Introducing children to Russian national culture. Material on the topic: Introducing children to the origins of Russian folk culture

Article on the topic

"Introducing younger children school age to the origins of Russian folk culture»

Teacher of GBDOU No. 114

Frunzensky district

St. Petersburg

Krivoruchenko L.B.

Currently, there is a growing interest in understanding, strengthening and actively promoting national cultural traditions, embodied in original genres of folklore, family and everyday customs, rites, and rituals.

The problem of introducing preschool children to Russian folk culture and folk traditions has been repeatedly considered by scientists and practitioners. The subject of study were issues related to the role of folk culture and folk traditions in the formation of the personality of a preschooler, the appropriate content, conditions, and methods of introducing children to folk traditions were discussed, taking into account age and individual characteristics. A number of psychological and pedagogical studies have confirmed that introducing children to folk culture ensures a connection between generations, promotes the comprehensive, harmonious development of the individual, solves problems of mental, physical, moral, aesthetic, labor and family education.

Getting to know the traditions and customs of the Russian people helps to cultivate a love for history, the culture of the Russian people, and helps preserve the past. Therefore, children’s knowledge of folk culture, Russian folk art, folklore finds a response in children’s hearts and has a positive effect on aesthetic development children, reveals the creative abilities of each child, forms a common spiritual culture. And it is necessary to begin familiarization with the values ​​of folk culture from an early age. Childhood impressions are indelible. Children are very trusting and open. Fortunately, childhood is a time when true, sincere immersion in the origins of national culture is possible.

Russian folk culture (concept, functions)

Currently, there are several hundred definitions of culture, both quite simple, which can be found in any dictionary, and quite complex, scattered across many works and claiming to reflect the full breadth and ambiguity of this truly comprehensive concept. The most common understanding of culture is the totality of achievements of society as a result of material and spiritual development. But culture is not only the result, but also the very process of a person’s conscious activity, during which not only the environment around him changes, but also he himself. In other words, culture is not reduced only to accumulated material and spiritual wealth, but is a continuous creative act, the only way of human existence.

Folk culture is a multifaceted, multidimensional phenomenon; it is not so much a world of objects and customs associated with them, but rather a world of ideas that are timeless in their significance, creating a holistic worldview and understanding of the world, the most significant feature which is spirituality.

The place and role of culture in the life of a person and society are determined, first of all, by the functions that it performs. One of the main ones is the function of mastering and transforming the world, determined by the characteristics of the human psyche, which, unlike the psyche of animals, is focused not so much on adapting to conditions external environment, how much for changing, transforming nature, the natural habitat in accordance with the subjective interests, goals, and needs of people.

It is also difficult to overestimate the communicative function of culture, determined by the inexhaustible need of people to communicate with each other. In the process of communication, not only energy, information, and ideas are exchanged, but also various types of emotional and intellectual forms of connections and relationships are established, social experience and social memory of humanity are transferred, and a commonality of views, passions, and beliefs is developed. The broadest and most fertile prerequisites are created for improving the culture of the mind, the culture of feelings, and a variety of forms of emotional response to communication and evaluation of its effectiveness arises.

The informative-cognitive function of culture, existing in the form of everyday, scientific, artistic, religious and other forms and types of knowledge, consists of the production, accumulation, storage, multiplication and transmission of information through symbols and signs from generation to generation.

Of particular interest to theoretical analysis culture is represented by its normative function, which consists not only in the development of norms and rules of human behavior, but also in their consolidation in the form of historically developing traditions and customs, characterized by relative stability and staticity.

The value or axiological function of culture forms a system of values ​​and value orientations of the individual and society, realizing, first of all, humanistic ideals. In this regard, the value function of culture can be considered not only as determining, but also as integrating in its content, in its very essence, the entire set of other functions.

A person’s knowledge of the achievements of folk culture, according to L.N. Tolstoy, is an important point in the moral and spiritual development of the individual. K.D. Ushinsky, developing the views of L.N. Tolstoy, believed that all great nations have their own national system of education and that the sense of nationality is strong in every person, and educational systems are determined by the nationally unique ideas of the people. Understanding the significance of a people’s culture is possible by turning to its historical past, to the rich heritage of spiritual ideals and values. Therefore, it is important for the development of pedagogical science to return to the roots ethnic cultures based on knowledge of the identity and uniqueness of each people, the introduction into practice of working with children of the pedagogical experience accumulated by one or another people, in order to eliminate the assimilation of cultures as a phenomenon characteristic of the process of absorption of one culture by another.

A person’s spiritual potential is determined not so much by the degree of his involvement in world culture as in national ones. cultural traditions of his people. When working with children, it is necessary to take into account the age characteristics of the children.

Age characteristics of children of primary preschool age (3-4 years)

At the age of 3-4 years, the child gradually leaves the family circle. His communication becomes non-situational. The adult begins to act for the child not only as a family member, but also as a bearer of a certain social function. The child’s desire to perform the same function leads to a contradiction with his real opportunities. The resolution of this contradiction is the development of play activity as a leading activity in preschool age. The main feature of the game is its convention: performing certain actions with certain objects presupposes their attribution to other actions with other objects. Main content of the game younger preschoolers are actions with toys and substitute objects. The game duration is short. Younger preschoolers are limited to playing with one or two roles and simple, undeveloped plots. Games with rules are just beginning to take shape at this age.

The leading activity is gaming. During this period, there is a transition from manipulative play to role-playing.

The leading cognitive function is perception. Children's ability to manage their attention is very limited. It is still difficult to direct the child's attention to an object using verbal instructions. To switch his attention from object to object, it is often necessary to repeat the instruction repeatedly. Attention is mainly involuntary in nature, its stability depends on the nature of the activity. Memory processes remain involuntary. Recognition still prevails. The amount of memory depends significantly on whether the material is linked into a semantic whole or scattered. Children of this age at the beginning of the year can remember two objects using visual-figurative and auditory verbal memory, and by the end of the year - up to four objects. The child remembers well everything that represents him vital interest, causes strong emotional response. Information that he sees and hears many times is firmly absorbed. Motor memory is well developed: things that were associated with one’s own movement are better remembered.

In the fourth year of life, the child’s imagination is still poorly developed. A child can be easily persuaded to act with objects, transforming them (for example, using a stick as a thermometer), but the elements of “active” imagination, when the child is captivated by the image itself and the ability to act independently in an imaginary situation, are just beginning to form and appear.

By the end of early preschool age, the need for cognitive communication with adults begins to actively manifest itself, as evidenced by the numerous questions that children ask.

The development of self-awareness and the identification of the image of “I” stimulate the development of personality and individuality. The baby begins to clearly understand who he is and what he is like.

As at an early age, at 3-4 years old the recreating imagination predominates, i.e. the child is only able to recreate images drawn from fairy tales and stories of an adult. Great importance The child’s experience and knowledge and his horizons play a role in the development of imagination. Children of this age are characterized by a mixture of elements from various sources, a mixture of the real and the fabulous. The fantastic images that arise in the baby are emotionally rich and real for him.

Age 3-4 years very important period in a child's life. It is at this stage that the foundations of the future personality are laid, the prerequisites for the moral, physical and mental development of the baby are formed.

In general, the mental development of 3-year-old children is characterized by an active focus on performing actions without the help of an adult, i.e. the desire for independence, the further development of visually effective thinking and the manifestation of elementary judgments about the environment, the formation of new forms of relationships between children, a gradual transition from singles and games “next to” forms joint activities.

The sustainability of activity, the effectiveness and quality of “work” is positively influenced by offering children a motive for activity that is significant in their eyes. The younger preschooler is attracted by the motive of making something for himself, for his own play. The motive of social benefit for the child is still ineffective.

For a preschooler, the main path of development is empirical generalization, i.e. generalization of one's own sensory experience. Empirical generalizations are based primarily on the child’s visual representations. Such generalizations are carried out using figurative means, i.e. thinking becomes visually imaginative.

Therefore, the main thing in the education of a preschooler is the organization of his own experience, which an adult helps to generalize and record in a generalized form, using a visual aid: a standard, a symbol, a model. The first type of childhood experience can be called cognitive. The main form of its organization is observation and experimentation.

The second form of organizing a child’s experience is his “living” of various situations. “Living” includes not only the experience of an impartial analysis of reality, but also the experience of one’s relationship to this reality.

And since this particular age is a sensitive period for the formation of perception, the emphasis is placed precisely on the development of various forms of perception, which are the basis for the formation of the foundations of cognitive competence.

To work with children in in this direction must be selected pedagogical technology …

Pedagogical technologies for introducing preschool children to the origins of Russian folk culture

Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit for the pedagogical process (B.T. Likhachev). The main idea of ​​the technology is that the development of cultural space through familiarization with folk traditions is a socially, psychologically and pedagogically justified path creative development child. The technology is based on the principles:

• cultural conformity;
• accounting age characteristics children;
• aestheticization;
• integrativeness;
• systematicity and consistency in the selection of the content component of the technology.

The mechanism of familiarization with folk traditions can be expressed in the following formula: knowledge and ideas + motives + feelings and attitudes + skills and habits + actions and behavior.

Pedagogical conditions: pedagogical technology should be based on an integrated methodology that combines the ideas of a humanistic and active approach to education, human integrity and the principle of cultural conformity; technology should be based on leading and significant types of activity and imagery of productive imagination as a new formation of preschool age; technology contains a component of creative development.

There must be a component of creative development: gaming activity, cognitive activity, productive activity, familiarization with folklore, artistic speech and musical activity.

Introducing to folk traditions occurs through the implementation of the content component of pedagogical technology.

Based on the importance of the impact of folk traditions on a child’s personality, the content component of the technology of familiarization with the origins of folk culture can be conditionally divided into blocks. Or the steps according to which a child should be introduced to the origins of Russian folk culture:

• folk philosophy;
• folklore;
• traditional housing and clothing;
• folk games, folk holidays;
• traditional folk holidays.

Blocks can be interchanged or introduced in parallel. WITH folk games It is more advisable to introduce the origins of Russian folk culture throughout the entire period of familiarization to maintain interest.

It is advisable to end each block with a holiday (can be folk), entertainment (involving paraphernalia, folklore, music, etc.) or a theatrical performance based on folk tales and legends. This helps to form in children a positive emotional attitude towards both folk traditions and the peoples themselves - bearers of these traditions.

Based on the adjusted version of the content component of the technology, it is necessary to develop educational Toolkit, including a thematic plan. Guidelines on the implementation of pedagogical technology, lesson notes. At the moment there is a Knyazeva program. O.L., Makhaneva M.D. “Introducing children to the origins of Russian folk culture.”

Psychology notes that any experience (in our case, folk traditions) can be learned in two ways. One of them is reproducing, which is based on the child’s active assimilation of previously developed behavioral techniques and methods of action for their further improvement. Another path is based on creative processing, the creation of new images and actions. This, according to L.S. Vygotsky, the path of creativity. Therefore, in the technology of familiarization with the origins of Russian folk culture, a component of creative development is distinguished.

The creative development component includes playful, cognitive, and productive activities. Familiarization with folklore, artistic speech and musical activity.

Play as a leading activity in preschool age presupposes familiarity with the games of different nations and their use in various forms of inclusion. This type of activity involves intensifying interest in folk traditions.

Productive activities include drawing, modeling, design, and appliqué.

Familiarization with folklore reflects the genre diversity of works of oral folk art: fairy tales, legends, poems, rhymes, sayings, proverbs, riddles.

Musical activities include: performing folk songs, listening folk music, songs; outdoor folk games with musical accompaniment; gymnastics to music; entertainment (folk holidays) using all types musical art; theatricalization and dramatization of plots of folk tales and literary works with musical accompaniment.

Cognitive activity includes getting to know the native land and the peoples living in it; their traditions through excursions, visiting museums, video viewings, writing stories, observing the work of masters, looking at reproductions, photographs, and holding discussions.

In implementing the technology, the creation of the following conditions is of great importance:

• creation of a subject-development environment (workshop, art studio, theater, etc.);
• selection of video materials (films about folk crafts, folk craftsmen, etc.);
• forms of involvement (gatherings, museum visits, educational conversations, targeted walks, etc.)
• active involvement of parents in joint events (organization of a family club, art workshop, joint holidays, holding an open day, etc.).

In practice, these conditions were specified as follows. Pedagogical technology is implemented in the system: used folk games, fairy tales, legends, etc. are not random in nature, they are organically included in the lesson, joint activity and independent activity.

Museum-pedagogical technology also contributes to the development of children’s holistic attitude towards the history and culture of their people. The developing potential of museum-pedagogical technology helps the teacher to make the educational process of developing a holistic attitude of children to the origins of Russian folk culture systematic, thoughtful, and allows achieving superior results. The museum allows children to become acquainted with the true values ​​accumulated by previous generations. The museum provides unique opportunity expanding the boundaries of cultural local history space. Demonstrates the life of human society, shows it in development, which is important in the formation of a child’s historical consciousness; in the museum, directly or indirectly, an internal act of self-determination is performed, the correlation of the child’s views and experiences with the norms of other eras and cultures, which becomes the impetus for him to create himself, self-development and self-education.

It is also necessary to pay attention to such pedagogical technology as project methodology. The project method allows you to organically integrate the knowledge of students from different fields around solving one problem, and makes it possible to apply the acquired knowledge in practice. Project activities are used as a means of cognitive development of a preschooler. A feature of the project activity of preschoolers is that during its implementation in the educational process of kindergarten, adults create various situations that encourage the child to think independently, find and solve elementary cognitive problems, put ideas into practice, stimulate his activity and initiative. The main purpose of children’s project activities is to create a comfortable educational environment that allows them to reveal the potential of the individual, master the culture and world around the child, and apply the acquired knowledge in practice. In addition, the participation of children in projects contributes to “an intensive process of socialization of the individual, strengthens the connection between learning and life, stimulates active thinking and forms cognitive interest» .

The project method comprehensively implements such pedagogical principles as independence, cooperation between children and adults, taking into account the age and individual characteristics of children. The method is based on the idea that forms the essence of the concept of “project”, its pragmatic focus on the result that can be obtained by solving a particular practically or theoretically significant problem. This result can be seen, comprehended, and applied in real practical activities.

Project activities are always focused on the independent activities of its participants - individual, pair, group, which they perform for a certain period of time.

The organization of project activities requires a certain preparation of the teacher for active interaction with its participants, the ability to interest and motivate them for joint activities, clearly know the stages of the project, and comply with certain requirements for the use of this method in the educational process. Among them: the presence of a problem/task that is significant in research and creative terms, requiring integrated knowledge; practical, theoretical, cognitive significance of the expected results; independent (individual, pair, group) activities of participants; structuring the content of the project (indicating stage-by-stage results); the use of research methods that involve a certain sequence actions (putting forward hypotheses, discussing ways to formalize the final results, collecting, systematizing and analyzing the data obtained, summing up, formalizing the results, presenting them, formulating conclusions, putting forward new research problems). In a preschool institution, due to the age of the children, the teacher cannot provide complete independence to the pupils, therefore project activities in kindergarten from the beginning of the project to its completion will have the character of joint collective creativity of the teacher and children.

Bibliography

1. Belkina V.N., Zakharova T.N. Features of project activities in preschool educational institution. Yaroslavl Pedagogical Bulletin – 2011 – No. 4 – Volume II
2. Garanina N.K. Introducing preschool children to folk culture through decorative means applied arts(in the conditions of a museum preschool institution): abstract of the dissertation for the competition scientific degree Candidate of Pedagogical Sciences: specialty 13.00.02 /Theory and methodology of teaching and education by areas and levels of education/> / Natalia Konstantinovna Garanina; [Institute of Art Education RAO]. - Moscow: 2010. - 21 p.: ill.; 21 cm.
3. Koroleva E.V. On the need to introduce children to Russian folk culture. Internet magazine "Mr. Wolf". http://www.mrwolf.ru/Nauka_i_obrazovanie/Pro4ee/10708 08.09. 19.17
4. Kupetskova E. F. Organization of work of a preschool institution in the development mode // Preschool educational institution management. – 2003. – No. 4. – P. 18–24.
5. Mamontov S.P. Fundamentals of cultural studies. 2nd ed. M.: Iz-vo ROU, 1996, - 272 p.
6. Nevolina V. A. Pedagogical technology for introducing preschool children to folk traditions in the process of developing the cultural space of the region: (At the note of the Tyumen region): abstract. dis. for the job application academic degree Ph.D.: spec. 13.00.07 / Nevolina Valentina Alekseevna; [Ural. state teacher University]. - Ekaterinburg: 2005. - 22 p.; 21 cm.
7. Tolpykin V.E.. Tolpykina T.V. Culturology: a textbook for universities. 2nd ed., Spanish And additional M.: Expo, 2010. – 432 p.
8. Kharitonova A.A. Development of the value attitude of preschoolers to the history and culture of their hometown // Kindergarten from A to Z. - 2010. - No. 4.

Chernova Y.S. Russian folk toy as a means of developing moral and patriotic education.

Lyudmila Mishustina
Introducing preschoolers to the origins of Russian folk culture

“The beauty of the native land, revealed through a fairy tale,

fantasy, creativity, is source of love for the Motherland...

let the child feel the beauty and admire it,

may the images remain forever in his heart and memory,

in which the Motherland is embodied."

V. Sukhomlinsky

Target:

Forming children's interest in Russian national culture ,

based on familiarization with the everyday life and life of a native people, his character, his inherent moral values, traditions, characteristics culture.

Cultivating respect for one's family people and their traditions.

Tasks:

1. Introduce children to diversity and characteristics Russian folk culture.

2. Instill love for Russian folk culture.

3. Develop emotional responsiveness to works Russian folk art.

4. Expand children's horizons based on material accessible to their understanding.

5. Promote intellectual development.

6. Cultivate artistic taste.

7. Develop cooperation with parents.

The old saying goes: “Everything new is well forgotten old”. Indeed, researchers have noted that often people and humanity return to seemingly long-abandoned positions, the truth of which they have no longer believed in. However, for various reasons they become relevant again, and society, lost on the paths of civilization, has to turn to the experience of its ancestors.

I have been working as a teacher for 13 years, the last four years priority the direction of my teaching activity is Russian folk culture. I work according to the program of Knyazeva O. L., M. D. Makhaneva « Introduction to the origins of Russian folk culture»

Themes I have chosen obvious: Currently, we can happily note the growing interest in the true stories our state and society as a whole. By raising children in national traditions, you can develop their national self-awareness, make the child feel like part of a great whole - his own people, your country, learn to respect them, appreciate the past and present, care and worry about the future, raise true patriots of your Motherland.

The essence of patriotic education is to sow and cultivate in a child’s soul the seeds of love for native nature, To home and family, to history and culture native side . Inheritance of moral and aesthetic values native culture at a very tender age - this is the most natural, and then the surest way of moral and patriotic education.

Work on introducing children to the origins of folk culture began in 2011. with children in their fourth year of life, and continued through 2016.

I have developed a program to introduce children to life, everyday life and creativity Russian people focused on the moral, patriotic and artistic and aesthetic education of children and approved by the decision of the pedagogical council dated August 30, 2013. A calendar and thematic plan has been developed. Implemented the project and summarized the teaching experience on the topic “ Introducing preschoolers to the origins of folk culture" She was certified for the first qualification category on this topic in February 2015.

I carry out my work in various form:

Classes;

Excursions to historical places and monuments of the city;

Folklore holidays and entertainment;

Meetings with interesting people;

Showing performances and fairy tales;

Productive activities of children;

Exhibition of creative works of children and parents.

And I also sum up my work in different form:

Pedagogical advice;

Exhibitions - competitions;

Open classes; - generalization of work experience; - pedagogical living rooms, etc. - “ Introducing preschoolers to the origins of national culture through Russian folk outdoor games».

I developed and conducted a number of excursions around historical places of our city, introduced us to the names of streets and their origin. In the group, parents, together with their children, compiled their family trees. At a joint evening of parents and children « Russian gatherings» talked about their great-grandfathers and great-grandmothers. Thus, the children learned a lot about their ancestors, what they did, and how they lived.

Now the national memory is gradually returning to us and we are beginning to have a new attitude towards ancient holidays, traditions, folklore, arts and crafts, decorative and applied arts, in which people left us the most valuable of his cultural achievements, sifted through the sieve of centuries.

The holiday is one of the means of formation civic position in children, instilling patriotism, since it is during the holiday that the best combination of folk traditions of glorifying the work of a simple worker. So in the group passed: gatherings "Golden hands of the masters", "Autumn Fair", annual Epiphany charity fairs, theme evening "Birches of Russia", mother's day with show Russian folk tale"Masha and the Bear", holiday "Come on girls" with a display of costumes made from scrap materials.

In my group there was tradition: all autumn and spring holidays and entertainment are based on folklore. In winter, farewell to Maslenitsa takes place on the street, children dance in circles, play Russian folk games, read chants, have fun with mischievous competitions. On Easter, children make from various available materials "Easter eggs" and decorate them.

For introducing children to the origins of Russian folk culture is necessary so that the objects around them, which instill in him a sense of beauty and curiosity, should be national. Already in the group early age I introduce children to Russian folk with a toy - a nesting doll, children play with it with pleasure, look at its bright outfit, and are happy to discover that its sisters are hidden inside one nesting doll. In the speech zones there are illustrations for nursery rhymes and Russian folk tales.

In my work I widely use all types folklore: fairy tales, songs, nursery rhymes, proverbs, sayings, round dances, etc. orally folk creativity has preserved its special features like nowhere else Russian character, inherent moral values, ideas about goodness, beauty, truth, courage. By introducing children to sayings, riddles, proverbs, fairy tales, we thereby we include them to universal humanity moral values. Nursery rhymes, jokes, and chants addressed to children sound like an affectionate conversation, expressing care and tenderness.

The joy of movement is combined with the spiritual enrichment of children, forming a stable attitude towards culture of the native country, creating an emotionally positive basis for the development of patriotic feelings. Folk Games contribute to the development of conscious discipline, will, perseverance in overcoming difficulties, and teach children to be honest and truthful. National calendar games are an invaluable national treasure. My students are familiar with calendar games, Russian folk games during ritual holidays dedicated to different cycles of the agricultural calendar. Through the game, at a level accessible to children, I introduce them to folk calendar, the foundations of the Orthodox culture, traditions, way of life, customs Russian people, with peasant labor. This contributes to the development of cognitive abilities in children, the formation of high morality, fosters love for the Fatherland, respect for ancestors, interest in the original Russian culture. "Things have been a long time coming days gone by, legends of deep antiquity..." become closer and clearer to the child.

An important pedagogical tool of ethnopedagogy was man-made, or folk doll. The doll generally takes special place in raising a child. This is a toy that best meets the needs of his cognitive activity.

As a result, a mini-museum appeared in No. 07 "Dolls of our ancestors". My children and I visited this mini-museum. The presented dolls are made from various materials: wooden logs, straw, hay, rag dolls, dolls made of salt dough, thread, natural material. According to their purpose, the dolls were divided into three groups: gaming dolls, amulets and ritual dolls. For example: dolls for games children: diaper dolls, bobblehead dolls, haircuts; ritual dolls: "Paraskeva-Lnyanitsa", "Kupava", "Ten Hand", “Kubyshka – Herbalist”. We were told what each of them means, why it is called that and when it is played. To get children more interested folk toys and encourage them to use them in my play, I involved my parents in making them. In November 2015, she conducted a master class “Making a doll as a talisman”.

Contact with historical the past of Russia spiritually enriches the child, fosters pride in his people, maintains interest in him culture. And this is very important today! After all, people who know their history, traditions, culture, it is impossible to confuse, buy for cheap bait, turn into Ivanovs who do not remember their kinship.

For introducing children to the origins of folk culture in my group a developmental subject-spatial Wednesday:

Mini museum « Russian hut» ; - mini-museum "Golden Khokhloma". - mini-museum "Dolls in national costumes» - in the group there is "Book Corner", where oral books are located folk art; - V "Corner folk art» various types are presented murals: Gorodets, Zhostovo, Gzhel, Semenovskaya Matryoshka; - modern creative activity of children, teachers, parents within the framework of organizing and holding holidays, tea parties, fairs. In my opinion, the essence of my work experience is next: Knowledge culture own people , ability to understand, desires join to her further development can become the basis for instilling patriotic feelings in children if they are introduced to folk culture from the early childhood. Having worked for topic: « Introducing children to the origins of Russian folk culture“For more than four years, having systematized the accumulated material, I wanted to diversify the pedagogical process with something new and interesting. A successful find and discovery for me was the integrated approach to constructing classes. Therefore, I began to include information about history and culture Russia in all types of children's activities: cognitive, productive, playful. This is where I see the novelty and significance of my work experience. In my work I focus on nurturing love for home, nature, culture of the small homeland. I introduce children to their native land with historical and cultural, national, geographical, natural features, which forms in children such character traits that will help them become patriots and citizens of their homeland. I spent a row excursions: - excursion to the museum « Russian hut» at MBOU Lyceum named after. A. I. Danilova. - excursion to Church of the Nativity of Christ. Uvarovo. - excursion to "Museum of Local Lore" Uvarovo - visit to the mini-museum "Miracle Tree". This organization of direct educational activities allows for a differentiated approach and involving children in project activities. It is the interests of children that push us to create new projects. Prepared and implemented by me projects: - “Our homeland is Russia”

- “We remember the heroes

- "Where did the bread come from"

Project on introducing preschool children to the origins of national culture through Russian folk games.

- “The golden hands of the masters. I always willingly share my knowledge and experience with preschool teachers. For them there were consultations: - “Spiritual and moral education preschoolers» - “We introduce children to folk holidays and rituals"- City open lesson "Getting to know the dishes Russian cuisine» . In addition, at the same time, educational work was carried out with parents, aimed at familiarizing them with the features of traditional folk culture, with the principles of instilling respect for others cultural traditions. For this purpose, such forms of work with parents as consultations were organized “The use of folklore in raising children”, « Russian folk games» , "Family traditions"; posting information about raising children in the family to be interested in traditional folk culture, To folk, holiday traditions on information stands.

I actively post my publications on various educational websites.

I take part in online competitions.

All this helps me build pedagogical activity in accordance with modern requirements and at a higher professional level.

In a child’s life, introducing him to culture and universal human values ​​helps lay in him the foundation of morality, patriotism, and forms the foundations of self-awareness and individuality.

An old saying goes: “Everything new is well forgotten old.” Indeed, researchers have noted that often people and humanity return to seemingly long-abandoned positions, the truth of which they have no longer believed in.

Folk culture is a subject that a person must comprehend throughout his life - from the first steps. The sooner we begin to introduce children to the world of folk culture, the better results we achieve.

The importance of introducing young children to the origins of folk culture:

Formation of a positive attitude towards the surrounding world;

Formation of positive emotions;

Development of speech, enrichment of vocabulary, attention, thinking;

Formation of aesthetic ideas;

Development of initial ideas about good-evil, good bad

Relevance:

A person’s knowledge of the achievements of folk culture is an important point in the moral and spiritual development of the individual in all its manifestations

Working on this topic, we try to form in the child’s soul love, a caring attitude towards the world around him, admiration for the beauty of objects of folk craftsmen, and interest in the beauty of the poetic word. All this becomes an inexhaustible source of the child’s moral and cognitive development.

Children’s knowledge of folk culture, Russian folk art, and folklore resonates in children’s hearts, has a positive effect on the aesthetic development of children, reveals the creative abilities of each child, and forms a common spiritual culture. It is necessary to begin familiarization with the values ​​of folk culture from early preschool age. Childhood impressions are indelible. Firstly, the surrounding objects, which for the first time awaken the soul of a child, cultivating in him a sense of beauty and curiosity, must be national. This helps children from a very early age understand that they are part of the great Russian people.

Secondly, folklore in all its manifestations (fairy tales, songs, proverbs, sayings, round dances, etc.) should be used more widely. Children are very trusting and open. Fortunately, childhood is a time when true, sincere immersion in the origins of national culture is possible.

As K.D. Ushinsky and L.N. Tolstoy noted: a person’s knowledge of the achievements of folk culture is an important point in the moral and spiritual development of the individual in all its manifestations (fairy tales, songs, proverbs, sayings, round dances, etc.).

primary goal in this direction: the formation of positive emotions in children of primary preschool age, interest in the world around them through familiarization with folk and applied arts, artistic expression.

To achieve this goal, the following tasks were identified:

1. Introduce into the world of artistic expression through familiarity with the spoken word folk art: fairy tales, nursery rhymes, songs, chants.

2. Cultivate interest and love for folk art and folk games.

3. Encourage emotional responsiveness to the beauty of the surrounding world: nature, arts and crafts, music

I organize my work on the basis of the main methodological principles : taking into account the age characteristics of children, the availability of material, the gradual complication of it.

Prerequisite inclusion of children to folk culture

– organization of a development environment.

Surrounding objects have a great influence on the formation spiritual qualities child – develops curiosity, fosters a sense of beauty. Children should be surrounded by objects characteristic of Russian folk life. This allows children from an early age to feel like they are part of a great nation.

The main task is the possibility of introducing children into a special, original world through its effective knowledge. Therefore, in addition to natural things, many objects are deliberately stylized to resemble real ones: models, folk toys, objects of Russian everyday life: wooden and clay dishes, embroidered towels, Russian folk costume, etc. Children enjoy looking at and manipulating folk toys, trying on sundresses, kokoshniks, and swinging in the wobbly, They themselves pound the grain in a mortar.

The group has various types of theaters (finger, glove, Bi-ba-bo, etc.), : fairy tales, songs, nursery rhymes, with the help of which there is a holistic perception of works of different genres, assimilation of the content of the works and emotional responsiveness to it.

Second condition – organization of the educational process: in joint educational activities and in special moments; organizing independent activities for children; interaction with parents

Third condition - selection of content:

 small folklore forms- nursery rhymes, riddles, counting rhymes, songs, chants, short fairy tales.

 Folk crafts: folk toys (matryoshka dolls), Bogorodsk toy

 Folk games (moving, round dancing), finger games, exercise games

 Entertainment, holidays

 Communication with nature (observations, walks)

The main form of organizing work with children is direct educational activity - ECD (classes), which is both frontal, subgroup and individual. Complex, plot, thematic and other types of GCD organization are used.

We consider the most interesting forms of work to introduce children to folk culture:

 The use of folklore in organized educational activities: in cognitive and speech activities, playful, productive.

Folklore is used both in games and in all routine moments, for example, during morning exercises, the children and I turn to oral folk art, perform exercises with nursery rhymes, also when washing and when we wake up, and much more. In Russian folklore, words, melodiousness, and musical rhythm are combined in some special way. Nursery rhymes, jokes, and chants addressed to children sound like a gentle talk, expressing care, tenderness, and faith in a prosperous future.

 Looking at folk toys

Familiarity with folk toys and objects made by folk craftsmen is of great importance in developing interest in the world around us. IN younger age we introduce children to matryoshka dolls and Bogorodskaya toy. These can be mini-lessons, object-manipulative games, use in organized

 Theatrical activities

Theatrical activities play a major role in introducing children to folk culture. Already from early preschool age, through the theater, we learn to perceive the actions of heroes, the world and respond adequately to events that unfold during the plot of a musical or literary work.

 A game.

Play is the leading activity in preschool age. A game natural satellite a child’s life, a source of joyful emotions with great educational power. Therefore, in our work we always turn to games: both didactic and folk. The main content of the play of younger preschoolers is actions with toys and substitute objects, finger games, and outdoor folk games. The game duration is short.

 Entertainment, holidays

One of the main forms of introducing preschool children to folk culture is holidays and entertainment. Songs, chants, games, theater stimulate children's interest, enhance their impression and experience, enrich artistic and aesthetic perception.

As a rule, all forms of work are combined: a theater show is accompanied by reading nursery rhymes, singing songs, finger games; in cognitive speech classes I use object-manipulative actions with toys, display games, reading fairy tales, nursery rhymes, outdoor games

Particular attention is paid to strengthening ties with parents. Joint participation in creative events helps to unite the family and fill its leisure time with new content. Creating conditions for joint creative activity, the combination of individual and collective creativity of children and parents contributes to the unity of teachers, parents and children, forms positive attitude to each other. Parents have become active participants in the pedagogical process: they take part in celebrations, in joint activities, in making attributes for display games, theatrical activities, in decorating the group for Russian folk holidays, Christmas, New Year, Maslenitsa, participate in games, and actively discuss issues education at parent meetings and seminars.

In conclusion, we would like to note that introducing preschoolers to the origins of folk culture affects not only the spiritual sphere of the child, it fills life with bright colorful impressions from meeting a folk song, a fairy tale, and beautiful objects folk and applied art.

Literature:

1. E.V.Koroleva. On the need to introduce children to Russian folk culture. Internet magazine "Mr. Wolf".

2. I'M WITH.Chernova. Russian folk toy as a means of developing moral and patriotic education. http://do.gendocs.ru/docs/index-286254.html

3. O.L.Knyazeva, M.D.Makhaneva. Introducing children to the origins of Russian folk culture: Program. Educational and methodological manual. – St. Petersburg: Childhood-Press, 2004.

4. M.F. Litvinova. Russian folk outdoor games for preschool and primary school children: A practical guide. – M.: Iris-press, 2003.

5. Kharitonova A.A. Development of the value attitude of preschoolers to the history and culture of their hometown // Kindergarten from A to Z. - 2010. - No. 4.

Certification project.

Subject:

INCLUSION OF CHILDREN

TO THE SOURCES

FOLK CULTURE.

Performed:

Preschool teacher

MDOU kindergarten

D. Shvarikha

Ryabova Svetlana Nikolaevna

Checked:

_______________________________

2008

1. Introduction.

2.2. Tasks.

2.3. Description of work

3. Conclusions.

4. List of references.

5. Applications.

5.1. A long-term work plan to introduce children to the origins of folk culture.

5.2. Children's work.

5.3. Photographic material.

"The Russian people should not lose

worthy of what the Russians conquered

art, literature.

We must not forget about our

cultural past, about our

monuments, literature, language, painting...

People's differences will remain in the 21st century.

century, if we are concerned with education

Souls, and not just the transfer of knowledge."

(D.S. Likhachev).

1. Introduction.

1.1. The relevance of the problem of introducing children to Russian folk culture.

Every person and every nation, in order to live meaningfully and with dignity, in order to enjoy the respect of others, needs to know themselves, understand their place in the natural world, other people, other nations. Such knowledge and understanding are possible only when Russian culture is organically mastered, when the past - distant and near - is understood and meaningful. Then you can independently and successfully plan your future, building its foundation in the present. The past, present and future are connected in the personality of every person, in the creative activity of every people. If these connections are broken, then the efficiency and pace of natural development of each person and society as a whole decrease. Restoring these ties is the urgent task of the peoples modern Russia and ours. The kindergarten has its own in this process important role. In terms of quality, depth, and value, it is comparable only to the role of the family - in the transmission from generation to generation of the most basic, cherished things, which allows each nation to preserve its identity, to occupy its own, unique place in the unified ensemble of universal human development.

Now the national memory is gradually returning to us, and we are beginning to have a new attitude towards ancient holidays, traditions, folklore, in which the people left us the most valuable of their cultural achievements. The use of the cultural heritage of the Russian people in work with preschoolers and their assimilation 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. Our main goal is to awaken in a child a love for his native land as early as possible, to lay down the most important features of the Russian national character: decency, conscientiousness, the ability to compassion, etc.

Drawing a parallel with our time, it is worth remembering that love for one’s native land, native culture, native speech begins small - with love for one’s family, one’s home, one’s kindergarten. Gradually expanding, this love turns into love for home country, to its history, past and present, to all humanity.

A variety of forms of introducing a child to folk culture will allow him to join national traditions, experience pleasure from his feelings and emotions, and provide the opportunity for self-expression. From the details of everyday life, from folk holidays and traditions, and works of oral folk art, the image of the Motherland will be formed for the child. Even in the recent past, people lived in every house folk images, and from generation to generation, veneration of old traditions was passed on, respect for the past was cultivated. “Respect for the past is the feature that distinguishes education from savagery,” said A.S. Pushkin. Analyzing these lines and the surrounding reality, it becomes clear that when working with children it is necessary to strive to resurrect this truly human feeling from oblivion. After all, childhood is a time when a genuine, sincere immersion in the origins of national culture is possible; this is the most noble way of reviving forgotten values.

In our modern world, during the development of the highest information technologies, people are less and less likely to remember the culture of our ancestors. Children practically do not visit museums, antiques are preserved in single copies, people do not show interest in the history of their village, and cannot distinguish between folk crafts. That's why I decided to study this problem and develop ways to achieve best effect in introducing children to the folk culture and history of their region.

1.2. Review of psychological and pedagogical research on this issue.

The main principle when organizing the process of introducing a child to the origins of culture is that the introduction must be active.

An analysis of the available literature on this issue - in particular, on the problem of familiarizing children with the history of their native land, with folklore, way of life, rituals, crafts - shows that in preschool pedagogy there is a clear lack of not only research into the content of folk culture and its influence on moral development child, but also work devoted to finding the most effective ways, means and forms of spiritual education and development.

Some studies attempt to outline the paths of spiritual development of a child, which can be summarized as follows.

The moral and emotional development of a child is the most important condition for a person’s moral responsiveness, and, consequently, his moral education. Such development, according to A.A. Danilov¹ and A.D. Kosheleva², encourages concrete action and stimulates practical actions. The deeper and brighter the experiences, the more stable and complete moral concepts, feelings that arose on their basis. Teachers have experimentally proven: if the comprehension of moral values ​​affects not only the mind, but also the feelings of the child, then they become regulators of his behavior.

Moral education is still carried out mainly in verbal forms. The knowledge obtained in this way does not sufficiently influence behavior, forming a personality that is helpless in situations of free choice. D.V. Kolesov³ believes that it is necessary to form an individual-personal basis of behavior through spiritual communication from early childhood. At the same time, priority is firmly established universal human values, a broad view of nature, society, global problems universal human culture

The pedagogical process of a preschool institution needs to be saturated active forms introducing the child to the cultural heritage of the people. Educational

________________

¹ Danilov A.A. Revival of national culture //Soviet pedagogy, 1989. No. 3

² Kosheleva A.D. Emotional development of a preschooler. M., 1985.

³ Kolesov D.V. Psychological foundations of morality // Soviet pedagogy. 1990 No. 4

the possibility of folk culture, as noted by A.A. Danilov in his work “The Revival of National Culture” lies in the fact that it helps to understand the general meaning of the most important categories and concepts of morality: good - evil, generosity - greed, etc. Primacy here is given to folklore material, its moral essence. According to A.P. Usova¹, young children are not yet able to consciously assimilate the concept of the Motherland; patriotic education at this age is to prepare the ground for it. Folk art in all its diversity will be such a fertile soil. Folk art contributes to a profound impact on the child’s world, has moral, aesthetic, and educational value, embodies the historical experience of many generations and is considered as part of material culture.

The important role of folk and decorative arts in aesthetic education was noted by many domestic art critics and researchers of children's fine arts (A.P. Usova, N.P. Sakulina, T.S. Komarova, T.Ya. Shpikalova, V.Ya. Ezikeeva , N.S. Karpinskaya, E.G. Kovalskaya, V.M. Fedyaevskaya, N.B. Khalezova, T.N. Doronova, A.A. Gribovskaya and others). They convincingly show that familiarization with works of folk art stimulates in children the first vivid ideas about the Motherland, about its culture, contributes to the education of patriotic feelings, introduces them to the world of beauty, and therefore they need to be included in the pedagogical process in kindergarten. V.M. Vasilenko, V.S. Voronov, M.A. Nekrasova, E.A. Flerina and other researchers note that folk art has pronounced character traits: traditionalism, communicativeness, collective nature of creativity, high perfection of language and connection with the surrounding life. The famous teacher E.A. Flerina² was one of the first to advocate the active use of folk art for the development of children's creativity. Having studied various literature on this issue, I came to the conclusion that folk art, like nothing else, introduces children to the history of their region, to the crafts of their fellow countrymen, children begin to understand and realize that they are part of this culture and must support its revival.

__________________

¹ Usova A.P. Russian folk art in kindergarten. M., 1961.

² Flerina E.A. Fine creativity of preschool children. - M.: Uchpedgiz, 1956

1.3. Review of software and methodological support in kindergarten on this issue.

In my work on the issue of introducing children to the origins of folk culture, I rely on the basic program for the development and education of children in kindergarten “Childhood” (T.I. Babaeva), I also use the program “Introducing children to the origins of Russian folk culture” (O.P. Knyazeva, M.D. Makhaneva) and “The Joy of Creativity” (O.A. Solomennikova).

Taking the “Childhood” program as a basis, having studied its content on introducing preschoolers to folk culture, I came to the conclusion that it pays great attention to such tasks as:

1. Deepening ideas about family and knowledge about kinship relationships;
2. Development of ideas about various works of Russian folk arts and crafts and the art of other peoples.

But the tasks of familiarizing children with the past of their region, with its history, are posed very generally. Therefore, I decided to use as a supplement the partial program of O.P. Knyazeva and M.D. Makhaneva “Introducing children to the origins of Russian folk culture,” as well as “The Joy of Creativity” by O.A. Solomennikova.

The program of O.P. Knyazeva and M.D. Makhaneva “Introducing children to the origins of Russian folk culture” clearly outlines the priorities of work on this problem, which is not in any other program: enriching the subject-spatial environment with objects that carry national character; the use of folklore in all its forms; folk holidays and entertainment, traditions; familiarization with folk decorative painting.

Thus, educational purpose Programs introduce children to all types of national art - from architecture to painting and ornament, from dance, fairy tales and music to theater. This is exactly what we see as the strategy for developing a child’s personal culture as the basis of his patriotic feelings and love for the Motherland.

After spending comparative analysis these programs with the standard “Program for the upbringing and training of children in kindergarten”, I came to the conclusion that the standard “Program for the upbringing and training of children in kindergarten”, as a guide and the main document for educators, did not include such tasks. True, already in junior groups it provided for the introduction of children to folk toys (pyramid, matryoshka, inserts, gurneys, rocking chairs, fun toys, etc.), children were introduced to Russian folk games, round dances, folk songs, nursery rhymes, tongue twisters, fairy tales, riddles.

In addition, the “Program” included the tasks of introducing children to the decorative and applied arts of Khokhloma, Gorodets, Dymkovo, Kargopol, and Filimonov toys. Listening and reproduction tasks became more difficult from age to age. folklore works, brightness perception color images folk applied art, expressiveness of the transfer of game actions in combination with the word.

However, it is no secret that kindergarten graduates’ ideas about Russian culture were fragmentary and superficial. What's the matter? Perhaps this happened because in the “Program” the tasks of introducing preschoolers to their native culture were formulated too generally. For example, “...to cultivate love for the Motherland, hometown, village”, “...to introduce some products of folk applied art...”, etc. At the same time, the means and methods for solving these problems remained completely unclear, and the teacher had almost no relevant materials and aids.

In the program “Introducing children to the origins of Russian folk culture,” in addition to organizational and methodological techniques pedagogical work, long-term plans and lesson notes, materials from a variety of literary, historical, ethnographic and art historical sources are provided in the form of an appendix.

I also use the “Joy of Creativity” program, since it outlines specific tasks for introducing children to folk decorative painting, provides approximate work plans on this problem and lesson notes.

Thus, in order to solve the problem of introducing children to the origins of folk culture, I take as the basis of my work the basic program “Childhood” and, as an addition to it, the partial programs “Introducing children to the origins of Russian folk culture” by O.P. Knyazeva and M.D. Makhaneva and “The Joy of Creativity” by O.A. Solomennikova.

Fostering a sense of patriotism, love for one’s Motherland, pride in one’s nation, in the past of one’s people, respect for one’s family, familiarization with the culture of the Russian people through familiarization with folk crafts And folklore I decided to pursue the following directions:

1. Environmental and labor education (cycles of educational activities, targeted walks, observations, joint activities with parents, cleanup days);
2. Coherent speech (developmental activities, telling and dramatizing fairy tales, using poems, riddles, proverbs, epics);
3. Artistic and creative activities (stories from the teacher, examination of illustrations and samples of folk art, exhibitions and galleries, holiday cards, design);
4. Social and moral development (educational conversations, excursions to museums and historical places of our region, meetings with veterans, viewing albums);
5. The world of music (entertainment, fairs, holidays, learning round dances and musical games);
6. Physical development (outdoor games, competitions);
7. Game (moving, verbal and role-playing).

2. From the experience of introducing children to the origins of Russian culture. Main stages of work

2.1. Analysis of the state of work on this problem.

At the first stage of work I carried out:

1. Analysis of children's knowledge level;
2. Analysis of family knowledge;
3. Creation of a subject-development environment.

Having studied the literature on the problem of introducing children to the origins of folk culture, I analyzed the work in the older subgroup mixed age group MDOU village Shvarikha and determinedchildren's knowledge leveloral folk art, life and crafts of people in Ancient Rus', as well as knowledge of one’s family and its traditions. To do this, I offered the children the following tasks:

Task No. 1. “Our Motherland”

The goal is to clarify knowledge of your small homeland.

Conversation on questions:

1. What is the name of the country we live in? (Russia)
2. Name the capital of our Motherland. (Moscow)
3. Which ones do you know big cities Russia?
4. Where do you live - in a city or in a village? (in the village) What is the difference between a village and a city?
5. What is the name of the village where we live? (Shvarikha)
6. Identification from photographs “Recognize and name.”

Task No. 2. "Folk Wisdom"

The goal is to clarify children’s knowledge of signs, proverbs, sayings of the Russian people and their meanings.

Complete the phrase with familiar proverbs, signs and sayings, explain their meaning:

Learning is light and ignorance is darkness).

April is with water, and May...... (with grass).
The whole family is together, so is the soul...... (in place).

Prepare the sleigh in the summer, and the cart......(in the winter).

He who does not work, ....... (does not eat).
Small spool but precious).

If you hurry - .......(you will make people laugh).

The apple never falls far from the tree).

Task No. 3. “Dress the doll”

The goal is to clarify children's understanding of Russian folk costume.

Task No. 4. "Decorate the napkin"

The goal is to clarify knowledge of decorative painting and determine the ability to independently use existing skills.

Task No. 5. “Russian hut”

The goal is to clarify children’s knowledge of the names and purposes of household items in the old days.

Using photographs, children identify and name household items.

Task No. 6. "Russian folk crafts"

The goal is to clarify knowledge of the features of various crafts (Dymkovo toy, Khokhloma, Gorodets painting, etc.)

Task No. 7. “My family”

The goal is to clarify knowledge about family members and family relationships.

I presented the results of the analysis in the form of a table.

Table:

Determining the level of knowledge of children

On this topic

"Culture of the Russian people."

								Bottom line	Knowledge level
Artyom M.									average
Artyom B.									short
Lena G.									average
Seryozha M.									average
Oleg F.									average
Nastya B.									average

Legend:

2 - coped with the task independently;

1 - coped with the task with the help of the teacher;

0 - failed to complete the task.

Level of knowledge (in points):

12 - 14 - high - no

7 - 11 - average - 5 people

0 - 6 - low - 1 person

The results obtained indicate that most children have gaps in their knowledge of the culture of the Russian people and their historical past. Therefore, I introduced a consistent system of work on this topic in all sections of the “Childhood” program.

In addition, I spentparent survey. They were asked the following questions:

1. Have any antiques been preserved in your family?
2. Do you have any folk crafts in your family (Khokhloma, Gorodets painting, Dymkovo toys, etc.)?
3. How often do you look at family albums with your child?
4. Does your child know his family's pedigree?
5. Do you and your child visit museums and memorable historical places of our Motherland?
6. Do you want your children to know the history of their native land?
7. What are you doing for this?

It turned out that parents do not have very deep knowledge about cultural heritage their ancestors, but almost all parents strive to learn with their children about the history of their native land, folk crafts, etc. Together with their children, parents compiled the genealogy of their family and the group was organized an exhibition “The Tree of My Family”; parents took an active part in the creation of the “Book folk wisdom“, children really like it when their parents look at albums and postcards of different cities with them.

The group should have the followingsubject-spatial environment, which will awaken the best feelings in the child’s soul. The surrounding objects that instill in him a sense of beauty and curiosity must be national. This will help children from a very early age understand that they are part of the great Russian people. At first school year in our group there was no specific place where children could get acquainted with objects of decorative and applied art, the life of people in the old days. Work on introducing the culture of the Russian people took place mainly only in the classroom. Analysis of the subject-development environment allowed us to draw the conclusion that it is necessary to involve parents in collecting illustrative material and sewing folk costumes; establish interaction between the kindergarten and the school local history museum; equip the group with antique objects (stove, jugs, samovar, etc.), folk crafts (Dymkovo toys, products with Khokhloma painting, hand embroidery etc.).

2.2. Tasks.

At the second stage of work, based on the results of the analysis of the subject-spatial environment, knowledge of children and families, I identified the following tasks for myself:

1. Enrich the subject-development environment:

1. Decorate a corner of Russian life in the group “Russian Izba” (stove, utensils, folk arts and crafts);
2. Create photo albums on the topics: “Nizhny Novgorod”, “The City of Bogorodsk”, “The Village of Shvarikha”, “Our Life”;
3. Set up a stand in a corner social development"Our family";
4. Diversify the material for children’s independent artistic activities in the art center: paper of different textures, brushes different sizes, plasticine, colored pencils, scissors, clay, wax crayons, etc.

2. Increase the level of children’s knowledge and skills on this issue:

1. To form children’s knowledge and ideas about the culture of the Russian people;
2. Introduce children to the social, cultural and natural diversity of their native land;
3. Form an idea of ​​ancestry, family relationships, expand the idea of ​​family;
4. To cultivate respect for your family members, for the older generation, for people’s work, and love for the Motherland;
5. Develop interest in the history of your people, in oral folk art;
6. To acquaint with the history of the emergence of crafts in Rus', with the diversity of folk crafts.

3. Level Up pedagogical culture parents:

1. Conduct a survey of parents to determine knowledge about the culture of the Russian people;
2. Hold a parent meeting on the topic “Introducing children to the origins of Russian culture”;
3. Involve parents to participate in the pedagogical process (create a “Book of Folk Wisdom”, sew Russian folk costumes for girls and boys, etc.)

2.3. Description of work.

To accomplish the assigned tasks, I developed a long-term work plan (Appendix No. 1 ).

1. One of the main tasks of our work is to cultivate love for our native land. Getting to know the nature of our native land and what surrounds us is carried out in environmental education classes. Over the course of the year, I conducted series of classes: “Let’s look into the Red Book,” “Everything that is on this Earth is necessary!”, “Nature of the native land” and “Signs of the seasons.”

One of the main conditions for the patriotic education of children is their involvement in work. Love for the Motherland becomes a real deep feeling when it is expressed not only in words, but also in desire, in the need to work for the good of the Fatherland, to take care of its wealth. Independent work activity is extremely important for the education of a citizen. The work of a preschool child is small and uncomplicated. However, it is necessary for the formation of his personality. We encourage this labor activity children, which is based on the desire to do something for the team, for the kindergarten, for their city, village. But the guys don’t always know what and how to do. This is where you need the help of an adult, his advice, his example. Together with parents, we hold clean-up days to clean the territory of the kindergarten and plant trees in the village. Children take part in community cleanups and provide all possible assistance to their parents. By participating in such activities, children understand the significance of their help and see the results of their work.

2. In the “Coherent Speech” section, the focus is on the lessons (“Love and know your native land!”, “The Earth is our common home!”, “The proverb is said for a reason!”, etc.) I try to make wide use of everything types of folklore (fairy tales, songs, proverbs, sayings, round dances, etc.). In oral folk art, like nowhere else, the peculiarities of the Russian character, its inherent moral values, the idea of ​​goodness, beauty, truth, courage, hard work, and loyalty have been preserved. By introducing children to sayings, riddles, proverbs, and fairy tales, we thereby introduce them to universal moral values. In Russian folklore, words, musical rhythm, and melodiousness are combined in some special way. Nursery rhymes and jokes addressed to children sound like a gentle talk, expressing care, tenderness, and faith in a prosperous future. In proverbs and sayings, various life positions are aptly assessed, shortcomings are ridiculed, and positive traits of people. Particular attention in Russian proverbs was paid to the theme of love for the motherland and defense of the fatherland. In order for children to understand the meaning of proverbs, I use visual aids, i.e. The content is expressed in the drawing. For this purpose, we are working on creating the “Book of Folk Wisdom”.

Special place in works of oral folk art there is a respectful attitude towards work and admiration for the skill of human hands. Thanks to this, folklore is a rich source of cognitive and moral development of children.

3. It is very important to familiarize children with folk decorative painting. She, captivating the soul with harmony and rhythm, is able to captivate children with national fine arts. Folk art contributes to a profound impact on the child’s world, has moral, aesthetic, and educational value, embodies the experience of many generations and is considered as part of material culture. During the year of drawing, I introduce children to different types of decorative painting (Cycles of classes “Golden Khokhloma”, “Gzhel Pattern”, “Magic Haze”, “Miracle Town”, drawing matryoshka dolls). At first, children found it difficult to distinguish between types of painting, but now they independently name this or that painting, its main colors and patterns. IN free time children draw their family, their mothers, paint paper silhouettes and three-dimensional toys. During modeling classes we create Dymkovo toys; children really enjoy decorating their works with patterns. For the holidays of February 23 and March 8, children made cards for fathers and mothers.

4. The most important means of pedagogical influence in the formation of patriotic feelings of preschoolers is organized observation of the surrounding reality. They see how people work, how they develop labor Relations, how work is assessed by others, how they express their respect for those who work well.

However, if we reduce the work only to organizing observations, this will greatly limit the range of children’s knowledge and ideas and will not be able to achieve main goal- introducing him to the peculiarities of his native land, awakening interest in him in the child’s heart, showing him the life of the whole country, instilling love for the fatherland.

This problem can be solved only by skillfully combining observations with reading works of art, listening to music, looking at paintings and illustrations for books. The window to the world will open wider for the child, it will be easier for him to make the necessary generalizations and express the feelings that arise. To educate a child’s social and moral qualities, I use different shapes works:

1. Lessons (“City - village”, “Crafts of Nizhny Novgorod residents”, “Coat of arms and flag of the Russian Federation”);
2. Conversations (“My village”, “Cities of Russia”, “My friendly family”);
3. Excursions around the village, to the Monument, to museums;
4. Examination of photographs of the village of Shvarikha, Bogorodsk and N. Novgorod;
5. Looking at family albums;
6. Meetings with veterans of the Great Patriotic War.

5. Folk holidays and entertainment occupy a large place in introducing children to folk culture. They focus on the finest observations accumulated over centuries. characteristic features seasons, weather changes, behavior of birds, insects, plants. Moreover, these observations are directly related to labor and by various parties public life human beings in all their integrity and diversity. The group had a very interesting celebration of the “Autumn Fair”, “Feast of Mothers and Grandmothers” and “Farewell to the Russian Winter - Maslenitsa”. At one of the music classes, the children became acquainted with Russian folk musical instruments, and now use the acquired knowledge in independent artistic activities. In addition, during the lessons we learned the round dances “On Mount Kalina” and others. The children enjoy performing Russian folk song“Like ours at the gate.”

6. Patriotic education associated with physical development. Such qualities as strength, courage, dexterity, which are necessary for future workers and defenders of the Motherland, are best developed in sports games with military-patriotic content. The children have a desire to learn how to throw snowballs at a target, jump, crawl under obstacles, ski over certain distances, pitch tents, and camouflage themselves. The children were able to demonstrate their skills at a sports festival dedicated to Defenders of the Fatherland Day. Together with their fathers and grandfathers, the children had fun jumping in bags, running hoops, and throwing bags at the target. Children respond very emotionally to such joint events.

7.Games, as well as activities, contribute to solving the problems of patriotic education. A game started by children after observing the work process, as well as under the influence of a work of art they liked or plot drawing, can develop into an interesting long-term game in which the children apply their knowledge and the life experience they have already accumulated. The task of adults is to maintain interest in such a game and give it the right direction. We constantly organize the “Family” game; after an excursion to the first aid station, the children independently play “Hospital” and assign roles themselves. Children really like folk outdoor games - “Blind Man's Bluff”, “Golden Gate”, “Burners”, as well as verbal ones - “Broken Phone”, “Paints”, “Nonsense”, “Ring”.

8. The main assistants to the teacher are parents. Self-knowledge, self-respect of the little man, good attitude towards others begins to form in the family. It is in the family that children receive their first ideas about the culture of their people, and one of the most important pedagogical conditions Introducing children to the origins of folk culture is the active inclusion of parents in this activity. The family has special pedagogical capabilities that cannot be replaced by a preschool institution: love and affection for children, emotional and moral intensity of relationships, their social and egoistic orientation. In my work, I try to rely on parents not only as helpers child care facility, but as equal participants in the formation of a child’s personality. To begin with, I held a group parent meeting, at which I spoke about the directions in the work to introduce children to the origins of folk culture. Using the potential of the family is carried out by:

1. involving parents in conducting classes (Mikhailovskaya I.S. helped conduct a class on modeling Dymkovo toys, told and showed how real clay toys are made);
2. participation of parents in exhibitions of family creativity;
3. provision by parents of photographs, albums, household items and art kept in the family;
4. participation of parents in walks and excursions (T.I. Dolzhina invited us on an excursion to the first aid station);
5. participating in entertainment together with children, sewing Russian folk costumes (very good costumes were prepared for entertainment by “Fair” M.K. Kiseleva, Yu.V. Zakharova, S.Yu. Glebova, S.E. Mitrofanova, O.V. Maydanova. and Mikhailovskaya I.S);
6. creating a family genealogical tree (the Mikhailovsky, Zakharov and Oleinikov families);
7. participation in the creation of the “Book of Folk Wisdom” - children and their parents express the content of proverbs in drawings (the Kiselevs, Mikhailovskys, Glebovs, Zakharovs take an active part);
8. making manuals, crafts, didactic games(Mikhailovskaya I.S. made and painted Dymkovo toys; the Loginovs, Glebovs and Mikhailovskys created a bas-relief “My Family” from salt dough, Mikhailovskaya I.S. and Zakharova Yu.V. sewed folk costumes for dolls).

Parents become full participants in the pedagogical process and they become interested in this problem.

Thus, I am working on the problem of introducing children to the origins of folk culture in all areas of the “Childhood” program, relying on the help of parents.

3. Conclusions.

After carrying out a system of work on the topic “Introducing children to the origins of folk culture,” a repeated diagnosis was carried out, and the indicators improved significantly, which I reflected in the table and graph.

Table:

Outgoing diagnostics

determining the level of knowledge of children

Average

Lena G.

High

Seryozha M.

High

Oleg F.

High

Nastya B.

Average

High level - 3 people

Intermediate level - 3 people

Low level - no

A comparative analysis of the effectiveness of work to develop preschoolers’ interest in the origins of Russian folk culture showed an obvious positive trend in children’s knowledge and skills. Children show a steady interest in the history of their people, their past, folk crafts, as well as love and care for the older generation, not only correctly name antique household items, but also understand their purpose; correctly name the types of folk arts and crafts and know the features of this or that craft; are able to transfer their knowledge about crafts to different types productive activities (drawing, modeling, applique); correctly name their family members and determine family relationships; independently name the features and main attractions of their native land; used in Everyday life various types of oral folk art (rhymes, ditties, proverbs, sayings, etc.).

The group has created a corner of Russian life “Russian Izba”, children happily gather at a table in the hut, drink tea from a samovar; girls and boys dress up in Russian folk costumes and dance in circles. In the social development corner, children get acquainted with different cities of our country by looking at postcards, but they especially like to look at albums with photographs of our hometowns - Nizhny Novgorod, Bogorodsk and, of course, our village of Shvarikhi.

Children can talk about their family and even show it off using the “Our Family” stand, which we made together with their parents. And in the center of artistic activity, children get acquainted with examples of folk crafts, use different materials to create your works.

Parents began to take an active part in working on this issue: they sew folk costumes not only for children, but also for dolls, make albums, help in collecting illustrative material, and in conducting classes.

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Fomina Elena Ivanovna

Teacher, MBDOU "Kindergarten No. 15", Sarov

Fomina E.I. Introducing preschool children to the origins of Russian folk culture // Sovushka. 2016. No. 3(5)..02.2019).

The present time is characterized by the formation new system education: the teacher standard has been determined, framework documents have been developed that define what the educational process should be (Law on Education in the Russian Federation, Federal State Educational Standard for Education). However, the determination of the content of training, the choice of methods and techniques are left to the teachers.

Speaking about the education of moral and ethical qualities, we think that there is a need to return to the best traditions of our people, its age-old roots.

We can conclude that the introduction of new technologies based on established traditions is the surest way to get a good result in the form of meeting target targets.

One of the principles of the Federal State Educational Standard for Educational Education is the introduction of children to sociocultural norms, traditions of the family, society and state. Cognitive development involves the development of primary ideas about small homeland and the Fatherland, about the sociocultural values ​​of our people, about domestic traditions and holidays.

The main aspects of the sociocultural development of a preschooler are:

1. Optimization of the sociocultural educational potential of the basic general education program.
2. Value-semantic and sociocultural enrichment of space preschool education in preschool educational institutions on the basis of domestic social and cultural traditions.

In our opinion, the conscious formation of moral and ethical feelings, the cultivation of love for the Motherland, for the traditions of Russian folk culture should begin with the middle group. Preparatory stage can be considered the work carried out in the 2nd junior group.

Observations of the children in the group helped me determine a system of work based on introducing children to the national culture in accordance with the best traditions pedagogy.

The introduction of children to Russian folk culture in our preschool institution is carried out through the relationship of the preschool institution with social institutions, the families of our students.

The purpose of this work is to educate preschoolers with patriotic feelings through introducing children to the origins of Russian folk culture.

To achieve this goal, the following tasks are envisaged:

1. To instill in children a sense of love, duty, responsibility, respect for beauty, kindness, affection for their homeland, native places, and the Russian people.
2. Develop the ability to restore connections between the past, present and future.
3. To develop in the child the ability to understand the culture of his people and a positive attitude towards the culture of other peoples.

The developed long-term plan covers 4 years of activity in the following areas:

1. Getting to know national life;
2. Introduction to Russian folk art;
3. Introduction to Russian folk games;
4. Getting to know traditions;
5. Holidays.

Problems in each area are solved in all age groups. The complexity of tasks can be traced from age to age.

Solving the tasks involves using the following forms: GCD, play activity, club work, excursions, holidays, theatrical and independent activities.

The formation of moral and ethical feelings, the cultivation of love for the Motherland, for the traditions of Russian folk culture is based on well-known principles:
. the principle of intimacy, objectivity, emotional richness - the proposed material should be gradually more complex;
. principle of accessibility - the information offered is adapted to the perception of preschool children;
. the principle of scientificity and reliability - the content of information offered to preschoolers should be based on scientific facts, personal experience and sensory sensations of children
. the principle of clarity and entertainment - educational material should arouse interest and emotional response in children;
. the principle of historical sequence of generalizing factors;
. the principle of an integrated and integrative approach - the introduction of preschool children to the origins of Russian folk culture is carried out through various types of activities in the educational process system, the use of various types and forms of interaction with children is proposed;
. the principle of close cooperation between teachers and parents.

The expected result based on the results of mastering all areas for the preparatory group:

Knows basic literary concepts on folklore; a summary of the literary works read; life and traditions of the Russian people; songs, ditties, nursery rhymes, riddles, proverbs, sayings, chants.

Can Russians tell folk tales, nursery rhymes and play them out;

Uses household items of the Russian people in the game;

Creates creative works based on folklore works.

The presentation of the material occurs cyclically, through various types of activities (in a spiral, which allows you to replenish and improve previously acquired knowledge).

Remain priority methods and techniques:

• Problem-search questions;
• Introduction of a new character;
• Analysis of proverbs and sayings;
• Creative tasks;
• Explanation of the origin of words;
• Analogy method;
• Working with models and diagrams.

The first direction provides met with national life. As a result, children begin to understand the essence of Russian folk culture, its peculiarity, originality, and flavor. Work continues to create an atmosphere of national life; together with the children, the mini-museum organized in the group is replenished with objects of Russian life. It is known that surrounding objects have a great influence on the formation of a child’s mental qualities - they develop curiosity, cultivate a sense of beauty. Surrounding objects that awaken a child’s soul for the first time and instill in him a sense of beauty must be national. This allows children from a very early age to understand that they are part of the great Russian people.
Second direction - preschoolers continue to get acquainted with Russian folk art, complementing and deepening your knowledge. New sections are being introduced: “Acquaintance with Russian folk costume”, “Acquaintance with Russian folk cuisine", expanding children's understanding of Russian folk culture.

Third direction - children become familiar with the features Russian folk games. I would like to note that these games do not have a competitive element, but, on the contrary, promote unity and the ability to perform joint movements. In Russian folk games we use chants, counting rhymes, and sentences.

The fourth direction is getting to know traditions. Unobtrusively, in a form that is easy to understand this material, something educationally new is presented
Meeting Russians folk holidays takes place through the following events: quizzes, entertainment, holidays such as “Visiting Grandma Riddles”, “Open your heart - say a word”, “Invocation of Spring”, etc.

Throughout the year, children in a playful, entertaining way clarify and consolidate their acquired knowledge about various areas of Russian folk culture. A special place during this period is occupied by Practical activities children.

In this regard, an important role is played creation of a subject-development environment. The group should create a mini museum “Russian Folk Corner”, “Our Dear Rus'” where children receive and expand knowledge about the identity, color of the Russian people, Russian soul, Russian character. Where a wealth of material has been accumulated: didactic games and manuals for introducing children to Russian folk costume, Russian folk cuisine, folk games, crafts, and everyday life. The group has a lot of children's books, coloring books, didactic games, folders - progress on the topic.

When working to introduce children to Russian folk art, we recommend using the following teaching aids: “Where there is a riddle, there is an answer”, “A clever proverb is said for good reason”, “What comes first, what comes next”, “Tell a fairy tale”, etc.

Children love to listen to fairy tales, jokes, nursery rhymes, songs, counting rhymes, and chants. They emanate goodness, warmth, and affection. You can use this in routine moments (washing hands, going to bed, when dressing and undressing).

Of course, this work requires enormous support from parents.

For them we propose to carry out:

Questionnaire “What do you know?”

Consultations “My Russia”. "The Story of One Thing"

Master class “How to make a baby book”

Design various exhibitions: “Objects of Distant Antiquities”, “My Mother Has Golden Hands”, etc.

There are many goals ahead and something to work on. But the main thing that we have achieved is a spark of interest in the eyes of children and parents, a desire to learn something new, collaborate, educate and develop all this further!

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