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

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

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

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

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

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

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

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

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

- learn to role-play fairy tales;

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

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

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

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

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

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

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

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

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

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

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

Development of children's speech through oral folk art article on speech development (junior group)

Development of children's speech through oral folk art

Currently, along with the search for modern models of education, the best examples of folk pedagogy are being revived. I believe that folklore is one of its most effective and vibrant means, fraught with enormous didactic opportunities. Also K.D. Ushinsky emphasized that “the wisdom of ancestors is a mirror for descendants,” and therefore advocated public education, because it is a living example in the process of moral development.

The problem of developing children's speech through small forms of folklore today is of particular importance. At an early age, it is very important to accelerate the “birth” of the child’s first conscious words. Small forms of folklore help to increase the stock, in which one’s attention is drawn to objects, animals, and people. The sonority, rhythm, melodiousness, and entertaining nature of folk works attracts children’s attention, makes them want to repeat them and remember them, which in turn contributes to the development of spoken language.”

She began her work by studying methodological literature. The following manuals seemed most interesting to me: L.N. Pavlova “Early childhood: development of speech and thinking”; K. Belaya “Activities with kids in kindergarten.” The work was based on the scientific achievements of A.P. Usova “Russian folk art in kindergarten”, E.A. Flerina “Aesthetic education of preschool children.” The articles of Candidate of Psychological Sciences L.N. helped us select the most successful methods of influencing children. Pavlova “Folklore for kids.” In my activities I rely on the comprehensive lessons of T.M. Bondarenko, since they include a large content of folklore material. Children's folklore is a vast area of oral folk art. This is a whole world - bright, joyful, filled with vitality and beauty. For centuries, people selected and preserved, passed on from mouth to mouth these small masterpieces, complete

With the help of small forms of folklore, it is possible to solve almost all problems in the methodology of speech development, and along with the basic methods and techniques of speech development of preschoolers, this rich material of verbal creativity of the people can and should be used.” These are the first works of art that a child hears. They are varied in content: lullabies are soothing, funny ones are pleasing, they convey love for the child and care for him. Getting to know folk nursery rhymes broadens children's horizons, enriches their feelings and speech, and shapes their attitude towards the world around them.

The development of children's speech through folklore works, of course, does not manifest itself. The teacher plays an important role in this, skillfully guiding this process. Therefore, in my work with children, I set myself

goal: to use works of Russian folklore as an opportunity to develop the speech of young children; to make children's lives interesting and meaningful, to fill it with vivid impressions, the joy of creativity, and the ability to know themselves and the world around them.

Tasks:

mastering spoken language;
expansion of vocabulary;
education of sound culture of speech;
formation of coherent speech;
expand children's understanding of different forms of folklore;
cultivate a love for folk art and folk traditions;
ensure the formation of goodwill and communication;
establish two-way contact with the baby during the adaptation period;
bring joy to children and enrich them with new emotional impressions.

In her work on the development of children’s speech through works of folk art, she chose the following directions:

in teaching correct pronunciation;
in introducing children to Russian national culture;
in direct educational activities;
in conversations;
in observations;
in folk outdoor games;
in games to develop fine motor skills;
in theatrical activities.

I work with children of younger age groups. Just reading nursery rhymes creates favorable conditions for emotional contact with children. They become quiet, smile, ask