On the role of oral folk art in raising children
Nasibullina S.L., Kuryshova I.A. On the role of oral folk art in raising children // Sovushka. 2021. N 3 (17). URL: https://kssovushka.ru/zhurnal/17/ (access date: 11/21/2021).
Order No. 400279
“The spiritual life of a child is complete only when he lives in the world of games, fairy tales, music, and fantasy. Without this, he is a dried flower."
V.A. Sukhomlinsky
The importance of works of oral folk art in the process of education and development of a preschool child is great. Folklore is a source of pedagogical influence on preschoolers, the basic basis for the education of morality, aesthetic feelings, and patriotism. In the process of its development, there is a huge impact on the emotional and moral spheres of the child [1, p.4].
The functions of educating oral folk art are that it promotes the understanding of such categories as good-evil, generosity-greed, honor, modesty, duty, etc. Russian folklore is comparable to a pure spring, after drinking from which a child gets to know his native people in his heart, becomes the spiritual heir of his traditions, which means he grows up to be a real person [1, p.7].
Already at an early age, a child encounters nursery rhymes, which represent one of the small forms of folklore works. For the child, the semantic content, the rhythm of words, and the ability to perform various actions when pronouncing the text become important. He experiences an emotional outburst, and this also helps to change his behavior, especially during the period of getting used to the conditions of being in kindergarten. With the help of a nursery rhyme or folk song, you can switch the child’s attention to some toy, evoke positive emotions towards the teacher, develop a sense of the need to perform such routine moments as sleeping, washing, combing one’s hair, eating, etc.
A fairy tale is a special means of educating a preschooler’s morality. She helps to demonstrate that friendship can overcome evil, that evil is always punished, and good deeds are always rewarded. Usually, positive heroes of fairy tales have character traits and intellectual abilities that are more valuable to a person. The child learns to evaluate the actions of positive and negative heroes, to find ways to help and protect the deceived and offended. Thanks to fairy-tale heroes, the child begins to understand what he should strive for and what actions to perform. Fairy tales always contain a lesson that the child learns for himself. Moral education is possible through all types of folk tales, because morality is initially inherent in their plots [3, p.31]. According to K.I. Chukovsky, a fairy tale improves, enriches and humanizes the child’s psyche, since the child feels like an active participant in it and always identifies himself with one of its characters fighting for good. This sympathy of children for the heroes of a fairy tale lies the main educational meaning of a fairy tale” [12].
In addition, based on the plot of a fairy tale, one can teach the basics of life safety, introduce dangerous aspects that can await a child in real life, and also draw parallels with reality [5, p. 124].
Works of oral folk art are a special means of forming and nurturing patriotic feelings in preschool age. They contain specific facts and images of heroes that arouse children's interest. A special place here is occupied by heroic tales, which tell about the heroic deeds of characters during the liberation of their people, their native land from enemies and evil spirits. K.D. Ushinsky considers children’s interest in various works of folklore as “an indicator of an emerging feeling of love for their native land, its history, nature, and people’s work” [7, pp. 13, 16, 17].
It is impossible not to note the importance of oral folk art for the formation of cognitive interest. “Fairy tales, depending on the topic and content, make listeners think and make them think. Often a child concludes: “This doesn’t happen in life.” The question involuntarily arises: “What happens in life?” Already the conversation between the narrator and the child, which contains the answer to this question, has educational significance. But fairy tales also contain educational material directly. It should be noted that the educational significance of fairy tales extends, in particular, to individual details of folk customs and traditions and even to everyday trifles” [2, p. 122]. For example, the Russian folk tale “Kolobok” introduces children to traditional Russian cuisine, the recipe for making kolob, and concepts such as “barn”, “susek”, “yarn”, thereby broadening their horizons and introducing them to the origins of the Russian language [16, p.24, 26].
Folklore reveals all the delights of the Russian language and enriches the speech of a preschooler. According to K.D. Ushinsky, “folklore texts awaken to life the seeds of the native word, which are always rooted, albeit unconsciously, in the soul of a child” (8, p. 298). Works of folklore allow a child to immerse himself in the beauty of his native language and influence the imagery of speech. Even the great children's writer K.I. Chukovsky in his book “From Two to Five” said that “all kinds of folk songs, fairy tales, proverbs, sayings, riddles, which constitute the favorite mental food of preschoolers, best introduce the child to the basics of folk speech” [12 ].
In works of oral folk art that influence environmental education, the connection between man and nature is very clearly visible. This is how numerous proverbs reflect observations of natural phenomena and their power. Round dance is an action that is completely connected with nature. Thus, nurturing love for native nature can also be based on folk pedagogy [4, pp. 42-44].
In addition to works of Russian folklore, works of folklore of the peoples of the world should also organically fit into a preschooler’s reading circle, which introduce the child to national cultures, instilling him in universal values. By comparing the works of different nations, the child gets the opportunity to make an initial analysis of national characteristics, which contributes to the understanding of common moral positions and common goals of the folklore of each nation [7, p.16].
In conclusion, we emphasize once again that the role of folklore in raising a child is limitless. Oral folk art has an educational effect on the development of personality, feelings, character traits that connect a child with his people through songs, games, dances, fairy tales, etc. This is a source of pedagogical material, the basis of speech, moral, aesthetic, patriotic, and environmental education. Using the heritage of the people in work enlivens the pedagogical process.
Literature:
- Vikulina A.M. Elements of Russian folk culture in the pedagogical process of a preschool institution. N. Novgorod: Nizhny Novgorod Humanitarian Center, 1995. 138 p.
- Volkov G.N. Ethnopedagogy: textbook. for students avg. and higher ped. textbook establishments. M.: Academy, 1999. 168 p.
- Zimina I. Folk tale in the system of education of preschool children // Preschool education. 2005. No. 5. pp. 28-35.
- Nikolaeva S. On the possibilities of folk pedagogy in the environmental education of children // Preschool education. 2009. No. 4. P.42-46.
- Pidruchnaya S. Fairy tales - for the safety of children // Preschool education. 2008. No. 2. pp. 124-127.
- Poshtareva T. The use of folk tales in the educational process // Preschool education. 2009. No. 5. pp. 24-28.
- Ushinsky K.D. Native word. Collected Works, M.: 1974.
- Ushinsky K.D. Collected works. T.6. M., 1948.
- https://nsportal.ru/detskiy-sad/razvitie-rechi/2017/09/05/rol-ustnogo-narodnogo-tvorchestva-v-vospitanii-detey
- https://infourok.ru/rol-ustnogo-narodnogo-tvorchestva-v-vospitanii-detey-mladshego-doshkolnogo-vozrasta-1906816.html
- https://moluch.ru/archive/179/46317/
- Chukovsky K.I. From two to five. URL: https://www.gumer.info/
Project in the senior group “Folk Crafts of Russia”
1
Information and creative project for children of the senior group “Folk Crafts of Russia”.
Project type:
informational - creative;
Project duration:
mid-term;
Project participants:
children of the senior group, parents of pupils, teachers.
Relevance of the project:
is due to the great importance of educating moral and patriotic feelings among preschoolers in modern society.
Project hypothesis:
If we introduce preschoolers to the folk crafts of Russia, the skills of Russian craftsmen and Russian folklore, this will allow our children to feel part of the Russian people, to feel pride in their country, rich in glorious traditions.
Objective of the project:
developing children's cognitive interest in Russian folk culture through familiarization with folk crafts and organizing artistic, productive and creative activities.
Project objectives:
- Introduce children to folk crafts;
- Promote the development of the child’s speech: enrich the vocabulary, increase the expressiveness of speech;
- Develop individual emotional manifestations in all types of activities;
- Carry out the moral and aesthetic development of the child’s personality;
- Develop the ability to see the beauty of applied arts products, develop aesthetic taste;
- Develop children's artistic creativity skills;
Organizational stage
Preparation of materials:
- Selection of visual and didactic materials (thematic pictures, posters with elements of painting);
- Preparation of presentations to familiarize children with folk crafts;
- Preparation of a card index of round dancing and outdoor folk games;
- Selection of works of folklore, poems on the theme of folk crafts; • Preparation of materials for organizing creative activities of children; Productive stage:
Formation of the project problem and children’s interest in the project topic.
Project implementation methods:
The project was implemented through the following types of joint activities:
- Cognitive activity
- Speech activity
- Artistic and creative activities
- Play activity
- Working with parents
Cognitive activity:
1. Thematic conversations:
- "Filimonov toys - whistles"
- "Dymkovo Masters"
- "Merry dolls"
- “What is Khokhloma? »
- "Gzhel blue-blue miracle"
2. Viewing presentations: “Blue-blue miracle. Gzhel”, “Golden Khokhloma”, “Dymkovo Masters”, “The Miracle of Filimonov Whistles” 3. Educational message on the topic “What are felt boots? "; Speech activity:
- Reading works of folklore on the theme of folk crafts;
- Learning poems by E. A. Nikonova “Semyonovsky nesting dolls”, “Dymkovo toy”, “Gzhel patterns”, “Golden Khokhloma”; Artistic and creative activities:
- Examination of albums and visual demonstration material;
- Drawing nesting dolls;
- Drawing “Decorate the plate. Khokhloma";
- Making “Miracle felt boots” applique using non-traditional materials;
7.Drawing “Painting a cup and saucer. Gzhel";
- Drawing "Gzhel Cockerels".
- drawing “Painting boards. Gorodets painting."
Game activity:
- Outdoor folk games;
- Round dance folk games “Geese-Swans”, “Loaf”, “Shaggy Dog”, “At Milanya, at the Old Lady”, “At the Bear in the Forest”; 3. Plot-based role-playing game “Let’s treat the nesting dolls to tea”; Working with parents:
Parents were offered:
- Help with collecting handicrafts for the mini-museum;
- Take an active interest in the child’s activities in the group;
- Help children learn poetry;
- We recommend visiting the Ethnographic Museum with your children on weekends;
Generalization stage
- Design of an exhibition of children's drawings and crafts;
- Presentation of the project for parents and teaching staff of the kindergarten;
Project effectiveness:
As a result of comprehensive work to introduce children to decorative and applied arts, children have a desire to learn even more about the work of Russian masters and the life of the Russian people. Children independently began to distinguish between the styles of well-known types of decorative painting and learned to create expressive patterns on paper. Thus, the theme of decorative and applied art in kindergarten is very interesting and multifaceted, it helps to develop not only a creative personality, but also fosters integrity in children, love for their native land, for their country as a whole.
Informational resources:
- "Preschool education". - No. 8.- 1981.
- Vershinina N. Gorbova O. Acquaintance with the features of decorative and applied art in the process of didactic games. // Preschool education. 2004 No. 6.
- Garanina N.K. Introducing preschool children to folk culture
- Gribovskaya A. A. Folk art and children's creativity. 2nd ed. – M.: Education, 2006.
- Knyazeva O. A., Makhaneva M. D. Introducing children to the origins of Russian folk culture. – St. Petersburg. : Aksident, 1997.
- Kochkina N. A. Project method in preschool education. - M.: Mozaika-Sintez, 2012. 7. The concept of patriotic education of citizens of the Russian Federation. — Management of preschool educational institution. 2005 No. 1
8. Lyapina L. A. Folk games in kindergarten. - M.: TC Sfera, 2009. 9. Sypchenko E. A. Innovative pedagogical technologies. - St. Petersburg: Childhood-Press, 2012.
