"Folklore as a means of developing children's cognitive abilities."

Folklore is a word that is translated into Russian as the wisdom of the people. Usually this term refers to works of oral folk art. It is formed from two English words: folk and fore (translated into Russian as people and wisdom, respectively).

The beginning of folk art goes back to ancient times. From the very first years of their existence, people needed to be aware of the natural world around them; they wanted to understand their place in it. Folk speech is the essence of the content of folklore works. They contain all the richness of the native language, its melodiousness.

This is one of the most striking tools that can have a powerful didactic effect on a person. Thanks to familiarity with folk works, children's speech and feelings are enriched, a correct attitude towards the world develops, and this has a great role in the all-round development of children.

Folklore is a good way to humanize the process of education in the first years of a child’s life. It contains many stages of pedagogical influence on schoolchildren, taking into account their age capabilities.

Children's folklore

Children's folklore is a bright world that is filled with the beauty and power of life. He coexists with the world of adults, but cannot submit to it. They exist according to their own laws and in accordance with their vision of the relationship between people and nature.

Children study with great curiosity the lives of the adults around them. They easily adopt experience, but change it and adapt it to their capabilities. Children's thoughts are associated with certain images. This is the key to the secrets of a child’s creative abilities.

The child's psyche has characteristics that must be taken into account when choosing works to work with.

Works of folklore teach students to distinguish evil from good, teach them to fight the bad, protect the weak, and be caring and generous towards nature.

Thanks to songs and nursery rhymes, children acquire stronger impressions of the positive impact of work on a person. Small folklore works created specifically for children are a treasure trove of folk wisdom.

Children love to listen to lullabies, read fairy tales, and repeat nursery rhymes. This is one of the good tools for nurturing a child's personality. According to G.S. Vinogradov, the people had natural ideas and views on society, which are still of great value for fulfilling the tasks of training and education. These instruments have been passed down from generation to generation for centuries. Therefore, folklore can rightfully be called folk pedagogy.

Children's folklore is an independent section of folklore intended for young children. The specificity of this phenomenon is that it combines poetry, gaming techniques and songs, as well as dances and games. Children should definitely play! And this is where folklore comes to our aid.

Children's folklore works make it easy to establish emotional contacts and communicate. Children have a vivid imagination and are attracted to rich content and strong artistic images. This allows them to enjoy life and develop as individuals.

Simple and unpretentious, children's folklore works contain great riches.

Modern kids need similar relationships with the world around them as those who lived in distant years. They need bathing, rocking, playing, etc.

Over the centuries, with the help of folklore, adults taught children and developed a high moral culture in them.

Thanks to the fact that children get acquainted with folklore, this forms their attention and interest in the surrounding reality, in folk customs, and helps them acquire artistic taste. This can teach you a lot. Children's speech develops, moral habits are formed, and knowledge about the natural world is acquired.

Catchphrases usually have a form that is accessible to children; teasers are easy to remember and can be actively used in games. Children's folk art is a special area of ​​folk art that unites the children's world with the world of adults and creates a system of genres.

Folklore contains works of creativity, knowledge and wisdom of the people, collected over many centuries. It expresses the interests, inclinations and tastes of the people. It plays a big role in the lives of children, awakens positive emotions in them, and develops interest. According to O.I. Kanitsa, children’s folklore has an interesting feature - although it is intended for children, its bearers are often adults.

With its help, you can have a very powerful educational impact on children, since they draw a lot of knowledge from folklore. Also, a child’s acquaintance with poetry begins with small folklore. Just a few simple folklore lines contain huge reserves of genre wealth.

MAGAZINE Preschooler.RF

Joint project: speech therapist teacher N.P. Nosova, music director E.V. Karnazeeva

Type of project: communicative and creative.

Duration: short term (2 weeks)

Project participants: music director, speech therapist, teachers of the senior and preparatory groups, children of the senior and preparatory groups, parents, teachers of the children's art school, children's folk ensemble "Gorlitsa" and the leader of the group - Kulakova T.A.

Relevance:

Acquaintance with folk works enriches children's feelings and speech, shapes their attitude towards the world around them, and plays an invaluable role in all-round development. This is a whole world - bright, joyful, filled with vitality and beauty. He is adjacent to the world of adults, but is not subject to it and lives according to his own laws in accordance with his knowledge of nature and human relations. Children peer with keen interest into the lives of adults and willingly borrow their experience, but modify and cut out what they have acquired. And here it is impossible to overestimate the role of folklore, and especially its small forms: songs, nursery rhymes, sayings, fairy tales, jokes, chants.

Therefore, solving the problem of developing independent artistic and speech activity of children through small forms of folklore is of particular importance today.

Research by psychologists and practitioners shows that oral folk art (folk songs, nursery rhymes, nursery rhymes) are excellent speech material that can be used both in organized educational activities and in joint partnership activities of preschool children.

V. A. Sukhomlinsky argued: “Fairy tales, songs, nursery rhymes are an indispensable means of awakening cognitive activity, independence, and bright individuality .

The value of folklore lies in the fact that with its help an adult easily establishes emotional contact with a child, enriches the child’s feelings and speech, forms an attitude towards the world around him, that is, plays a full role in all-round development.

Unfortunately, parents in our time, due to difficult social conditions and due to being busy, often forget about the process of developing their child’s speech and let him take his own course. The child spends more time at the computer than in a live environment. As a result, works of folk art (lullabies, pestles, nursery rhymes) are practically not used.

The goal of the project: the use of small forms of folklore in the development of independent artistic and speech activity of preschool children.

Project objectives:

• teach native speech using small forms of folklore
• use small forms of folklore not only during classes, but also in other routine moments
• Expand words knowledge.
• attract parents to use small forms of folklore at home
• expand the understanding of the traditional culture of the Tver region;
• promote the use of local history folklore material in working with children, parents, and teachers;
• use the cultural potential of the city to develop artistic and speech activities and patriotic education of preschool children;
• create conditions for the formation of personal motives for professional growth among teachers;
• use interactive forms to develop the creativity of children and teachers.

Tasks:

Social and communicative development: familiarity with nursery rhymes, songs, proverbs, sayings, games and other small genres of folklore is of great importance for developing friendliness, goodwill, and a sense of empathy in a preschooler.

• to cultivate in children friendliness, goodwill, and feelings of empathy
• cultivate love and respect for your family, small Motherland and Fatherland.

Cognitive development: regular use of small genres of folklore in kindergarten presupposes the success of the general development of the preschooler. Small forms of folklore activate cognitive and mental development and promote familiarization with the outside world.

• develop imagination and creativity
• form primary ideas about oneself, other people, objects of the surrounding world.

Speech development: small forms of folklore are always funny and laconic. They perfectly develop the child’s speech hearing: the ability to listen, distinguish sounds that are similar in sound, the rhythm and smoothness of speech, its intonation and expressiveness, and detect the rise and fall of the voice.

• develop listening skills
• enrich vocabulary
• form the grammatical structure of speech
• develop monologue and dialogic speech.

Artistic and aesthetic development: songs, sayings, nursery rhymes are the first works of art that a child hears. They affect not only the mind, but also the feelings of a person.

• instill a love of folk art
• to develop the ability to convey the beauty of the surrounding world in everyday objects, souvenirs, in drawings and crafts.

Physical development: rhythm plays an important role in the reproduction of small genres of folklore. Children's speech is accompanied by hand movements.

• develop fine motor skills and coordination of movements
• master outdoor games with rules.

Expected results of the project:

• increasing the interest of children, parents and teachers in oral folk art;
• the use of small folklore forms in children's speech;
• displaying a friendly attitude towards others, openness to communication and cooperation with adults and peers;
• showing interest in various types of games, participation in joint games;

Project opportunities for parents and teachers: increasing interest in the use of small forms of folklore for artistic and speech activities of preschool children at home and in the classroom.

Project stages

Stage 1 – preparatory

• selection of methodological literature;
• creation of a subject environment;
• selection of folklore material;
• selection of illustrated literature with folklore works;
• compiling a card index of small forms of folklore.

To achieve the goal, folklore material was selected for all regime moments, a developmental environment was created and the following was used:

• in classes for all types of activities;
• on walks and when observing living objects, transport;
• during security moments.
• in the process of children’s independent and joint activities;
• in specially organized classes.

Stage 2 - main

• The project was implemented in two directions: the use of folklore in the classroom and in free joint activities, in the methodological association of teachers.

We used folklore works throughout the day. In order for children to better remember folklore material, we tried to use them in all routine moments during classes. The simplest, most ordinary situations were played out emotionally. We looked at the illustrations and repeated them with friends. To introduce children to folk art and folk culture, she created an environment that provided children with a special set of sensations and emotional experiences. In the corner she placed objects of Russian everyday life: a stove, a cradle, kitchen utensils, bast shoes. The children were interested in rocking the doll in the cradle, trying on bast shoes, drinking tea from a real samovar, because it is impossible to tell children of this age about objects of Russian everyday life, they need to touch and play with them themselves. The basis of coherent speech, which contains various linguistic means, is dialogue. To diversify the children’s time in the fresh air, she again resorted to folklore in joint folk games with children.

We held a final event with teachers at GMO on the topic “Creative gatherings” .

A folklore and play event was held in a non-traditional form with parents and children of the senior and preparatory groups. Children and teachers, parents in folk costumes gathered in a creative living room against the backdrop of a Russian hut. At joint gatherings, songs and proverbs were sung, riddles were guessed, tongue twisters were spoken, musical instruments were played, and everyone also took part in the ancient games “Vorotsa” and “Weaver” . The result of the event was a joint tea party at the Russian samovar and treats: sweet crumpets, crackers and aromatic jam. The colorfulness and richness of visual images, the emotional mood helped to maintain the attention of children and parents until the end of the lesson. Parents received positive experience in using various forms of folklore in the development of children. The parents published their impressions and wishes in an article from a local publishing house.

As a result of working on the project:

• Children's interest in oral folk art has increased.
• Children's speech has become more expressive, emotional, varied, and their vocabulary has increased.
• Children know and use nursery rhymes, songs, rhymes, and lullabies in various activities.
• A friendly attitude towards others, openness in communication and cooperation with adults and peers appeared.
• Interest in various types of folk games and participation in joint games has increased.
• Parents are happy to learn nursery rhymes, jokes, rhymes, and counting rhymes with their children and explain their meaning to their children.

Thus, this project shows that the targeted and systematic use of small forms of folklore helps children in the development of independent speech activity.

Used Books:

• Bakhvalova N.I. Pedagogical search for new forms of work on the development of speech through Russian folklore // Preschool pedagogy, No. 8, 2008.
• Melnikov M. N. Russian children's folklore. - M.: Education, 1987.
• Internet resources.
• Photo report.

Small forms of folklore

Small folklore forms are small works. In certain works one can find definitions of children's folklore, because these works enter people's lives quite early, even before they master speech.

A child first becomes acquainted with verbal art in the first days of his life, when his mother sings him a lullaby. These songs have a calming effect on children and put them to sleep. Accompanied by affectionate touches, children's works have a powerful positive impact on the child's psyche.

With the help of pestles you can satisfy children's need for tactile senses. Any child enjoys being stroked on the arms, head, and shoulders. He likes to be hugged by his family.

Terminology

Pestushki are songs that are needed to accompany child care procedures. Nursery rhymes are games with children, with their hands and fingers. Counting tables are small poems that help distribute roles in a game in which several people take part. Calls are appeals to natural phenomena. Tongue twisters help teach children to pronounce sounds correctly. Teases are statements that, in a funny format, aptly indicate certain features of a child’s behavior or appearance.

Let's discuss what characteristics some folklore forms have.

Lullabies are usually called tales. This word is derived from ancient Russian, which means to speak or whisper. Modern lullabies often mention a cat character, who is fluffy and soft. It is associated with catfish and peace. It is put in children's lullabies and promised as a reward.

Pestushki - this word is derived from the ancient word meaning to carry someone in your arms and nurse him. When the child wakes up and begins to stretch, he is stroked. These works often contain the image of a baby. Funny and simple songs make a child happy.

Nursery rhymes are small songs that are needed for playing with a child’s hands, fingers and feet. They often contain life lessons that teach children to be caring, hardworking and kind.

Jokes are songs that have more complex content. They are not related to games. They are like short fairy tales in poetic form. They usually contain a certain plot. Movement is the basis of the content of jokes. In them, the pictures change dramatically one after another. The rhythms of jokes are usually very bright and varied. They have high educational value. Children observe, listen, learn something new, with the help of jokes they learn about the world around them, the voices of animals and birds, and the way of life of people.

Jokes focus children's attention, trying to distract them from bad thoughts and feelings and free them from a depressive state.

The so-called changelings play a big role in jokes. They are designed to create comic situations by mixing properties and objects. If a child laughs, it means he correctly understands how phenomena and things in life actually relate. There is always a paradox at the heart of any fable. The world seems to be turning inside out. The gentle shade brings pleasure to both children and adults.

If you introduce pupils to works of Russian folk art and introduce folklore into games and free routine moments, this shapes their oral speech, their ability to fantasize and imagine, has a positive impact on their spiritual development, and helps teach moral standards. Children get the opportunity to become familiar with folk poetry at an early stage of life.

Small folklore forms solve almost all problems of speech formation, therefore, along with the basic means and techniques of speech development, I try to use verbal folk works of art without fail. I strive to ensure that preschoolers fall in love with the culture of their people and feel the beauty of Russian speech. After all, according to M. Gorky, it is in folklore that the beginning of speech art is laid.

Therefore, this research is very close to me in terms of its subject matter. I think it is important to convey to children all the beauty of Russian literary works, to develop in them respect for the traditions of their native people.

If you do not pay proper attention to a child from the cradle, this can affect his entire life. Therefore, from the very beginning, when a child enters kindergarten, it is necessary to introduce him to Russian folklore.

Russian folklore is the fundamental basis of the spiritual and moral education of preschool children

Kondratova Olga Ivanovna music director MADOU No. 50, Magadan city

The material was sent for publication in the All-Russian printed collection of practice-oriented materials “Preschool and primary education - modern methods and technologies of teaching and upbringing” - July-August 2021.

RUSSIAN FOLKLORE IS THE FUNDAMENTAL BASIS OF SPIRITUAL AND MORAL EDUCATION OF PRESCHOOL CHILDREN

The lack of spirituality of modern mass culture, the crisis of the family and family education make today obvious the need to return the spiritual and moral traditions of our people to the life of a child. Society needs kind, humane, honest and fair citizens. And the task of spiritual and moral education is to form such a personality.

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How our children grow up largely depends on us adults. What will they see in childhood, who will become an example for them? A child comes into this world with a pure and bright soul, open to everything new.

The task of preschool education is extremely complex: the teacher must reveal the inner world of the preschooler and lay the foundations of moral relations, thereby forming moral education.

A qualitatively new stage of spiritual and moral education in kindergarten is the integration of its content into the everyday life of children, into all types of children's activities and traditional methods of preschool education.

As a music director, I think that music classes, perhaps even more than other activities, instill in children the ability to get along with each other, listen to each other, understand, love and forgive.

The fact that every musical lesson begins with the construction of a circle, where there is no first and last, where, looking into the eyes of those standing next to them and holding out their hands to each other, the warm, sincere mood of the children is already underway. During musical lessons, I try to focus children’s attention not only on the correct intonation or rhythm of movements, but first of all on what is the basis of folk tradition: if it is a dance, then I draw the children’s attention to the fact that the boy must show himself to be a real man - he invites the girl to dance and leads her into a circle, makes sure that the girl is clearly visible, protects her during the dance and at the end escorts her to her place, thanks the girl for the dance with a bow. When performing a song, I draw the children’s attention to the fact that it is not enough just to sing the melody correctly, but also to listen to your neighbor, try to make the song “sweet”, it is not for nothing that people say “let’s play a song”, not let’s sing, but let’s play . The most important thing is for the child to respond to the sound of a Russian song, since a Russian folk song always brings into a small heart grains of concepts about goodness, peace and friendship, teaches love and compassion for nature, animals, and a joyful perception of the world.

In music lessons in all age groups, I try to include elements of Russian folklore: chants, counting rhymes, round dances, singing games, chants, riddles, nursery rhymes. All this contributes to the development of persistent interest not only in small folklore forms, but also in folk art in general. I am sure that contact with folk art spiritually enriches a child and maintains interest in the history and culture of our people.

I consider it necessary to note here that folklore provides very clear time guidelines for a child. For example, let’s take the very beginning of autumn. Many children are just starting to attend kindergarten after the summer holidays. There are no expressive signs of autumn yet, green leaves on the trees, but in mid-September a smart Autumn (an adult in an Autumn costume) comes to the children’s group. Children communicate with the guest, look at the beautiful Autumn dress, embroidered with autumn leaves and berries. Autumn asks autumn riddles, draws the children's attention to the fact that for lunch the children will have borscht made from vegetables that Autumn brought, and also compote - it is made from apples, lingonberries - also an autumn gift. And on the street they sell watermelons, melons, grapes - also gifts of Autumn. And Autumn itself has gifts in the basket for the children - autumn apples. So, Autumn is passing through all groups. It would seem that there is nothing special, no special preparation is even required, no script, but the moment turns out to be very bright and very important, and it is clearly imprinted in the children’s memory: that’s it, Autumn has come. This is the first stage of our Osenins. And the second stage is already taking place at the end of October in the music hall. These are autumn gatherings, “cabbage parties”. It has already become a tradition in our garden to celebrate Autumn, Cabbage Evenings, where children get acquainted with the customs of the Russian people after finishing field work and organize cheerful autumn gatherings, “cabbage parties” - girls’ parties, when young people went from house to house to help each other chop cabbage; fairs, where not only trade took place, but also fun competitions and carousel rides. Games and fun naturally fit into the festive and everyday life of the Russian people in the autumn. Many of them have been preserved in the play repertoire of modern children. And our children play with great pleasure in them, these are: “Pegs”, “Steep Little Lambs”, “Black Raven”, “Kostroma”, “Conspiracy”, “Carousels” and many other active and round dance games. Folk games, as part of traditional culture, have always occupied a very important place in the socialization of a child.

I would like to emphasize that folk games express culture, way of life, and an idea of ​​the norms of behavior in specific relationships in which a child’s life takes place. There is no personality quality that cannot be developed with the help of a folk game. Traditionally, each national holiday is focused on creating a favorable educational environment for children of different ages, designed for children's imitation, copying adult behavior patterns, which prepare them for adult life in a playful way. Moral education is the core moment not only of folk games, but also of holidays, the goals of which are to introduce the child to the traditional foundations of folk morality, morality, including Christian morality, and education based on positive examples, which our history is full of.

In this regard, the main efforts in the musical education of children of our educational institution are directed towards organizing folk festivals that contribute to the formation and development of universal human values, humane feelings and relationships, the formation of which in preschool age is of paramount importance.

An essential point in our holidays is the participation of parents of students. This helps to unite children and adults, create a trusting and friendly environment, liberate the inner strengths of each participant in the folk performance, and cultivate a sense of empathy and joy for each other. Parents learn about the abilities and capabilities of their children.

The most important and significant holidays, much loved by children and colleagues, are Christmas and Easter.

Before celebrating Christmas, preliminary work is carried out in our kindergarten in order to familiarize children with the history of the holiday: teachers look at illustrations, cartoons, read children's literature, and learn poems with children. During music classes, they learn songs, round dances, and games that reveal the theme of the holiday. Here, too, work with parents and teachers is not left aside; possible options for their participation in the event are considered and discussed.

So, in January 2021, we held “Christmas festivities” for children and parents of the preparatory group and showed it to music directors-students of the regional courses of the Moscow State Autonomous Institution of Additional Professional Education “Institute for the Development of Education and Advanced Training of Teaching Personnel.”

A memorable moment of this holiday was the bright, beautiful performance of children: “Dance of the stars and the month”, “Dance with bells”, “Dance of Christmas trees”, a song and dance composition with lanterns, funny Christmas ditties, and the songs “The stars shone brightly”, “In The Nativity of Christ, an angel has flown in,” “The Nativity of Christ in the domain of frost and snow,” the children sang along with all the guests present. It was an unusually touching and sincere holiday. The decoration of the holiday was watching cartoons about Christmas night, stories about the Christmas tree. Christmas games caused great delight among the children. And, of course, at the end of the holiday, the children gave all the guests Christmas gifts made with their own hands - angels with wishes of health and goodness. And the children received a treat from the “magic mitten”.

This celebration aroused great interest among colleagues from other educational institutions, with whom I gladly shared the musical material.

The celebration of the Nativity of Christ smoothly transitions into Bright Sunday of Christ, Easter - the most solemn, most joyful spring holiday of renewal and salvation of the world and man, the triumph of life and immortality, the triumph of good and light over evil and darkness.

The celebration of Easter in our garden is held with special trepidation. Parents and children prepare amazing holiday crafts, which are then presented at an exhibition for the entire kindergarten team. Children's folk costumes, which we sewed ourselves with great love, give special brightness to the holiday; parents helped decorate and embroider individual elements of the costumes with beads, bugles, and pearls. Children love these costumes very much; folk attire helps them convey the image, feel the mood of the holiday, and experience national pride.

Children know that Easter is a holiday of hope, peace and forgiveness, and that this holiday is associated with a miracle: Christ died and rose again. He walked his earthly path, and left us the commandments of love, atoning for the past sins of humanity with his death. They know that these days they especially do good deeds and forgive each other’s insults. These days people greet each other with the words: “Christ is risen!”, and answer: “Truly he is risen!” These words are heard more than once at our holiday. Children listen to an audio recording of the “Easter Annunciation”, perform spring round dances, dance with willow branches, and play games with willow. Traditional Easter games with eggs are of particular interest to children: “Whose egg will spin longer”, “Whose egg is stronger? (Cueballs)”, “Carry the egg in a spoon and don’t drop it.” The holiday ends with a family tea party with Easter treats.

Our children are also familiar with the holiday of the Annunciation - on this day the Archangel Gabriel descended from heaven to the Virgin Mary and brought her the good news from God that she would give birth to a child who would save the world. The news of the birth of a child has always been considered the most joyful in Rus'. On these days, bells rang and people were invited to churches to worship the Mother of God. Children are familiar with folk spring heroes: Evdokia Plyushchikha, the first helper of spring - “wherever it passes, the snow melts, streams run,” and Gerasim Grachevnik is a cheerful and dexterous guy, “as soon as it whistles, the rooks fly from the south, the red spring carried on wings." Children really like to play games at this holiday: “Burn-burn, clear”, “Tug-of-war”, “They fly - they don’t fly”, “Skvorushki”. They perform chants, spring round dances, spring proverbs and sayings. Traditionally, this holiday ends with a treat - the cooks bake lark buns for the children.

We also have in our repertoire the spring holiday “The Arrival of Birds” (Forty Forties). The purpose of this holiday is to familiarize children with folk traditions, love for folk art, familiarization with calendar and ritual folklore, as well as fostering a love of nature and caring for birds. On the eve of the holiday, a family competition was held to make bird houses, then all the inventions were hung on trees on the territory of the kindergarten. The children, together with their teachers, made larks out of paper, which they played with at the holiday.

According to universal time, March 22 is the day of the vernal equinox. On this day, the main meeting of spring in Rus' was celebrated. According to an ancient tradition, they called upon spring to be good and baked the messengers of spring from the dough, hiding hemp or flaxseed inside. Children sang the chants “Larks, come!”, “Bucket Sun”, performed spring round dances, imitated the sounds of a spring forest, played games “Rooks are flying”, “Take a nest”, “Squawks”, “Owl”, solved riddles about birds . At the end of the holiday, they also treated themselves to lark buns, and during the walk they fed the birds crumbs, grain, and cereals.

Thus, I am sure that holding folk and Orthodox holidays helps solve the problem of spiritual and moral education of preschool children, contributes to the development of the child’s personality, interpersonal communication skills, expanding knowledge about the diversity of holidays and traditions, enriching the vocabulary of folklore - children know folk tales and nursery rhymes , chants, proverbs, games, songs, dances. Children learn to see and feel the beauty of nature, the beauty of human relationships built on kindness and love for others. National holidays contribute to the education of patriotic feelings and love for the Motherland, one’s people; help to involve parents in the educational process, as well as to form and develop many positive qualities of the child’s personality.

All this constitutes the sprouts of moral, aesthetic and spiritual standards, the development of which will continue in the future lives of our children.

Bibliography:

1. Zatsepina M.B., Antonova T.V. National holidays in kindergarten. Methodological manual for teachers and music directors. /Ed. T. S. Komarova. – M.: Mosaika-Sintez, 2005.
2. Zvereva O. L. Parent meetings in preschool educational institutions: method. allowance/O. L. Zvereva, T. V. Krotova - M.: Iris-press, 2007
3. Kartushina M. Yu. Scenarios of recreational activities for children 5-6 years old. – M.: TC Sfera, 2004
4. Lilinya L. A. Folk games in kindergarten: Methodological recommendations. – M.: Sphere shopping center, 2009
5. Moskaleva T. Let's “play a song” // “Musical Director”, 2006 No. 5
6. Parent – ​​child – teacher: models of relationship development. /aut.-state V. E. Lampman, I. A. Zheltikova. – Volgograd: Teacher, 2011

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Folklore in different types of activities

The following types of work using folklore can be distinguished:

• education process;
• play activities;
• creativity in creating something;
• leisure activities;
• organization of holidays.

When working with younger preschoolers, you need to use the following forms of folklore: lullabies, proverbs, fairy tales, pesters, riddles, chants.

A fairy tale is a tool for the development of speech and education of preschoolers at different ages. With its help, you can shape children's imagination and imagination, encourage them to write.

Riddles allow you to form children's memory, their logical thinking and mental work.

Terminology

Pestushki are songs that are intended to accompany child care. Nursery rhymes allow you to play with your child, with his hands and fingers. Nursery rhymes are appeals to natural phenomena. Counting rhymes are small rhymes that are necessary for the distribution of roles.

Clean twisters and tongue twisters can quietly teach children literate and clear speech.

Games attract my attention because they have great potential for shaping the personality of children. The folklore material contained in the games allows for an emotionally positive perception of native speech. Pupils play outdoor games with great enthusiasm. Finger games not only develop speech, but also develop the work of fingers and hands, which helps prepare a child’s hand for writing, helps to improvise, and combine words and actions. And the main thing is that the degree of development of children's speech directly depends on the degree of development of fine motor skills.

Teases are humorous statements that cheerfully and accurately indicate any funny features of a child’s appearance or behavior.

Changeling songs, jokes or jokes are funny songs that are very unusual and amuse children.

Lullabies are something that accompanies a child’s life from birth. Usually, a person’s acquaintance with folklore begins with lullabies. This is an integral companion in children's lives. They contain a powerful force that allows them to shape children’s speech and develop their imaginative perception.

The problem of speech development of preschool children today is very relevant from an early age. Practical work using small folklore forms has shown that they help solve this problem more easily. Folklore is valuable because adults can easily establish emotional contact with children. Many of the works are composed in such a way that it is very easy to insert the child's name without changing the content.

When choosing works for preschoolers, it is necessary to take into account the peculiarities of mental development at this age. Folk art should be selected so as to affect only the world of things, objects and relationships accessible to children’s perception.

Children's vocabulary at an early age is usually very limited. They perceive the world around them in a unique way. Therefore, nursery rhymes should be selected according to the level of development of preschoolers. The intonation that is inherent in the teacher should be understandable to children.

Children perceive the surrounding reality very sensitively. They are focused on seeking information. Therefore, small forms make it possible to consolidate children’s knowledge about birds and animals. It is necessary to develop a humane attitude towards nature and people, based on the child’s emotions.

According to O. Ushakova and A.P. Usovaya, small folklore forms are an unusually rich source of information for the formation of speech culture. When I received a children's group in June of this year, a diagnosis of speech development was carried out. It turned out that most of the pupils do not have speech skills.

The process of folklore activity with young children using visual aids is also of great importance. This means that you need to use visual resources and maintain a comprehensive picture of the activity and result.

It is necessary to give short and clear explanations that are supported by demonstration of visual materials. Demonstration is the main way to use the principle of visibility. It may be incomplete (when only key points are shown); visual aids are used for this. You can work with both volumetric and planar visual aids.

What techniques can be used to fulfill the rule of visibility?

Using folklore in kindergarten

Alfiya Nizamutdinova

Using folklore in kindergarten

Early and preschool childhood is the beginning of learning about life and human relationships. This is also the time of the beginning of the formation of the child as an individual, the formation of his character.

As the baby grows, vision begins to play an increasingly important role in his system of perceiving the phenomena of life, and we still pay very little attention to the development of hearing. Everyone begins to drink from the spring of music in infancy, listening to a lullaby.

The need to turn to the origins of folk art, traditions, and customs of the people is not accidental; it is no secret that, in addition to economic difficulties, Russia is now experiencing a crisis in educating the younger generation. Traditions were broken, the threads that connected the older and younger generations were broken. Therefore, it is very important to revive the continuity of generations, to give children moral principles, patriotic sentiments that are alive in people of the older generation. Ruthless cutting off of one's roots from the nationality in the educational process leads to lack of spirituality. Therefore, I see the main task of my activity to enrich children with knowledge about folklore .

Hearing the gentle melody of a lullaby, the child concentrates and becomes quiet. But then a vigorous march is heard, and the expression of the child’s face , and the movements become more animated.

The word folklore is an English word made up of two words “ folk ” - people, “lor” - teaching. So, folklore is folk wisdom. Listening to music, reading books, we want to know who composed them. Who created these works?

Folklore has no author . This is a special art - folk songs, dances, legends and fairy tales, rituals, beliefs, etc. The people who once created them passed them on to others by word of mouth, so folklore has survived to this day without leaving the names of its creators. Folklore accompanies a person from birth, taking care of him in childhood , right up to the transition to adolescence.

Children's folklore is a synthesis of poetic folk words and movements. A child, like a sponge, absorbs the poetry of his native language, first listening and later independently pronouncing folk texts rhythmically. children’s folklore gradually enters organically into the child’s daily life.

Folklore has a clearly expressed didactic orientation. Much of it was created specifically for children, and was dictated by the great national concern for youth - their future. Folklore “serves” the child from his very birth. Since time immemorial, lullabies, children's songs, ditties, and nursery rhymes have been part of folk life.

My child and I always play out every nursery rhyme, joke, sentence, etc. together.

Children's folklore draws material for children from various sources.

First of all, this is what. adults have been creating for children for years. These are lullabies that calm a child and put him to sleep.

This is the poetry of nurturing child care, the poetry of affectionate touches to him

Nursery rhymes have always satisfied the child’s need for movement - almost all children love to be stroked on the head, arms, shoulders, and hugged by loved ones - this is the language of emotional communication.

What adults drew from the general treasury of folklore , they selected songs, riddles, and songs that were accessible to their perception and understanding for children.

proverbs, sayings, games. We took for the children what was pedagogically appropriate.

Finally, the children themselves, growing up, participate in the games of their peers, master them and everything else. connected with them (counting books, rhymes, etc., and then they are included in the creative process of creating simple songs for games, counting rhymes, teasers, etc.

Children's folklore gives us the opportunity to introduce him to folk poetry at an early stage of a child's life. Thanks to this, long before becoming familiar with fairy tales, epics and other major genres of Russian folklore, children develop an internal readiness to perceive our origins—Russian folk culture—on the material of children’s folklore.

What about children's folklore ?

Chatushkas are songs that accompany child care.

Nursery rhymes - games between an adult and a child (with his fingers)

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Calls - appeals to natural phenomena (to the sun, wind, rain, snow, rainbow, trees)

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Sentences - appeals to insects, birds, animals

Counting tables are short rhymes that serve for a fair distribution of roles in games.

Tongue twisters and pure twisters, quietly teaching children correct and pure speech.

Teasers are cheerful, playful, briefly and aptly naming some funny aspects in the child’s appearance, in the features of his behavior.

Jokes, jokes, shifters are funny songs that amuse children with their unusualness.

Boring fairy tales that have no end and can be played out many times.

Folk games, which are often based on simple songs.

Folklore captivates children with bright poetic images, evokes positive emotions in them, strengthens a bright, cheerful perception of life, helps them understand what is good and accessible, what is beautiful and what is ugly.

Works created specifically for children constitute a special area of ​​folk poetry - children's folklore . Both theoretic teachers and practical educators have repeatedly emphasized the high pedagogical qualities of works of folklore : deep penetration into the child’s psyche, subtle consideration of the characteristics of children’s perception , and the absence of intrusive teachings.

But the property of the children is not only this area of ​​​​folk art. They own all the best in folklore , all its classics.

Folk poetry reveals the most essential connections and patterns of life, leaving aside the individual and special. Folklore gives them the most important and simple concepts about life and people. It reflects what is generally interesting and vital, what affects everyone: human work, his relationship with nature, life in a team.

Children are impressed by the poeticization of nature characteristic of folk art, surprise at its power and beauty, and admiration for the strength of human hands and mind.

Folklore instills in children an aesthetic attitude towards nature, towards work, towards the entire surrounding reality, and teaches them to see beauty in human relationships.

The closeness of folk art to childhood , the great emotional power and expressiveness of its images determine the place of folklore in the musical education of children.

It is taken into account that works of folklore provide rich opportunities for mental development, and especially for the aesthetic and moral education of children.

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.

Project “The role of folklore in the development of preschool children”

2nd junior group

Project: medium duration, group, role-playing game, creative.

Implementation period: November 2021 – April 2017 academic year.

The relevance of this topic at the present stage is due to the need to study works of children's folklore by teachers, since folk pedagogy arose as a practice, as the art of education, it is older than pedagogical science, has always enriched it and, in turn, has itself been enriched by it. Fairy tales, songs, proverbs, counting rhymes, nursery rhymes, nursery rhymes, drawing lots, and tongue twisters have always been inextricably linked with the experience of folk pedagogy and were widely used in the work of preschool educational institutions.

V. A. Sukhomlinsky emphasized the need and importance of studying moral ideas and the pedagogical views of the people arising from them. He believed that, despite the richness and enormous practical significance of folk pedagogy, it is not properly studied, and in-depth research on these problems is not carried out. “No one has yet seriously thought about folk pedagogy, and apparently this has brought a lot of trouble to pedagogy,” he wrote. — I am sure that folk pedagogy is the focus of the spiritual life of the people. Folk pedagogy reveals the features of the national character, the face of the people! The character of the people, the face of the people, their thoughts and aspirations, moral ideals are especially clearly manifested in the fairy tales, epics, legends, epics, sayings and proverbs created by them.”

Many teachers undeservedly ignore folklore and pay little attention, but folklore is of great importance in the development of speech in preschool children. Whether they are songs, proverbs, nursery rhymes, they are characterized by richness, fullness, brightness of speech, intonation nuances - this cannot but affect the child’s speech. Meanwhile, correctly delivered speech is one of the keys to a person’s success in the modern world. Competent, emotionally rich speech will allow you to quickly and easily find a common language with any people and organically fit into any team. This, in turn, leads to the formation of adequate self-esteem and self-confidence. Therefore, we consider it necessary to start introducing children to folklore works as early as possible.

In this regard, we have set ourselves the task of presenting how oral folk art is used in working with children in our preschool educational institution, to show how children's folklore develops children's spoken language, enriches their vocabulary, and instills a love of folklore in direct activities and in routine moments .

The problem the work is aimed at: Children have a low level of speech development: poor, boring, monotonous speech. Children's speech is slurred, incoherent, and there is no clear pronunciation of sounds in words. Inability to conduct a conversation with adults and peers.

Project goals: Development of speech of children of primary preschool age through small forms of folklore.

Project objectives:

• To acquaint children with various forms of children's folklore, with the traditions and images of the Russian people.
• Develop active speech.
• Develop spirituality, creativity, cognitive interest.
• To cultivate the moral qualities of a preschooler’s personality, a sustainable interest and love for folk art.

Stage 1 – “Analytical”

• Carrying out diagnostic activities.
• Identification of the psychological and pedagogical needs of parents.

Stage 2 – “Preparatory”

• Creating conditions for the implementation of the project, studying relevant literature.
• Development of a plan - a program of cooperation between preschool educational institutions, family and society (conclusion of cooperation agreements).
• Planning work on organizing work with children to implement the project’s objectives.

Stage 3 – “Basic”

• Implementation of developed plans for teaching activities with children.
• Organization of joint activities of kindergarten teachers, family and society.

Stage 4 - “Final”

• Generalization and presentation of work experience and analysis of achieved results.

Expected results

Interest in oral folk art and fiction.

Enriching children's vocabulary with new words, phrases, and expressions.

Development of communication skills with adults and peers.

A positive attitude towards regime moments will be formed.

Parents will develop an understanding of the need to use small forms of folklore in the development of children’s speech.

Necessary conditions for project implementation

• Teachers' knowledge of special artistic means: the ability to sing, dance, play folk musical instruments.
• Interaction with families of pupils and society to create a subject-developing environment and conditions for introducing folklore into the life of preschool educational institutions.
• Active co-creation of adults and children, their common experience, a sense of involvement with the actions of heroes of folklore, the ability to engage in playful interaction with children, encouraging their creativity and imagination.

At the preparatory stage of work, we did the following: • selected folklore material that was appropriate for the age of the children; • a card index of different types of children's folklore has been compiled for all regime moments; • illustrated literature with folklore works was selected.

At the second stage of the project, a long-term plan was drawn up based on the educational program being implemented, taking into account the age characteristics and level of development of each child. To achieve the goals we set, we included gaming, artistic and literary activities, the formation of cultural and hygienic skills in long-term planning, and systematized the work.

It was very important to create a developmental environment. We selected appropriate printed board games, books, and visual materials that would help children consolidate basic speech skills and knowledge of folk genre works, and develop the ability to independently use this knowledge. We designed the “Russian Izba” model, in which we placed objects of ancient utensils, examples of decorative and applied art, helping children to become more familiar with the history and life of the Russian people and compare them with the objects that people use today in everyday life. To use small forms of folklore not only at speech development events, but also in musical and productive activities, centers for music, theatrical performance and art were created in groups.

We considered events using Russian folklore not as a traditional form of education, but as vibrant communication with children. The work was based on the active participation and co-creation of the teacher and the child. A colorful action plays out before the eyes of the children: animals speak in human voices, sing, dance, play, etc. Introducing a mood of intricacy, playful fun, and sometimes some pampering - this is the advantage of folklore events. Another technique we use is a dynamic emphasis on fragments of text combined with movements. This technique is especially effective when working with young children. Children's speech is accompanied by hand movements. It has been proven that there is a close connection between speech function and the general motor system. The combination of body movement, fine motor skills of the hands and speech organs helps relieve tension, teaches the observance of speech pauses, helps get rid of the monotony of speech, normalizes its pace and forms correct pronunciation. Memorizing poetic texts and nursery rhymes with the participation of hands and fingers leads to the fact that the child remembers better, develops imagination and activates mental activity.

Regular use of folklore in kindergarten allows you to lay the foundation for the psychophysical well-being of the child, which determines the success of his overall development in the preschool period of childhood.

Project Implementation Plan

Bibliography:

1. Anikin V.P. Russian folklore. M., 1986.

2. Borodich A. M. “Methods of speech development in children” M., Prosveshchenie, 1981. 3. Vetrova V. “Okay, okay.” 1995 "Knowledge".

4. Galanova T.V. “Educational games with kids up to those years” - Ya.; "Academy of Development", 2002

5. Eliseeva L.N. “Anthology for little ones” - Moscow; ed. "Enlightenment", 1987

6. Kiseleva L. S. et al. Project method in the activities of a preschool institution: - M.: ARKTI, 2003. - 96 p.

7. Kozyreva L. M. I speak beautifully and correctly. Speech development in children from birth to 5 years. M., 2005.

8. Novitskaya M. “Folklore school” // Preschool education, 1993. No. 9.

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.

"Folklore as a means of developing children's cognitive abilities."

Author: Mandrovskaya Galina Anatolyevna

Article

"Folklore as a means of developing children's cognitive abilities."

The article was prepared by:

teacher of MKDOU

"Kindergarten "Teremok"

Mandrovskaya Galina Anatolevna

One of the most important tasks in the development of the personality of a preschool child is his mastery of the spiritual wealth, cultural and historical experience of the people, created over the centuries by a huge number of generations.

Oral folk art is the invaluable wealth of every nation, a view of life, society, nature developed over centuries, an indicator of its abilities and talent. The possibility of using oral folk art in a preschool institution for the development of cognitive activity of preschool children is determined by the specific content and forms of works of verbal creativity of the Russian people, the nature of familiarity with them and the speech development of preschool children. Children perceive folklore works well due to their simplicity, gentle humor, unobtrusive didacticism and familiar life situations.

“Thanks to folklore, a 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, gets acquainted with customs - in a word, along with aesthetic pleasure, he absorbs what is called the spiritual heritage of the people, without which the formation of a full-fledged personality is impossible " Oral folk art is the richest source of a child’s cognitive and moral development.

We have a new attitude towards Russian traditions and folklore, in which the people left us the most valuable of their achievements, sifted through the sieve of centuries. But, nevertheless, the modern child still has a weakly expressed sense of belonging to the Russian people, to its culture and traditions. Modern children play computer games, and do not play folk games, since there are almost no traditions when folk festivities were massive and children spent more time on the street than in the house, sitting at the computer. Therefore, I considered it necessary to convey to the children’s consciousness that they too are bearers of Russian culture. I try to show them how beautiful and interesting our Russian language is, how many-sided and diverse it is through the example of nursery rhymes, sayings, riddles, jokes, proverbs, chants and fairy tales.

Introducing children to works of art and the best examples of oral folk art must begin from the first days of a child’s visit to kindergarten, 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.

In my work with children, I try to use all types of folklore as widely as possible (fairy tales, nursery rhymes, songs, chants, jokes, sayings, sayings, pesters, riddles, games, chants, etc.). Since they wisely teach the child, accustom him to the culture of his people, they contribute not only to the formation of an emotionally positive attitude towards the world as a miracle, but also contribute to the development of cognitive activity and cognitive interest in preschoolers.

To achieve a positive result in my work, I have outlined the following tasks:

• Enrich the consciousness of children with new content, which contributes to the accumulation of the child’s ideas about the big world, using oral folk art;

• To increase the interest in Russian folk art and folklore in the soul of every child;

• To form ideas about the spiritual richness, diversity and beauty of the culture of the native people through folklore works;

• Foster respect for Russian folk traditions.

In addition, I previously studied the relevant literature and took this into account when drawing up long-term planning; created a card index of folklore works; prepared the development environment; worked with parents.

I began my work with nursery rhymes and songs that use various parts of the body of a child and an adult, since nursery rhymes for young children are close to lullabies, in the nature of their performance, the nursery rhyme amuses with rhythm - it amuses, makes you happy. (“Water-water, wash my face”, “Finger-boy, where have you been?”, “Our little Masha”, “Bai-bai”, “Bai-bayushki-bai”, etc.). Then we moved on to familiarize ourselves with nursery rhymes about nature and natural phenomena (about the sun, about grass, about rain, about rainbows, about cockerels, etc.)

For middle-aged children, I began to use counting rhymes to distribute roles in the game. During the game, all children were chosen using a counting rhyme in order to fairly assign a driver. Using counting rhymes in the game develops moral qualities in children: to be able to be fair, not to be cunning, not to be an upstart.

Using chants in working with children helped me not only to attract children’s attention to nature, but also to develop an interest in folk art, their native language, and independent observations.

When working with proverbs and sayings, I selected them so that the meaning could be verified through observations, during conversation, experiments, etc. The first experience allowed them to be convinced that different plants grow from different seeds in shape and size (“ The seeds sprout." The second experiment showed that seedlings depend on the quality of the seeds (“Do not expect a good tribe from a bad seed”, “What you sow is what you reap”).

When the children had a question: Why are some trees and shrubs specially covered with snow? Why does the grass remain green under the snow? The children and I set up an experiment: we filled two bottles with warm water and placed them on a snowdrift and in the depths of it. The children concluded that snow retains heat. And I picked up proverbs for this experiment: “Snow is cold, but it protects you from the cold,” “A lot of snow means a lot of bread; a lot of water - a lot of grass.” Some proverbs and sayings helped to reveal cause-and-effect relationships in nature. For example: “The berry is red, but it tastes bitter.” We talked with the children about the literal and figurative meaning of the proverb and came to the conclusion that the saying “Not every red berry is ripe but tasty” speaks the truth. In classes such as “Visiting Grandma Arina”, “Visiting the Hostess”, “Gatherings”, “Grandma’s Hut”, I used proverbs on social relations. For example: “The hut for children is fun”, “The whole family is together, so the soul is in the place”, and the children, reasoning, concluded that they are having fun and good today because there are many of them, that they are friendly and cheerful.

In my work, I pay special attention to introducing children to Russian folk games and amusements. They carry a culture of communication, teach them to be attentive, kind, and preserve local traditions and customs. During folk activities, children’s ideas about their native country and national holidays expand, interest in events in the country is formed, love for the Motherland, for their native land is fostered.

The riddles I use in my classes serve as a test of wisdom. I try to use riddles in almost all classes to test knowledge, observation, and intelligence. I see the value of riddles in the fact that children begin to think, their attention is directed to objects and phenomena and their signs, the ability and certainty of thinking and the power of imagination increase.

In addition, riddles allow children to see the diversity of the world and reveal its secrets.

In my work, I chose a fairy tale as the main means of developing cognitive abilities. Because only a fairy tale, or a game of a fairy tale, can be opposed to a game as a leading activity in preschool age. At one time, the Russian writer and teacher K.D. Ushinsky highly valued the folk tale, considering it a wonderful method of influencing a child: “These are the first and brilliant attempts at folk pedagogy, and I don’t think anyone would be able to compete with the pedagogical genius people." With his favorite fairy tale characters, the child, unnoticed by himself, solves many problems and willingly overcomes difficulties in mastering new knowledge. A fairy tale with great generosity gives children joy, fun, and happiness.

Communicating with fairy-tale characters, children develop a deeper sense of relationships and norms of behavior, begin to understand elementary cause-and-effect relationships, and transfer fairy-tale events into real life. For example, such tales by R. n. fairy tales “The Wolf and the Little Goats”, “The Cat, the Rooster and the Fox”, “Kolobok” teach children the basics of safe life; the fairy tale “Zayushkina’s Hut” helps to learn about the properties of ice and wood; and the fairy tales “Teremok” and “Turnip” introduce children to the norms of behavior in a team.

In order to expand the child’s cognitive interests, I worked with the families of the pupils, using various forms: holidays, competitions and photo exhibitions, joint excursions to the mini-museum “Granny’s Hut”. Explanatory work was also carried out with parents about the need to look at pictures and paintings at home with their children, read literature and folklore works for children, showed a series of pictures, and a selection of works for children of a certain age. My parents provided me with great help in collecting visual and educational material to create a subject-spatial environment and design the Folk Art Corner in the group.

I believe that children's folklore is an important factor in educating the younger generation, which harmoniously combines spiritual wealth, moral purity and physical perfection.
And the results of observations allow us to draw conclusions about the positive influence of folklore on the development of cognitive abilities of preschool children. comments powered by HyperComments

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.

Riddle as a means of speech development

Already at two and a half years old, children are able to guess simple riddles if the text contains a hint of the content of the answer. This is due to the fact that children have already formed a certain range of ideas, and they are able to communicate in a certain way.

The great value in solving vocabulary problems is that children solve the riddles. During such classes, they consolidate knowledge about the specifics of different subjects. They develop a certain vocabulary.

In order to develop the ability to use figurative speech, it is important to use metaphorical images that children understand in riddles.

For example, the guys personify something, use different meanings of words, work with comparisons and epithets.

By solving riddles, children imperceptibly expand their vocabulary. After all, they learn to work with the polysemy of words and begin to notice their secondary meanings. This is how the idea is formed that a word can also have a figurative meaning. Children focus on the forms of language and analyze them.

A riddle is an amazing form of folklore genre, which makes it possible to describe very vivid properties for various phenomena and objects in a figurative and concise form.

The process of solving riddles forms the ability to generalize and analyze, independently draw certain conclusions, build one’s own point of view, identify the most common features of objects and phenomena, and the ability to convey images of different objects. This forms a poetic view of reality in preschoolers.

According to Yu.G. Illarionova, working with riddles allows children to develop speech skills. Children learn to prove and describe something. The ability to prove is not only the ability to think logically correctly, but also to competently express one’s point of view and put it into new verbal forms.

Proof is the ability to use certain speech patterns and work with composition. As a rule, babies do not use these techniques in their everyday speech. But it is necessary to create certain conditions so that they can understand and master them.

To develop children's interest and teach them to prove, Yu.G. Illarionova advises setting specific goals for children during the guessing process. Children must not just guess, but prove that they are really right.

It is necessary to introduce the children to what riddles will then be asked about. Then children will be able to provide the most complete evidence.

By systematically developing speech skills in preschoolers, it is possible to develop the ability to use interesting and varied arguments in order to better substantiate guesses.

Pedagogical approaches to using folklore

To achieve success in using folklore, according to O.V. Malinova’s methodology, the teacher must:

• know what is the current level of speech development in students;
• be able to use means of artistic expression;
• understand the meaning of the content of the works used;
• be able to dance and sing;
• apply artistic tools;
• use visual images;
• use visual, game and speech methods more often;
• apply different techniques in your work.

According to T. Peskisheva, folklore can be introduced into the following types of activities;

• organized classes;
• didactic and outdoor games;
• productive activity
• organization of leisure activities;
• holding holidays.

Small works of folklore awaken high moral feelings in children - they fill them with sympathy for animals and people, and develop in them a desire to work.

In order to gradually and step by step assimilate small folklore forms, it is necessary to perform the following tasks:

1. The child must have a basic understanding of the material presented.
2. He must be able to perform synthetic and analytical exercises.
3. Must be able to repeat and memorize texts.
4. It is necessary to reuse learned folklore material in speech and play activities.

Age-related features of speech development

Mastering speech is the most important task for a child at an early stage of development. All his progress in the future will depend on this skill, with regard to personality, intelligence and behavior.

What changes in speech from one to three years:

• the child learns basic grammatical and phonetic laws. A syntactic speech structure is formed.
• Semantic and lexical speech laws are being improved.
• the baby begins some speech activity, which is expressed in the form of questions that are addressed to adults.

Terminology
Lexis is a term that implies a system of words in a language that a person speaks. Semantics is a set of rules that consider the meanings of words and their changes in their meanings. Phonetics is a branch of linguistics that studies speech sounds and the structure of language. Grammar is the laws of word formation and the use of words in life.

At about a year old, the child can already pronounce some words. He names some things with words. For them, a word is usually associated with the current environment, rather than with specific ideas. At this age, preschoolers already have some experience of interacting with the outside world using their sensory organs. He already has certain feelings for his parents, for his environment, for toys and food.

From about one and a half to two and a half years, the next stage of child development occurs. During this period, the baby learns to combine words and combine them into small phrases. Children begin to be active in communicating with people, ask what the objects in their environment are called, and with the help of facial expressions and gestures indicate to the adult what is interesting to them. By about 1.8 years, children develop an understanding of the speech of others, but their active vocabulary is practically not replenished with new words.

Children aged one and a half years know up to 40 words. Very rarely do they understand up to 100 words. Then there is a strong leap in speech formation. At the end of the second year of life, preschoolers already know about 300 words. And by the end of three years - up to 1500 words. Phonemic hearing is almost completely formed at two years of age, when children can distinguish words that differ from each other by just one phoneme.

Closer to three years, the child begins to actively participate in independent speech. At this stage, children use their speech to control their own behavior and try to influence the behavior of people around them. Children's interest in the world around them is growing sharply. Children want to see, touch, listen and learn everything. They are interested in the names of objects, understand what these objects are for, and know how to use hygiene products.

At three years old, children use cases correctly and can compose sentences using function words, within which all words agree grammatically correctly. Passive vocabulary is almost the same as active. From two to three years, grammatical structure develops intensively. Some words turn into parts of speech, their endings are consistent. Speech at the age of three includes mostly simple sentences.

At an early age, speech can develop under the influence of the following factors:

• games influence the formation of speech;
• folklore must be used;
• development of fine motor skills;
• family communication.

The work of a teacher, which allows the formation of children's speech, implies that adults must be involved in interactions with children in everyday life. But you also need to specially organize activities and games.

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