The role of folklore in the development of speech communication in children

Directions for using folklore creativity in a child’s speech development

Folklore is a means that influences various aspects of the personality and helps its full and comprehensive development.

Folklore creativity develops a child’s speech from birth. Speech development based on folklore is carried out in the following areas:

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Expanding and enriching the child’s vocabulary. The first songs, nursery rhymes, and nursery rhymes are constructed in such a way that they influence the child’s thinking and the part of his brain that is responsible for speech functioning. Hearing nursery rhymes and nursery rhymes, the child strives to repeat them, since the rhythm of these works and their style activate speech processes. Lullabies form the basis of smooth pronunciation and expand a child’s vocabulary.
Formation of the articulatory apparatus. The organs of articulation take an active part in speech activity. Also, they are actively used in oral folk art: singing songs, ditties, observing their rhythm, forcing them to perform certain movements with the organs of articulation. This trains them, forms their muscle muscles and develops coherence and rhythm of the articulation organs.
Formation of phonemic hearing. It is carried out on the basis of listening to various forms of folklore. Folklore and its forms have their own specific characteristics, properties that have a positive effect on auditory perception.
Sample for writing descriptive stories. Folklore is a model for constructing certain texts: fairy tales, sayings, tongue twisters, etc. This builds and expands verbal communication skills.

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Course work The role of folklore in the development of verbal communication of children 420 ₽ Abstract The role of folklore in the development of verbal communication of children 230 ₽ Examination The role of folklore in the development of verbal communication of children 240 ₽

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The role of folklore in the education of preschool children

The role of folklore in the upbringing of children
Purpose of the material: This article introduces teachers to the importance of folklore for the development and education of preschool children, with experience in this area. The article may be of interest to kindergarten teachers, teachers working with “special” children, and parents. Children's folklore plays an important role in the education of preschool children, the leading feature of which is the unity of poetics, music, manner of performance and function of the work (M.N. Melnikov). Its peculiarity is determined by folk artistic thinking and the requirements of folk pedagogy. For example, in sayings, nursery rhymes, children's songs, and jokes, improvisation, imagery, rhythm and instruction are combined (M.Yu. Novitskaya). This is a kind of school of play, designed to provide the child with an adequate way of understanding the world around him (A.M. Martynova). Children's folklore is, first of all, a culture of dialogue; it is focused on interaction, the need to listen and respond. The fairy tale, created for children's edification, was attracted by fiction that carries deep life meaning. Children's calendar folklore provided an intonational, poetic, figurative form of communication with the outside world. Children's folk games, songs, nursery rhymes, jokes, ditties, fables, tongue twisters, conspiracies, pure sayings, counting rhymes, riddles are a means of mental, moral, aesthetic, emotional development of preschool children, they represent the core of children's culture, a universal form of communication between children, children and adults. Today, society is faced with the task of creating conditions for caring and preserving children's language, children's traditions, and children's subculture. We built our work on the following principles: • taking into account the age characteristics of children when selecting content, topics of classes, tasks of education and training; • ensuring emotional and psychological comfort for children; • respect for the personality of each child: Folklore material, taking into account the age capabilities of children, is included in various types of children's activities, enriches the educational and educational process, contributes to the cognitive and emotional development of our students. A long-term plan of activities and entertainment has been drawn up for the group, taking into account the periods of the agricultural folk calendar. The plans include fairy tales, songs, tongue twisters, riddles, boring tales, chants, folk games, lullabies, nursery rhymes, pesters, jokes. All this is present in any type of children’s activity: play, artistic speech, theatrical, educational, and in routine moments. The study of calendar folklore is carried out through the participation of children in calendar holidays. Scenarios of folk holidays are dedicated to different cycles of the agricultural calendar. The organization and holding of national holidays occupy a special place. The holiday is a synthesis of various types of folk collective creativity. Holding folk festivals, gatherings, and evenings is a continuation of the students’ work in thematic classes to introduce them to the origins of Russian folk culture, allowing them to show their initiative and creative potential. In the process of holding the holiday, knowledge is consolidated and expanded, and students apply it in practice, in collective creativity, because the holiday includes a living word, sounds, colors, rhythm, movement, form, i.e. children directly participate in various types of folk art. Not a single ritual holiday is complete, of course, without playing Russian folk instruments. These simple instruments become magical in the hands of children, come to life and find their own voice. Introducing children to new instruments, performing songs and dances on them contributes to their musical development. Since the work is aimed at enriching children with knowledge about folklore, in physical education classes they also turn to Russian folk art. The use of children's folklore in working with children has several directions, but their definition is conditional, because problems are solved in a complex manner. The first direction is the establishment and formation of trusting, kind, affectionate relationships between adults and the child. The main thing in a relationship is a clear manifestation of love and affection. Adults should actively use stroking gestures, which relieve tension and alienation in relationships and help establish contact with the child, filled with good feelings and calm. The second direction is for children to perform various movements when pronouncing folk nursery rhymes, jokes, chants, sayings, etc., which contribute to the development of fine motor skills. The development of fine motor skills and hands is inextricably linked with the mental development of children and the development of their speech. In addition to nursery rhymes and jokes that develop fine motor skills and the child’s hand, we teach him using children’s folklore and various expressive movements. The child learns to be emotional both in speech and in showing movements. Thanks to children's folklore, the emotional sphere of the child is enriched; we help him express emotions that are adequate to the content of the text. A special place in working with children to master the material of children's folklore is given to jokes, fun, and children's joy. In this regard, boring fairy tales and, of course, games, teasers, and humorous dialogues are indispensable. Thus, we see that works of children's folklore are not only diverse in genres, but they are also diverse in themes and tasks. Children's folklore stimulates the child's creative expression and awakens imagination. Creativity enriches the personality, the child’s life becomes more interesting and meaningful. Games based on children's folklore give children extensive experience in the skills of expressive speech and expressive movements. Children realize their experience in theatrical activities. Folklore is close and interesting to children, and we help them, by becoming familiar with folklore, to play and play, gain intelligence, become kinder, understand jokes, humor, and rejoice. Teachers can use children's folklore in individual and group lessons, during leisure hours, and on holidays. Children's folklore will help speech therapists in establishing contact with children and creating favorable conditions for teaching children clear and expressive speech. Music directors also need games with folk words, because They help develop children's sense of rhythm, expressiveness of movements, and creative abilities. The greatest excitement and interest is caused by turning to games. They develop initiative, organizational skills, and resourcefulness. Many ancient games involve singing. It decorates them, promotes quick memorization, and gives rhythmic coherence (“Burn, Burn Clearly,” “Pie,” “Karavai,” “Kostroma,” “Two Grouse”). Folklore is an extremely valuable didactic material in the aesthetic education of the younger generation. Vivid images of good and evil in songs, fairy tales, and choruses are accessible and understandable to children. Moreover, children do not just listen to fairy tales and songs, they themselves are involved in fairy-tale play, they are participants and directors of musical and playful and vocal compositions, fairy tales, and puppet shows. The game corresponds to the nature of the student; In the process of playing, the child organically learns new musical images, acquires skills and abilities, and develops his imagination. Moreover, the development of abilities occurs as if by itself, in an entertaining and exciting form of play, which deprives the educational process of edification. If a child was born and grew up on his native side, among Russian birches, heard Russian songs, sang carols, congratulated his relatives on the bright holiday of Easter, was brought up in work, mercy, kindness, in respect for elders, relatives and the Earth, this commandment of the ancestors is in his soul will save, only bring joy and happiness with it.

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Scenario of a folklore holiday for schoolchildren Folklore sketch “Bereshchenye” Development of emotionality of young children through familiarity with Russian folklore Development of divergent thinking in first-graders

The use of proverbs and sayings in a child’s speech development

Proverbs and sayings are a type of poetic creativity that contains the wisdom of the people accumulated over centuries.

Proverbs and sayings are actively used as a means of speech development for preschool children. In addition, they find application in speech therapy practice, i.e. used in speech development correction programs.

The use of proverbs and sayings as a means of developing the speech of a preschooler contributes to the achievement of the following tasks of speech development:

Formation of laconic speech;
Clarity of pronunciation;
Clarity and brightness of speech, expression of thoughts and feelings;
Giving speech a scientific flavor;
Formation of the foundations of creative orientation in the use of various speech structures;
Formation of the foundations of imaginative thinking and imaginative description of various objects, processes and phenomena of the surrounding world;
Giving the text describing something brightness and emotional richness.

The use of proverbs and sayings should be implemented on the basis of the principle of transition from simple to complex, i.e. you need to start by studying simple proverbs and sayings, gradually complicating them. This will make it easier for children to understand their meaning and meaning, as well as their place in the speech process.

At the final stage of working with proverbs and sayings, the creative direction of the activity is realized. It involves children composing proverbs and sayings on a specific topic, with a specific meaning.

When studying proverbs and sayings, it is good to use drawing them and writing stories based on them. This makes learning more fun and goal-oriented. The child strives to understand the meaning of proverbs and sayings and their correct use in his own speech.

Children's folklore in speech development

One of the main techniques is the ability to stage works using specially selected means. For example, toys, screens and illustrations are suitable here. This can help your child understand the content as fully as possible.

Everyone knows that initially children have concrete perceptions. This means that they must be able to see the sequential chain of events that is described in the text. In this case, they perceive connections and try to understand the cause-and-effect relationships that arise from the content of the work.

Dramatization is a technique that needs to be combined synchronously with the reading process. This allows auditory and visual stimuli to be combined over time.

Effective participation is a technique that is designed to actively involve children in the action that unfolds before their eyes. For example, let them ask the rooster to water the chickens. Let them sit the birds on the branches. Effective participation allows children to become participants in the events they read about.

Another way of working is a dynamic emphasis on excerpts of the work, combined with a real demonstration of toys, with its movements. Children can also make parts of the toys move. Eg. If we say that the cockerel has an oily head, then it is the head of the toy that can be set in motion. Reading that the cockerel gets up early and sings, you can move the whole toy. You can also accompany the process by crowing. This way children better understand the meaning of what is said. When the teacher reads the nursery rhyme “So people are sleeping,” he must first act out the first line. He asks the children to place their hands under their cheeks and close their eyes for a second. This is an imitation of sleep. Whether the child understands the first line determines whether he will be able to perceive the meaning of the next ones. Therefore, you need to ensure that the child really understands everything.

Another technique is to enhance visual emotions. It helps to maintain orientation activity with the help of visual aids. For example, you can ensure that the toy changes, its position in space changes, so that it suddenly disappears and appears somewhere in a changed form.

Usually songs and nursery rhymes have a high degree of dynamism. Each line has some meaning, the phrase shows the whole picture. And if one of the children does not understand the first phrase, he will not be able to understand the second. Thus, the thread of the plot disappears from the child’s field of perception.

Stage-by-stage is another principle of plot transmission. With its help you can implement feedback. The teacher will stop anywhere in the text as many times as necessary in order to intensively study the meaning of the text. In this case, a passage of text must be read synchronously with how the dramatization is carried out.

Having worked through any meaningful parts of the text, the teacher moves on to the next parts. If preschoolers do not respond to a passage, then they need to work through it again, using the techniques described above.

By repeatedly reproducing any period of work, you can achieve the principle of cyclicity. This means that learning becomes step-by-step and scrollable. Certain parts are cycled through if the need arises. And this need can sometimes be associated not only with the need to study the content, but also to help the child respond emotionally to it correctly.

It is very important to apply this principle. This is especially important to do in the second year of life. By the third year, the ability to instantly get involved in work is gradually created; the child begins to master new information quite well, remaining active even in the first moments of work.

Variability allows the teacher to consolidate and improve children's knowledge. Variability is the reproduction of activity in modified forms. Children usually do not forget the main points of the text. Therefore, you need to minimize the introductory preparatory part, you need to assimilate, memorize and repeat the texts.

Artistic folklore performances of works that are followed in the methodology enable the teacher to create a holistic picture for children. Reading complete texts becomes possible after each line of the nursery rhyme has been worked out separately. And this is obvious, because the children have already responded emotionally, visually perceived and played out the plot. And now the teacher can slowly and expressively read the entire nursery rhyme in its entirety.

The cyclical nature encourages the teacher to read it several times. But each time the nature of the performance of the work changes. For example, if the text is first read in recitative form, then it is chanted.

The effectiveness of working with children's folklore works largely depends on how the teacher's activities are organized.

Firstly, the teacher must be aware of what folklore activities mean for the formation of speech in children of primary preschool age. If the teacher understands this, then work with this genre will be of a deep nature. This will help him organize the activities of consuming folklore systematically and consistently, and not randomly.

Secondly, the teacher needs conditions for holding events, because small folklore genres involve playing out the plot, it is necessary to create a rich subject-play environment.

Thirdly, when working with folklore, children and teachers try to actively use teaching techniques and methods. The teacher’s influence on the choice of language means and on game actions is manifested in the fact that he tries to maintain interest in this genre.

The use of riddles in the speech development of children

Riddles have a positive impact on the development of a preschooler’s thinking and shape his speech in the following aspects:

Expanding a preschooler's vocabulary due to the ambiguity of concepts used in riddles. Children learn words and their different meanings, as well as the use of literal and figurative meanings of words in their verbal communication;
Mastering the grammatical structure of speech. The riddle forms the child’s idea of how to construct sentences correctly, observing all the rules. The linguistic form of riddles motivates to analyze the structure of words and sentences;
Mastering the sound side of speech. There is a development of auditory perception of speech, its meaning, presentation in various forms, using expressive language means;
Formation of correct diction of a child. When pronouncing riddles, speech becomes concise and grammatically correct. This develops the skills of clear pronunciation and concise expression of one’s thoughts.

Fairy tale in speech development

The main tool for developing cognitive abilities for me is working with fairy tales. Since only a fairy tale or games in fairy tales can be opposed to play activities as leading ones for the preschool period of childhood. Also K.D. Ushinsky wrote about how significant a children's fairy tale is in influencing a child. He wrote that this is brilliant folk pedagogy, and nothing and no one can fully compete with this product of pedagogical genius. Children love fairy tale characters. So, without realizing it, they solve various problems, overcome difficulties with enthusiasm when they acquire new knowledge. A fairy tale with great generosity can give a child happiness, fun and joy.

When communicating with the characters of a fairy tale, children better perceive relationships, behavioral norms, begin to understand basic cause-and-effect relationships, and transfer events from a fairy tale into ordinary everyday life. For example, fairy tales about a bun, about seven little goats, and others teach children safety. From the fairy tale about Zayushka's hut, the children get acquainted with the properties of wood and ice. From fairy tales about the turnip and the tower, children learn to behave when surrounded by other people.

To expand the cognitive interests of children, I work with their families. To achieve this, we use different forms of work: organizing exhibitions and holidays, holding competitions, taking children on excursions to a mini-museum.

We also held explanatory conversations with parents about the need for them to look at pictures, read books and work with folklore works at home with the children. Helped parents select pictures and works specifically for their children. The parents themselves provided a lot of help. They collected educational and visual material that helped create a folk art corner.

Children's folklore, in my opinion, is a very important educational tool that must be used when working with the younger generation. It amazingly combines physical development, moral principles and spiritual wealth. Observing children in the process of using folklore, I saw that it actually has a positive effect on the cognitive abilities of pupils.

Recommendations for using folklore as a means of child speech development

In order for folklore to have the desired effect in a child’s speech development, one should rely on a number of recommendations for its use:

Acquaintance with folklore from birth. Lullabies, nursery rhymes, and rhymes help in the formation of smooth and clear speech from the very beginning of its formation.
Using gaming techniques when getting to know folklore. The game best helps in mastering the world around us and its various aspects.
Explanation of unfamiliar words used in folklore.
Explanation of fairy tales and other forms of folklore in your own words. This simplifies children’s understanding of the essence of the work and guides them towards developing grammatically correct speech.
Emotional presentation of folklore.
Motivation for getting acquainted with oral folk art.

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Games and nursery rhymes in speech development

One of the conditions for effectiveness is to strive for the development environment in the group to meet certain requirements. It is necessary to select suitable printed and board games, visual materials, and books that would allow children to consolidate simple speech skills and knowledge of genres of folk literature. It also helps children use this knowledge independently.

Book corners contain toy books with colorful illustrations for nursery rhymes. There are many beautiful little books on the theme of various fairy tales, nursery rhymes, lullabies and other small forms of folklore.

It is important to regularly update the content of the book corner, taking into account the topic of the current week and the interests of the children themselves. Here you can place masks of different animals: dogs, chickens, cockerels.

Didactic games are held on the theme of folklore works, flannelograph with pictures for nursery rhymes is actively used. This makes children want to play, listen carefully and participate in dramatizations. Folklore plays an important role in the first years of life of children studying in preschool institutions.

After all, while adapting to new conditions, they really miss their family and friends, their home. They do not want to communicate with unfamiliar adults and children. To solve this problem, we selected games and nursery rhymes that would help establish contact with the kids, arouse in them positive emotions and sympathy for their teachers. Indeed, in many nursery rhymes it is possible to substitute different names without changing their content.

Musical nursery rhymes play a big role. Special audio CDs with play songs are used, which delight children and have a positive effect on their emotional and sensory development. By performing various imitative actions to music, preschoolers become better aware of different roles and situations and develop motor skills. And musical accompaniment forms their memory and hearing.

Dynamic games with songs teach children to quickly navigate when making decisions, achieve success and cooperate with different people. Positive emotions can be evoked in preschoolers with the help of finger games. Logorhythmic exercises are also used to form speech communication.

With the help of hand movements, children can relieve tension and experience emotional uplift. For example, finger games and logorhythmic exercises help children acquire simple, but very important skills in life - children learn to hold cutlery in their hands, drink from a cup, and wash themselves.

In the third year of life, children begin to understand humor. Usually, a child finds something funny that goes beyond the scope of his daily life. But for this it is necessary for an adult to correctly explain to them what children see but do not understand.

Cognition of the world and emotional intelligence

A small child is limited in the ways he can understand the world. Maxim Gorky believed that “a child up to the age of ten requires fun, and his demands are biologically legitimate.” Therefore, the simplest games - nursery rhymes and jokes - come to the fore in learning at an early age. The actions and actions that accompany them - stroking, patting, bending and straightening fingers, clapping - cannot yet be called an exploration of the environment, but it is from them that the preparatory stage begins, which at a slightly later age will develop into full-fledged games.

The rhythmic structure of the first children's folklore works, melodic parental speech and cheerful actions are aimed, first of all, at establishing emotional contact between the child and the adult. The child does not yet understand the meaning of the words he hears, but is already learning to distinguish between emotions.

Victoria Shimanskaya, psychologist, author of the Monsik Academy method for developing children’s emotional intelligence, author of the book “Monsik. What are emotions and how to be friends with them,” a leading Russian expert on the development of emotional intelligence about a child, give him your attention, love, emotions, touches. For children, this is the basis that creates trust in the world, which is formed in the first year of life. Therefore, nursery rhyme games are one of the best ways to form the right foundation for the development of social emotional intelligence.”

On the role of oral folk art in raising children