomed to a traditional attitude towards fairy-tale material. Over many decades, stereotypes have arisen in this regard: the fox is always cunning, the wolf is evil, the kolobok is always pitied, and rightly so, Pushkin’s old woman was left with nothing. Because one of the tasks facing adults in developing the speech of preschoolers is to introduce the child to the content of a fairy tale, in the best case, to talk about what lies on the surface of the text, to play it out, to dramatize it, to stage it. This is the so-called traditional direction of working with a fairy tale . And non-traditional means teaching children to not only perceive the content in an original, unusual way, in their own way, but also to creatively transform the course of the story, come up with different endings, introduce unforeseen situations, mix several plots into one , etc.
Larisa Borisovna Fesyukova in her book “Education with a Fairy Tale” presented a universal scheme that helps to use fairy tales in an unconventional way, using creative methods, thereby promoting the development of speech in preschoolers. It looks like this: The title of the tale. 1. Moral lesson. 2. Nurturing good feelings. 3. Speech exercises. 4. Development of thinking and imagination. 5. Fairy tale and mathematics. 6. Fairy tale and ecology. 7. A fairy tale develops hands.
The proposed seven sections are chosen tentatively; there may be more or fewer of them. There is no doubt that each fairy tale, in its content, highlights only 1-2 of the problems posed, the rest will be secondary, accompanying. That is, teachers can independently select from the scheme those tasks and questions that seem important , interesting and useful to them for a specific age group of children. Don’t be embarrassed if some fairy tale doesn’t have a “mathematics” or “ecology” section. It is important that, working according to this scheme, you can creatively restructure and rework the fairy tale in any direction that is important to you . This can be a geographical journey, an excursion into the historical past, or instilling attention, a sense of justice, patriotism, etc. An infinite number of directions can be formed. This diagram is just a sample for a teacher’s creative work with a fairy tale .
Let's look at the methodology for completing the most frequently repeated tasks and questions. Why is a “moral lesson” ? With this technique, he takes on the burden of giving the following explanation: what is the main meaning of the fairy tale, what does it aim the child at, what moral principles does it lay in his soul, in his consciousness. It is not for nothing that there is a saying: “A fairy tale is a lie, but there is a hint in it, a lesson for good fellows.” To identify this not always directly formulated “hint” and to clarify its essence is the main task. For example, in the fairy tale “Puss in Boots” you can consider the proverb . ” From this position, the cat cannot serve as an example to follow. Is it possible to imitate someone who, in order to achieve a goal, easily deceives and behaves ugly? "Mitten" . It is proposed to reveal a moral lesson with the help of the proverb “In cramped conditions, but not in offence . No offense, but to the detriment of someone (grandfather lost his mitten, he was cold). Invite children to resolve these contradictions at their level. Or maybe it’s not so bad for the grandfather - the woman will knit new ones for him. "The Princess and the Pea" - the pampering of a princess.
"Cultivating good feelings." There is no need to convince anyone of the importance of the problem at hand. But let us remember that this concept is quite capacious. Remember with your children how they imagine a kind person. Those who love to help others, who can sympathize, empathize, etc. In this case, fairy tales play an important role for the following reason: children love the heroes of fairy tales, they become family and friends for children, and therefore can be role models. task is to direct the children’s thoughts and feelings in the right direction. Explain to children that a kind person does not love people, cannot help but show the generosity of his soul, he sympathizes, has compassion, and respects others. He cannot be envious, rude, arrogant. A kind person can show courage and selflessness. In general, the feeling of kindness is the root of all noble qualities. The teacher can use the following methodological techniques : • prove that the hero is the best; • who do you feel sorry for in this fairy tale; • what would you do in the place of the hero or other characters. It is difficult to deny the role of fairy tales in the development of correct oral speech . The texts of fairy tales expand vocabulary, help to construct dialogues correctly, and influence the development of coherent, logical speech. It is equally important to make our speech emotional, imaginative, and beautiful.
“Speech exercises” - is aimed at solving these problems . So what games for children will contribute to the development of speech creativity, speech development and its activation? 1. This is the ability to ask questions. According to psychologists (A. Zaporozhets, L. Wenger, etc.), the ability to reasonably formulate a question in context is one of the indicators of the successful development of preschool children. Of course, during the day the child situationally asks a lot of questions. But, believe me, it will be much more difficult for him to pose a question to the heroes, for example, of the fairy tale about the hen Ryaba (grandfather, woman, hen or mouse). 2. Constructing words, phrases and sentences. In addition to the spontaneous formation of the basics of oral speech, special training is required. In this regard, the construction of words, phrases and sentences is quite important. Together with the children you need to: • come up with several words with the same root (forest - little forest, little forest); • rhyme two words (blacksmith - daredevil, frog - frog), and then you can and should move on to a rhyming chain and couplets, as harbingers of word creation; • make up a fairly long , common sentence in the game “A word from everyone” (Kolobok – Kolobok is rolling – Kolobok is rolling along the path – Kolobok is rolling along the green path, etc.). 3. Notes, telegrams, short letters. It is well known that the elements of linguistic education are laid down from a very early age. In this regard, it is extremely important not only to teach a child to compose orally, but also to show him the new possibilities that exist in the genre of written communication with each other. The simplest types of such communication are notes, telegrams, short letters. For example, the fairy tale “Little Red Riding Hood” . We decide with the children who it is better to send a note, to whom a letter, and to whom a telegram (and an urgent one at that). And together we begin to compose (the child speaks, and the adult writes, then together we read and discuss what has been written, correcting and improving the content and style). It should be noted that the child sensitively grasps the features of oral and written speech, especially with such constant personal participation. In addition, a telegram (like a note or letter) can be different in its emotional mood and express admiration, gratitude, or warn of danger. This means that there is a connection and interrelation of the speech and moral principles , which are formed in parallel. 4. Phraseologisms and proverbs. Until recently, it was believed that it was difficult for a child to understand the figurative meaning of phraseological units and proverbs. However, research by F.A. Sokhin and other authors showed the inconsistency of this thesis. To help children understand the idea of a fairy tale and the figurative meaning of forms of small folklore , you can offer specially selected phraseological units and proverbs for almost every work. Some of them will correspond exactly to the main meaning of the tale, others will be less suitable. By examining them together with children and discussing the meaning of each of them, we help the child remember sayings, learn to apply them to their place, and more clearly understand the inner content of a fairy tale. For example, the proverb “Not everything is Maslenitsa for the cat” gives rise to a conversation about the ancient Slavic holiday as a holiday of seeing off winter, welcoming spring, with pancakes, burning an effigy of “winter,” folk festivities, and rituals. Isn’t this where the cat’s joy comes from – to be well-fed on a holiday? But holidays don’t happen every day, which means it’s not always Maslenitsa. And when the meaning of a proverb is clear to a child, he is easily captivated by the game of inventing situations for which this proverb would be suitable, or fairy tales where it could rightfully be attributed to the heroes. 5. New names for fairy tales. To develop your speech, often resort to the proven method - coming up with new names for already known fairy tales, without distorting the idea of the work. For example, the fairy tale “Mitten”. New names - “Friendly House”, “Mitten and Animals”, “New House for Animals”, etc. 6. The next educational game for children is the introduction of an invented new character instead of the usual hero. This is necessary: • to maintain interest in the fairy tale, • in order to break the usual stereotypes, • to turn the plot of the fairy tale in a new direction. This method can be called conditionally “Introduction of the particle “not” ” (Not a turnip that grew in the garden, but..., Not Little Red Riding Hood, but..., Not Ivan Tsarevich, but...). 7. To introduce novelty , to complicate the perception of a long-familiar fairy tale, or to create an element of surprise, you can resort to this technique: all verbs or nouns, or parts of words, are extracted . There is no need to introduce your child to such complex terminology (verbs, nouns). Offer the children a game situation: “Some words were offended and ran away from the fairy tale, let’s try to guess what kind of fairy tale it is without them. For example: “Would-be-de-ba-have-no-ku-rya-sne-ku-rya, etc.” 8. It is important to cultivate sensitivity to words . The following techniques in working with fairy tales will contribute to the formation of such a sense: • find affectionate, beautiful, fabulous, sad words; • compose a long and at the same time funny word (about a fox - “long-tailed”, “fluffy-tailed”); • parse words with the same spelling, but with different meanings. This is facilitated by the correct stress (flour - flour), and sometimes a different context (dog's tail - dog's character); • explain the origin of the word. There are many words in fairy tales, the etymology (origin) of which will need to be explained (the back streets); • pronounce a word without vowels and invite the child to recognize it. For example, try saying the word “princess” this way. 9. The relationship between speech and mental activity. To develop speech, you can offer children tasks like “Identify the extra word . The child must, according to the principle of a systematic approach, generalize and select what is needed (only domestic or only wild animals). For example, from a number of words: fox, hare, hut, dog, rooster - the extra word “hut”. It is quite clear that any systematization according to generalized characteristics forms logical thinking. 10. A fairy tale should also develop communication. To develop speech and communication in preschoolers, offer the game “Interview” for children. For authenticity, give your child a microphone or a substitute. And who takes the interview, who gives it, for what reason - all these moments are dictated by the plots of the fairy tale and you can come up with it yourself. 11. Development of thinking and imagination. Its essence is to combine two short stories or fairy tales into one with a new plot. Or take the beginning from one fairy tale, and the ending from another. This is not an easy job for adults either. After all, you need to logically weave new characters into the plot, come up with different content. In this case, both the child’s speech and his imagination play an active role. In this work, the leaders and organizers are undoubtedly adults. 12. Statement of a problematic issue. Children are traditionally asked a lot of questions about the text of the fairy tale. They are often formulated at the level of statements (Where did Little Red Riding Hood go? How did the fairy tale end?) But much more useful are questions of a search nature (why, why, how, and if). For example, “And if the Ogre had not turned into a mouse, how would Puss in Boots have emerged victorious?” Or “What other fairy tales contain cats and mice?” Or, after reading “Cinderella,” the children, with your participation, name the same kind, beautiful, hardworking heroines from other fairy tales (Khavroshechka, sister Alyonushka).
On the connection between fairy tales and mathematics. When we talk about a preschooler, we must keep in mind that it is recommended to connect mathematics as much as possible with the life around us. In this case, a fairy tale is a very good source material. Moreover, the mathematical beginning in many fairy tales is on the very surface ( “Two Greedy Little Bears”, “The Wolf and the Seven Little Goats”, “The Flower - the Seven Flowers” ).
Through a fairy tale, you can reinforce with children such concepts as number, shape, size. The most common question is: “How are they similar and how are they different?” Finding similarities and differences is more a matter of logic, but mathematics does not exist without logic. That is why it is useful for children to practice answering questions like: “How are a simple and a golden egg similar and different?” When children become familiar with geometric figures, it is useful to use them to encrypt and model familiar fairy tales , i.e. hide heroes in figures that can be easily guessed by shape and size. For example, this model is reminiscent of the fairy tale “The Wolf and the Seven Little Goats” . And the two shaded circles represent the fairy tale “Two Greedy Little Bears.” Working in this direction, the teacher gradually leads the children from specifics to abstraction. Or come up with a fairytale problem or a mathematical question. The fairy tale “The Wolf and the Seven Little Goats” . Problem: If one kid ran after his mother, and two others followed him, then how many kids would the wolf find in the hut? — “In the goat’s hut there were 7 kids. The wolf found only 6 kids. How many kids managed to hide from the evil Wolf?”; Fairy tale "Kolobok" . Questions: How many characters (heroes) did the kolo-bok meet when it rolled along the track? What shape is the bun? - “Kolobok sang 2 songs to the Bunny, 3 songs to the Bear, and 4 songs to the Fox. How many songs did Kolobok sing in total?”; — “The sly fox stole 8 fish from the old man. And she gave only one to the Wolf. How many more fish did the Fox eat than the deceived Wolf? -“Cat Bayun performed 10 lullabies. Of these, 3 are for Marishka, 4 for Vanyushka, and the rest for Grishutka. How many lullabies did the cat Bayun sing for Grishutka? and etc.
Formation of ecological culture through a fairy tale. In accordance with the Federal State Educational Standard for preschool education, the task of forming an ecological culture for preschoolers is integrated in the educational areas “Cognitive development” and “Socio-communicative development” . Environmental games for children can be included in the “Fairy Tale and Ecology” . So, when talking about nature, it is important not to miss the explanation of the evolution, dynamics, development of an object or phenomenon . Let's take an apple seed and, together with the child, trace its dynamics: seed - tree - flowering tree - fruit - jam, etc. You can study the path from the end result to the beginning (from jam to seed). It is necessary to bring children to the understanding that everything in nature is interconnected and everything is in development . So, a hare changes color in winter, a fox's tail helps cover its tracks, a giraffe's long neck helps it feed, etc. It is advisable to transfer this understanding of interdependence into fairy tales, helping your favorite characters in their difficulties (it is better to change the color of the bun to green, then it will not be visible on the grass). A more conscious understanding of nature and natural phenomena by children is helped by the game “What if” , which puts the child in the position of a researcher: • What if spring had not come? • What if the wind disappeared? • What if the sun went out? etc. Or the game “Good - Bad” (analogous to “Harm - Benefit”). So, a swamp is bad: you can get stuck, there are a lot of mosquitoes, it looks ugly. But this is good: peat is extracted from it, the swamp feeds nearby rivers, frogs live well in it, etc.
Games for children that develop hand motor skills - “A fairy tale develops hands.” It is no coincidence that it is said, “When I listen, I learn, when I do, I remember.” Children are invited to do something : cut out, glue, depict a fairy tale schematically or using pictography, show an episode of the text using facial expressions and gestures. You can offer to depict something or someone from a fairy tale, but in a non-standard way: - volumetric applique - the appliqué paper is crumpled, slightly straightened, the outline of the object is cut out of it, lightly pasted, then, if necessary, cut out; - finger painting - drawing is done using paints with fingers or fists; - drawing on wet paper - a piece of cotton wool or foam rubber is wetted, then with their help the moisture is evenly applied to the paper. The object is drawn with thick paint; - magic drawing - first the drawing is applied in outline, using a wax candle, and then the top is covered with paint, the contours seem to appear; - monotopy - a design is applied with a brush and paint onto cellophane, then the cellophane is turned over and pressed against the paper; - “living drop” - a large drop of paint, together with paper, tilts in different directions. The resulting drawing is outlined or completed as necessary; - collage - the drawing uses several of the above methods, plus postcards, fabrics, and natural materials.
I draw the attention of teachers to the fact that the proposed material can be the basis for consultations for parents on speech development and developmental speech games for preschoolers, as well as the basis for developing project activities in preschool educational institutions.
You can download “Educational Fairy Tales” on the “Library” in the “Cognitive Development” section.
Dear teachers! If you have questions about the topic of the article or have difficulties in working in this area, then write in the comments . I'll definitely help.
Golovina Bela Gennadievna, site administrator.
Integration of educational areas in the process of physical development of preschool children Working with fairy tales: creative methods Content of educational areas according to the Federal State Educational Standard for Preschool Education Education with fairy tales >
