Introducing preschoolers to the origins of national culture. Introducing children of primary preschool age to the origins of Russian folk culture

IN Lately our country is faced with new challenges of the modern world. External factors of the destruction of Russia’s ideology, its spirituality, morality and ethics are forming a new ideology alien to Russians. The greatest danger facing our society today is not the collapse of the economy, nor the change of the political system, but the destruction of the individual through the destruction of the history and culture of the people.

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INTRODUCING CHILDREN TO THE ORIGINS OF RUSSIAN FOLK CULTURE Educator of MBDOU No. 31 “Zarya” Svetlana Petrovna Ivanova

“A people who do not know their culture and history are despicable and frivolous” N. M. Karamzin.

Decorative and applied arts National holidays Folklore Acquaintance with surrounding objects Directions of work on the topic “Introducing children to the origins of Russian folk culture»

“We must organize things in such a way that with one job, double or triple work is done, so that every job brings more than one result. Here general rule is to always and everywhere take together that which is connected with one another.” "Ya. A. Kamensky.

organization collaboration with parents, creation of a subject-development environment and integration with everyone educational areas integrated use of different pedagogical methods Conditions of work on the topic “Introducing children to the origins of Russian folk culture”

THANK YOU FOR YOUR ATTENTION! Teacher of MBDOU No. 31 “Zarya” Svetlana P. Petrovna Ivanova

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“Introducing children to the origins of Russian
folk culture"

Teacher of MBDOU kindergarten No. 31 “Zarya”

Ivanova Svetlana Petrovna

Pyatigorsk 2016

“A people who do not know their culture and history are despicable and frivolous” N. M. Karamzin.

Recently, our country has faced new challenges of the modern world. External factors of the destruction of Russia’s ideology, its spirituality, morality and ethics are forming a new ideology alien to Russians.

The greatest danger facing our society today is not the collapse of the economy, nor the change of the political system, but the destruction of the individual through the destruction of the history and culture of the people. Today when material values dominate over the spiritual, children’s universal values ​​about good and evil, truth and lies, family and beauty are distorted. The destruction of the family institution continues: through “sex education” children are developing anti-marital, anti-parental, anti-family attitudes.

Every tree has roots deep in the earth. And every people has roots - its history and culture. Time inexorably demands a revision of everything that does not meet the requirements today modern process renewal of society.

Preschool age is the beginning of learning about life and human relationships.To develop in children love and respect for folk culture, musical folklore, the ability to communicate, and respect for their homeland - this is the leading pedagogical idea.

The Russian people should not lose their moral authority among other peoples - an authority worthily won by Russian art and literature. We must not forget about our cultural past. The people left us the most valuable of theirs cultural achievements: holidays, traditions, folklore, arts and crafts, decorative and applied arts.

To work with children in our group on the topic “Introducing children to the origins of Russian folk culture,” we selected the following directions:

1. Getting to know your surroundings. The group has organized and operates a Beauty shelf; At this stage, the teacher displays objects of folk arts and crafts in accordance with the planned theme, introduces traditional household items and craft tools.

2. Folklore . Preserved in oral folk art special features Russian character, its inherent moral values, ideas about goodness, beauty, truth, courage, hard work, and loyalty.

Russian folklore combines words, musical rhythm, and melodiousness. Nursery rhymes, jokes, and chants addressed to children sound like a gentle talk, expressing care, tenderness, and faith in a prosperous future. 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 educational and moral development children, which allows you to use folklore forms throughout the day of communication with children.

3. Folk holidays and traditions.They focus on observations accumulated over centuries of the characteristic features of the seasons, weather changes, and the behavior of birds, insects, and plants. These observations are directly related to labor and various aspects public life human beings in all their integrity and diversity. In our practice, we use traditional holiday rituals or their elements. Explained to children historical meaning these holidays in the way of life of our ancestors.

4. Folk arts and crafts.With different types of needlework and crafts. In this activity, children acquire labor skills and skills in working with artistic material. This becomes a prerequisite for the formation of a sustainable interest in folk art, a better understanding of it by children, and respect for the work and talent of the masters.

Jan Amos Komensky also wrote that it is necessary to “arrange things in such a way that with one job a double or triple job is done, so that every job brings more than one result. Here the general rule is to always and everywhere take together what is connected with one another.” Patriotic education of preschool children and, above all, awakening in them love for their native land, is most successfully carried out when integrated approach to solving this problem.

For example, the repeated use and repetition of works of oral folk art by a teacher in special moments makes it possible to involuntarily memorize some works of folk art, starting from an early age. (Riddles, nursery rhymes, folk songs, tongue twisters, chants, counting rhymes, proverbs, sayings, fairy tales).

The experience of using small folklore forms at a young age is quite extensive. These are cultural and hygienic skills, self-care, putting children to bed. How to use and apply folklore in older preschool age? It should be noted that it is already enough developed sense humor and self-control in behavior allow children to be taught to use it in special conflict or sensitive situations. For example, a child runs around the site during a walk, interferes with other children’s play, does not respond to comments from children and the teacher, and falls. Starts to cry more out of resentment. The teacher offers to play out the situation.

Chigariki-chigarok,

A mosquito fell.

From the oak tree to the stump,

For raw roots.

The flies have arrived

Burning flies,

They picked up a mosquito,

They brought it to the oak tree.

Planted on an oak tree

Under the green leaf:

Sit...Sit back!

As a rule, all participants in the mini-performance start laughing. Forgetting about grievances, and the culprit of the situation understands without teaching that there is no need to do this.

There are different types of teasers - funny and offensive poems for every name, for any vice - greed, cowardice, whining, boasting. And these teasers condemn negative qualities:

Greedy beef, leaky drum! Who plays it? Vovka is a cockroach!

It is interesting to use teasing at an older age as a method of behavior correction.

Fedul, why are you pouting your lips?

The caftan was burned.

It can be fixed.

There is no needle.

How big is the hole?

One gate remains.

Knocked down, knocked together - that's the wheel.

I sat down and drove off - oh, good!

Looked back -

Some knitting needles are lying.

With the help of teasing, the child gives vent to negative emotions. Often teasing is accompanied by grimaces and onomatopoeia. The tease is always chanted, always loud, firstly, so that everyone can hear, and secondly, it is better to enter into a verbal duel from a safe distance, otherwise you might even get change. With the help of teasing, children learn not only to distinguish between good and bad and express their negative attitude towards some phenomenon, but also develop the ability to choose words and rhyme. Teasing is a training in wit, in the ability to conduct a verbal duel, the development of speech and a sense of humor.

Thus, folklore teaches children the ability to notice the bad, unfair, ugly, it teaches them to hear words and select them according to their consonance and meaning, it develops sensitivity to absurd situations in life and in verbal depictions.

Anton Semyonovich Makarenko shares his experience: “the work on patriotic education of preschoolers is connected with their physical education. Future citizens of the country must grow up strong, agile and healthy.”

The norms and rules of education developed by folk pedagogy have been time-tested. They contain folk wisdom that has been formed over centuries, incorporating universal human values. Folk game is a unique phenomenon in general human culture, because every century, every era, every specific ethnic group, every generation has its favorite games.From time immemorial, folk games vividly reflected the way of life of people, their way of life, work, national foundations, and ideas about moral values. Folk outdoor game - natural satellite life of a child - performs various functions: developmental, cognitive, entertaining, diagnostic, corrective. These are familiar program classic Russian folk games: “Geese-geese”, “Ordinary blind man’s buff”, “By the bear in the forest”, “Burn, burn clearly”, etc.

In class, in independent activity, on a walk we use various games, including the peoples of the North Caucasus.

For example, the Armenian game, “Tug of Stick”

Purpose of the game: develop strength, endurance, strengthen the muscles of the torso.

Two players sit on the floor opposite each other, pressing their feet together. They take a stick in their hands (you can use a rope, a strap, or just hold hands). In this case, one hand is in the middle of the stick, the other is on the edge. At the signal, the players begin to pull each other, trying to lift the opponent to his feet.

Rules of the game: the player who manages to raise the opponent to his feet wins. The winner has the right to continue the game with the next player.

Or, Kabardian folk game “Shepherd”

From among the players, a shepherd and a wolf are chosen, the rest are sheep. A circle is drawn - a meadow, inside of which a shepherd and sheep gather, a wolf walks along the outside. The sheep stand behind the shepherd, clasping each other by the waist. The wolf turns to the shepherd: “I am a wolf! I will carry away your sheep!” The shepherd replies: “I am a brave shepherd, I will not give up my sheep!” Having heard, I won’t give it up, the wolf tries to reach the sheep. The shepherd, with his arms spread out to the sides, protects the sheep from the wolf, not allowing him to touch them. The wolf, if successful, takes the prey with him. The game starts over, but the roles change.

N.K. Krupskaya. “This task (patriotic education) can be solved only by skillfully combining observation of the immediate environment with reading works of art, listening to music, looking at paintings and illustrations for books. Art will open a wider window to the world for the child, help make the necessary generalizations, and help awaken feelings.”

The use of folk culture in the artistic and aesthetic field of development of children up to school age is quite widely used and covered in educational programs that meet the requirements of the Federal State Educational Standard. Works of folk applied art play an important role in the development of children's creativity preschool age, promoting the development of fantasy, imagination, imaginative thinking.

The use of folk art images in organized activities and in Everyday life, contribute to the upbringing of spiritually rich children who know how to love and appreciate what is recognized by the people. Introduction to folk toys, songs, music game or a round dance has a great influence on preschoolers: it contributes to the formation of a deep interest in various types of art, develops children's creativity and shapes aesthetic taste, and fosters love for their native land.

Folk holidays help children to know and respect their past, their origins, the history and culture of their people. Such extensive work is impossible without the participation of parents. The transfer of experience and traditions of the people, first of all, is carried out through the family. In the course of implementing the tasks of familiarizing children with folk cultural heritage, we came to the conclusion that such activities, games, and productive activities unite children general impressions, experiences, emotions, contribute to the formation of collective relationships.

Usage creative search, broadens children's horizons, develops children's speech, and develops children's research skills. The process of cognition ends with a real result - a product of activity. This result can be seen, comprehended, and applied in real practical life.

Thus, the experimental work carried out by us has shown that the introduction of children of senior preschool age to Russian folk culture is possible, necessary and accessible if the following conditions are met:

1. integrated use of different pedagogical methods: visual, practical, verbal, in their interaction in the context of the implementation of an active approach;
2. close interaction with the emotional, moral, aesthetic, physical development of the child;
3. Creation subject environment, facilitating the introduction of the child into the world of folk culture, life and traditions;
4. organization of joint work with parents in positions of partnership and cooperation.

Literature

1. Danilina G. N. “For preschoolers - about the history and culture of Russia” / manual for implementation state program« Patriotic education of citizens Russian Federation for 2001–2005/
2. Zatsepina M. B, Antonova T.V. “Folk holidays in kindergarten” /M., 2005/
3. Karachunskaya T. N. " Museum pedagogy and visual activities in preschool educational institutions”/ M., 2005/
4. Knyazeva O.L. Makhaneva M. D. Program. “Introducing children to the origins of Russian folk culture./ St. Petersburg 1999/
5. Kolomeichenko L.V. Program for social development of preschool children / Perm, 2003/
6. Lunina G.V. Raising children according to the traditions of Russian culture. /M.,2014/
7. Folk art in raising children. / Ed., Komarova T. S., M., Pedagogical Society of Russia 2012/

Approved by the Head of Preschool Educational Institution No. 17 “Solnyshko” ----------------T.V. Muratova Order No. 10/9 dated August 29, 2014. Educational program O.L. Knyazeva “Introducing children to the origins of Russian folk culture” (VCh OP DOU No. 17) Contents 1. Target section________________________________________________________________3 1.1. Explanatory note__________________________________________________________3-4 1.2. Planned results of mastering the Program_______________________________4 2. Content section_________________________________________________________4 2.1. Contents of education by educational areas_______________________4-6 2.2. Forms of work in educational areas________________________________6-8 3. Organizational section__________________________________________________9 3.1. Model of the educational process__________________________9-22 3.2. Features of the organization of a subject-spatial development environment___22-23 3.3. Description of the material and technical support of the program________________23-30 2 Abstract to the EP “Introducing children to the origins of Russian folk culture” O.L. Knyazeva Educational program “Introducing children to the origins of Russian folk culture” O.L. Knyazeva defines new guidelines in the moral and patriotic education of children, based on their familiarization with Russian folk art and culture. The program expands children's understanding of the traditions of Russian folk culture: the places of residence of our ancestors; life and main activities of Russian people; history of clothing, cuisine; folk signs , customs, holidays, arts and crafts, songs, games. The program “Introducing Children to the Origins of Russian Folk Culture” promotes the cognitive, speech, artistic, aesthetic, physical, social and communicative development of children. The basis of human culture is spirituality. Therefore, the acquisition by a child of a set of cultural values ​​contributes to the development of his spirituality - an integrated personality trait that manifests itself at the level of human relationships, feelings, moral and patriotic positions, that is, it ultimately determines the measure of his overall development. 1. Target section 1.1. Explanatory note Educational program “Introducing children to the origins of Russian folk culture” O.L. Knyazeva is designed to work with children of junior and senior preschool age - from 2 to 7 years. Optimal conditions for the development of a child are a thoughtful balance of free, regulated and unregulated activities. The volume of regulated (GD) activities per year is 35 hours. The GCD process combines group and individual work. The educational process is structured in accordance with the age and psychophysiological characteristics of children. Goals and objectives of the implementation of the Program Goals: --- expand the understanding of the genres of oral folk art; --- show the originality and independence of folklore, the richness and colorfulness of the folk language: --- educate children with moral, labor, environmental, and patriotic feelings. The goal can be achieved by solving a number of problems: --- promoting the atmosphere of national life; --- wide use of folklore: songs, riddles, proverbs, sayings, ditties; --- learn to tell Russian folk tales, play folk active and theatrical games; --- know and distinguish folk art as the basis of national culture. 3 1.2. Planned results of mastering the Program Early age Shows interest in oral folk art (songs, fairy tales, nursery rhymes, tongue twisters), tells and finishes them with the help of adults. Shows a desire to participate in theatrical and outdoor games, follows with interest the actions of the heroes of the puppet theater. Preschool age Knows basic literary concepts of folklore; a summary of the literary works read; life and traditions of the Russian people; songs, ditties, nursery rhymes, riddles, proverbs, sayings, chants. Knows how to tell Russian folk tales, nursery rhymes and act them out; Uses household items of the Russian people in the game; Creates creative works based on folklore works 2. Content section 2.1. Contents of education by educational areas Educational area Contents psychological - pedagogical work 1. Formation of ideas about folk culture; skills development play activity ; formation of gender, family, citizenship; patriotic feelings of children's involvement in the heritage of the past. Social and communicative development 2. Development of free communication with adults and peers. 3. Formation of the foundations for the safety of one’s own life in various types of activities. 1. Expand the understanding of the genres of oral folk art. 2. To foster moral and patriotic feelings. Cognitive development 3. Formation of a holistic picture of the world. Introducing children to folk culture (folk holidays and traditions). Promoting the atmosphere of national life. Understand the historical continuity with modern analogues (spray - kerosene lamp - electric lamp, etc.). 4 To acquaint children with the dependence of the use of objects on people’s lifestyles, on their place of residence 1. Widespread use of folklore: songs, riddles, proverbs, sayings; development of oral speech. Promote the development of curiosity. Speech development 2. Replenish and activate children's vocabulary based on deepening knowledge about Russian folk life, traditions, holidays, and art. 3. Develop the ability to tell Russian folk tales. 1. Introducing children to folk decorative painting. 2. Introduce children to all types of national art: fairy tales. music, dancing Artistic and aesthetic development 3. Know and distinguish between folk art and crafts. Understand the cognitive significance of a folklore work, as well as the originality of folk crafts (motif, composition, color scheme), the connection of folk art in its various manifestations with everyday life, traditions, and the surrounding nature. 4. Cultivate interest in folk art, its necessity and value, respect for the work and talent of masters. 5 Physical development 1. Preservation and strengthening of children’s physical and mental health. 2. Development of physical qualities and moral feelings in Russian folk outdoor games. 3. Development of motor activity, independence and creativity; interest and love for Russian folk games. 2.2. Forms of work in educational areas Educational areas Physical development Social and communicative Junior preschool age 1. Game conversations with elements of movement 2. Game 3. Integrative activity 4. Situational conversation 5. Problem situation 1. Game exercise 2. Individual game 3. Joint game with the teacher 4 .Joint play with peers (pairs, in a small group) 5. Reading 6. Conversation 7. Observation 8. Review 9. Holiday 10. Assignment 6 Senior preschool age 1. Game 2. Conversation 3. Story 4. Review 5. Integrative activity 6. Physical education 7. Sports competitions 8. Joint activities of adults and children of a thematic nature 9. Project activities 10. Problem situation 1. Individual game 2. Joint game with the teacher 3. Joint game with peers 4. Reading 5. Conversation 6. Observation 7. Pedagogical situation 8. Excursion 9. Situation of moral choice 10. Project activity 11. Integrative activity 12. Holiday 13. Examination 14. Viewing and analysis of cartoons, videos 15. Experimentation Speech development Cognitive development Artistic and aesthetic development 1. Examination 2. Game situation 3. Didactic game 4. Communication situation 5. Conversation 6. Integrative activity 7. Round dance games with singing 8. Dramatization game 9. Reading 10. Discussion 11. Story 12. Game 1. Examination 2. Observation 3. Game experimentation 4. Research activity 5. Developmental game 6. Situational conversation 7. Story 8. Integrative activity 9. Conversation 10. Problem situation 1. Examination of aesthetically attractive objects 2. Play 3. Organization of exhibitions. Making jewelry 4. Listening to age-appropriate folk and children's music 5. Experimenting with sounds and materials 7 16. Assignments and tasks 17. Joint activities of an adult and children of a thematic nature 1. Reading 2. Conversation 3. Examination 4. Solving problem situations 5. Playing 6. Project activity 7. Creating collections 8. Integrative activity 9. Discussion 10. Story 11. Dramatization 12. Situational conversation with children 13. Writing riddles 14. Problem situation 15. Using various types of theater 1. Creating collections 2. Project activity 3 Research activities 4. Experimentation 5. Educational game 6. Observation 7. Problem situation 8. Story 9. Conversation 10. Integrative activity 11. Excursion 12. Collecting 13. Modeling 14. Games with rules 1. Making decorations for a group room for the holidays , objects for games, souvenirs, objects for educational research activities 2. Creating models, collections and their design 3. Examination (with sand, clay) 6. Musical and didactic game 7. Learning musical games and dances 8. Joint singing of aesthetically attractive objects 4. Game 5 . Organization of exhibitions 6. Listening to age-appropriate folk and children's music 7. Musical-didactic game 8. Integrative activity 9. Joint and individual musical performance 10. Musical exercise 11. Singing, chanting 12. Dance 13. Creative task 14. Improvisation concert 15. Musical story game Educational process in accordance with the individual and age characteristics of children Children's age 2 - 3 years Regulated Unregulated activity (GUD) activity, min Per day Joint Independent Per month activity 1 to 10 min 42 - 45 min 18 - 24 min 3 - 4 years 1 15 min each 42 – 45 min 18 – 24 min 4 – 5 years 2 20 min each 42 min 18 – 21 min 5 – 6 years 2 20-25 min each 36 – 39 min 15 – 21 min 6 – 7 years 2 30 minutes each 33 – 36 minutes 15 – 18 minutes Total per year: 35 hours 8 3. Organizational section 3.1. Model of the educational process Thematic planning Junior group Month September October November December NOD “You are welcome, dear guests” The children’s first visit to the “hut”. Meeting her Mistress. "Wonderful chest." Getting to know the chest in which riddles live. Making riddles about vegetables. “Like our cat.” Introducing children to the inhabitant of the “hut”, the cat Vaska. Learning the nursery rhyme “Like our cat.” "Santa Claus's chest." Making riddles about winter, about winter clothes. . “The hut is made of brick, sometimes cold, sometimes hot.” Acquaintance with the stove, cast iron, Joint independent activity “A dream is walking near the windows.” Introduction to the cradle (cradle, shaky) and lullaby songs. Interaction with parents 1. Harvesting in the gardens. 2. Making crafts from vegetables. 3. Making outfits for the “Dressing” play area. 1. "Turnip". 1.Participation in the Puppet Theater. craft competition from 2. Introducing children to a natural washstand. material Repetition of the nursery rhyme “Amazing “Water, water, nearby.” wash my face." 2. Visually 3. Entertainment informational “Autumn is visiting us” material “Russian has come.” folklore and its significance in the development of a child" 1. Repetition of the nursery rhyme "Like our cat." 2. Didactic exercise “Praise the cat.” 3. Playing reel on a string with a kitten “Oh, winter winter.” Game situation “Let’s dress the doll for a walk.” 1. Entertainment “The carol has come, open the gate.” Introducing children to Merry Christmas. 9 Making attributes of theatrical activities based on the fairy tale “Turnip”. 1. Participation in the crafts competition “Santa Claus’s Workshop”. 2.Consultation “Clothing for the season” 1. Help in making cast iron. 2. Visual information January February March April May with a grip, a poker. "The guest is the joy of the guest." Introducing children to the bear Mishutka. Modeling dishes Housewives' assistants. Introducing children to household objects such as a rocker, buckets, a trough, and a washboard. "The cockerel is a golden comb." Introducing children to a new character - Cockerel. Learning a nursery rhyme about a cockerel. “Training, rattling, goosebumps.” Acquaintance with the Russian folk instrument - the gusli. 2. “The glass boils water and shines like a mirror.” Introducing children to the samovar. Didactic game “Let’s give the doll tea.” 1. Display on a flannelgraph of a fairy tale by L.N. Tolstoy's "Three Bears". 1. Role-playing game “Let’s give the doll some tea.” 1. “Dear Maslenitsa is our annual guest.” Introducing children to Maslenitsa. 2. There is no sweeter friend than my dear mother.” Ethical conversation “My beloved mother.” 1. “Come, spring, with joy.” Learning the chant “Spring, red spring.” 2. Theatrical activity based on the fairy tale “Zayushkina’s hut.” 1. Puppet theater based on the fairy tale “The Cat, the Fox and the Rooster.” 2. “Hello, bell sun!” Learning a nursery rhyme about the sun. 3. Farewell to the “hut”. Didactic game “Wonderful chest”. Farewell to the children and their Mistress until autumn. 10 material “Russian folklore about winter”. 1. Photo exhibition “We are playing.” 2. Physical education based on Russian folk games “Dad and I – a sports family.” 1. Participation in the preparation of the Maslenitsa entertainment. 2. Tea drinking over a samovar with mothers according to Russian folk traditions. 1. “Spring Week of Kindness.” Making birdhouses; spring crafts. 2. Visual information “Russian folklore in spring.” 1. Help in planting flower beds; design of children's areas. Middle group Month September October November Joint independent activity 1. “In the garden, in 1. “Wonderful vegetable garden.” pouch." Learning Repetition of the nursery rhyme song “Ours - nursery rhymes “Our goat”. goat". Didactic game Didactic game “What grows in the garden and “Wonderful vegetable garden”. pouch." Making riddles 2. Modeling vegetables from vegetables and salt dough. fruits Coloring 2. Cow and vegetables after the bull. Getting to know the drying out. children with pets 3. “We welcome pets. guests to us." GameLearning an exercise about a nursery rhyme about a cow “Polite and bull. address to guests." Repetition of nursery rhymes about a goat, a cow, a bull. 1. “Bull – black 1. “Wonderful barrel.” Repetition of the chest." nursery rhymes about a bull. Didactic game Introduction to “Who’s Hiding?” fairy tale "Bull - (guessing the black barrel, white riddles about domestic hooves." animals). 2. Acquaintance with the repetition of singing the fairy tale “Geese - and nursery rhymes about swans.” pets Learning animals. nursery rhymes “A Tari, 2. Plot - Tari, Tari.” role-playing game "Vegetable Store". 3. Outdoor game “Geese - Swans”. 1. “Sew Masha 1. Fun sundress.” "Autumn". Acquaintance with 2. Reading the Russian women's fairy tale “The Golden Spindle” folk clothing. 3. P/i "Blind Man's Bluff". 2. "Golden Spindle". Introduction to GCD 11 Interaction with parents 1. Harvesting in the gardens. 2. Crafts from vegetables. 1. Participation in the competition of children's crafts made from natural materials “Amazing is nearby”. 2. Consultation “Oral folk art as an expressive means in the speech development of children.” 1. Participation in the entertainment “Osenina”. 2. Visual information “Folk folklore of autumn”. household items - a spinning wheel and a spindle. December January February 1. “Winter quarters of animals.” Acquaintance with the fairy tale “Winter Hut of Animals”. Repeating the song “Like thin ice.” 2. “Dress the animals.” Application using ready-made forms. An independent retelling of the fairy tale “Winter Quarters of Animals.” 1. “Hello, winter-winter.” Riddles about winter. Learning the Russian folk song “Like thin ice.” 2. “I sow, I sow, I sow, Happy New Year!” Introducing the New Year holiday. Learning the carol "Shchedrovochka". 3. "Fox - sister." Finger theater based on the fairy tale “Little Fox - Sister and Gray Wolf”. 1. Help in preparing for the New Year. 2. Memorizing carols and poems for the holiday. 3. Participation in the competition of children's crafts "Santa Claus's Workshop." 1. "Santa Claus's chest." Conversation “Gifts from Santa Claus.” Learning the chant “Frost, frost, don’t freeze my nose.” 1. Entertainment "Christmas time". 2. Evening of winter mysteries. 3. p/i “Snow Fortress”. 4. “The cockerel is a golden comb.” An exercise in politely addressing guests. Didactic game “Praise the Cockerel”. Puppet theater “The Cockerel and the Beanstalk”. 1. "The Fox and the Goat." Didactic game “Praise the fox.” Repetition of nursery rhymes about pets. Game dramatization "The Fox and the Goat". 2. “Sundress for 1. Participation in the preparation of the Christmas time entertainment.” 2. Making attributes for entertainment. 3. Participation in an evening of winter mysteries. 4. Visual information “Russian winter folklore”. 1. “Magic knitting needles.” Getting to know knitting needles and knitting with them. A conversation about wool products and where wool comes from (goat, sheep). 12 1. Knitting clothes for dolls from woolen threads. 2. Physical education “Dad and I are a sports family.” 3. “Grandma’s chest.” Help in replenishing Russian March April 2. “Dear Maslenitsa is our annual guest.” Getting to know Maslenitsa. Learning the song "Pancakes". chanterelles." Manual labor. Applique made of colored wool threads. 3. “Jolly Spoons.” Introduction to household items - wooden spoons. Making riddles about animals. “huts” with antique things. 1. “With the sun it’s warm, with mother it’s good.” A conversation about mother including proverbs and sayings. Compiling the story “What is my mother like?” Singing songs about mom. 2. “Spring, spring, come here!” A story about ancient customs of welcoming spring. Making riddles about spring. Memorizing a chant about spring. 1. Entertainment “Dear Maslenitsa is our annual guest.” 2. “Fox with a rolling pin.” Acquaintance with a household item - a rolling pin. Table theater "Fox with a rolling pin." 3. “Spring has come!” Repeating the call about spring. Collective applique of colored patches “Spring has come.” 1. “A tall tale is a tall tale.” Getting to know fables. Learning and independently inventing fables. 2. “Wonderful chest.” Coloring whistles. Didactic game “Guess by sound.” Listening to folk melodies. 3. “Tiny – Khavroshechka.” Watching a cartoon based on a fairy tale 1. Participation in the preparation and holding of the Maslenitsa entertainment and the “March 8th” holiday. 2. “Behind the samovar.” Tea drinking according to Russian folk traditions. 3. Participation in the exhibition of children's drawings “Spring, spring, come here!” 1. “To make a joke makes people laugh.” Acquaintance with funny folklore - teasers, tongue twisters. 2. Russian whistle. A story about a clay whistle. Modeling whistles. 13 1. Visual information “Russian folklore in spring.” 2. Growing flower seeds. May 1. Seasons. A story about the seasons using appropriate riddles. Repetition of chants, songs about the seasons. 2. "Magic wand". Recognizing familiar fairy tales by excerpts from them, illustrations, objects. "Khavroshechka." 1. Russian balalaika. Introducing the balalaika. Proverbs and sayings about the balalaika. 2. Game with Kolobok. Independent creative development of the plot of the fairy tale “Kolobok”. 3. Farewell to the “hut”. Introducing children to a new fairy tale (at the Mistress's choice). Farewell tea party. 1. Participation in organizing a tea party. 2. Help in planting flower beds. Senior group Month September October NOD Independent activity 1. “Walk, yes 1. Didactic take a closer look.” game “From which Story about the first tree children?” in the autumn month, its (fruits, leaves). omens. 2. Didactic learning a song game “Tops and singing roots.” “Vosenushka – 3. Evening of mysteries. autumn". 4. P/i “Geese – 2. “Tops and swans.” roots." 5. Game situation Introduction to “Vinagrette for lunch”. fairy tale "The Man and the Bear". 1. “Bread for everything 1. Introduction to the head.” Conversation with household items “Where did the bread come from wood?” trough, hoe. Acquaintance with 2. Repetition of the ancient chant “Vosenushka with tools - - autumn”. with a flail and sickle. 3. Game - Proverbs and dramatization of sayings about bread. fairy tale “Hare – 2. “October smells like boasting.” cabbage." Conversation about Learning 14 Interaction with parents 1. Harvesting in the gardens; berries in the forest. 2. Collection of natural materials for crafts. 3. Participation in the exhibition “The most interesting craft made from vegetables.” 1. Consultation “Oral folk art as an expressive means in the speech development of children.” 2. Participation in the competition of children's crafts made from natural materials “Amazing natural phenomena characteristic of October, folk customs and holidays (Pokrov). November December 1. “Hold on to each other - don’t be afraid of anything.” Telling the fairy tale “Winged, furry and oily.” Conversation about mutual assistance and support. 2. Pottery artisans. Didactic game “What is it called?” A story about pottery. Introduction to the fairy tale “The Fox and the Jug.” 1. “Hello, winter - winter!” Conversation about the characteristic features of December using proverbs and sayings. Learning the chant “You are Frost, Frost, Frost.” 2. “The carol has arrived - open the gate.” A story about Christmas holidays and caroling. Learning carols. 1. “The good city of Gorodets.” A story about the city of Gorodets and Gorodets painting. Singing ditties. nursery rhyme "Bunny is a coward." 4. Modeling confectionery products from salt dough. 5. P/i "Blind Man's Bluff". 1. Entertainment "Cabbage". 2. Talk about fear. Finger theater based on the fairy tale “Fear has big eyes.” 3. “Do you know fairy tales?” Literary quiz on fairy tales. 4. S/r game “Confectionery shop”. 5. P/n “Potty” nearby.” 1. “Happy New Year with all my family!” A conversation about the traditions of celebrating the New Year. Singing carols. 2. "New Year's toy." Manual labor. 3. “The pranks of the old woman of winter.” An evening of winter mysteries. Repeating the chant “You are Frost, Frost, Frost.” 4. Game dramatization of the fairy tale “The Fox and the Crayfish.” 5.P/i “Two Frosts”. 1. Learning poems and carols for the holidays with children. 2. Visual information “Russian folklore in winter.” 3. Participation in the crafts competition “Santa Claus’s Workshop”. 4. Help in organizing the New Year's party. 1. Entertainment "Christmas time". 2. “Take a walk and take a closer look.” 1. Participation in the preparation of the Christmas time entertainment. 15 1. Participation in the preparation of the entertainment “Cabbage”. 2. Photo exhibition “Introducing children to the origins of Russian folk culture.” 3. “Grandma’s chest.” Replenishment of the Russian “hut” with antiques. January February March Conversation about the characteristic features of January. 3. Watching a cartoon based on the fairy tale “Morozko”. 4. “The fox is a liar.” Quiz on fairy tales. Acting out the plot of the fairy tale “Fox - sister and gray wolf.” 5. Didactic game “Make a pattern.” Making patterns from ready-made forms according to Gorodets painting. 1. “Walk, yes 1. A fairy tale for Kuzya. take a closer look." Independent conversation about telling typical fairy tales for children. Features of Word Game February. Reading "Ayushka". fairy tales “Two 2. Letter to Nathan. Frost." Compilation by children 2. “Oh, letters to Nathan - Maslenitsa!” to a friend of a brownie A story about Kuzi. Repetition of Maslenitsa. Singing ritual songs, ritual songs. dedicated to Maslenitsa. 3. Holiday “Oh, Maslenitsa.” 4. Physical education “Dad and I are sports friends.” 5. P/i “Burners” 1. “There is no sweeter 1. Making a friend than a dear crafts as a gift for mother.” Conversation about mom. mom. Making 2. Drawing “Spring crafts as a gift - red” for mom. Repetition 2. “Take a walk and look out for calls about spring.” "Larks, Conversation about having arrived." characteristic 3. Holiday “8 signs of spring. Martha". 16 2. Making attributes for entertainment. 3. Participation in the exhibition of children's drawings “Crystal Winter”. 1. Help in preparing the Maslenitsa holiday. 2. Participation in physical education “Dad and I are sports friends.” 1. Bake “Lark” cookies and bagels. 2. “Behind the samovar.” Tea drinking according to Russian folk traditions. 3. Participation in the exhibition of children's drawings “Spring is Red”. Learning the chant about spring “Larks, come.” April 4. “Happiness suits the wise.” Listening to the fairy tale “Seven Years Old”. Making riddles. 5. S/r game “My Family”. 1. “To make a joke - 1. “A tall tale to make people laugh.” faces, Acquaintance with the unprecedented.” funny Fun with folklore. Russians Compiling a funny story by folk children. tall tales. Making riddles 2. “Spring, spring, about spring phenomena. come here!” Singing 2. “April is a lazy cry for spring. does not like, Verbal agile exercise “Which pigeons.” A story about paints and why spring fields are needed in spring.” works. 3. “Miracle - Easter eggs.” Independent drawing for children to sow seeds. volumetric form (egg shell). Introduction to the art of miniature painting on eggs (Slavic Easter eggs). 4. Red Hill. Acquaintance with the traditions of folk festivities during Easter week. Word games. Singing ditties. 5.Literary quiz on Russian folk tales. 1. “Victory in the air 1. The game does not meander, but dramatizes “The porridge gets to you” with your hands. A story from an axe." about wars - 2. “Spring is red with flowers for its defenders.” Fatherland. Reading Repetition of the fairy tale “Porridge of chants, songs, an ax.” proverbs about spring. 2. “And behind him is this Guessing 17 1. Participation in the entertainment “Tall Tales in Faces, Fabulousness”, Krasnaya Gorka. 2. Growing flower seeds. 3. Visual information “Russian folklore in spring.” 1. Participation in physical education. 2. Help in planting flower beds. 3. Photo exhibition “Introducing children to the origins of the Russian folk May smooth surface - not a wrinkle in sight.” Introducing children to different ways of ironing clothes. Making riddles about everyday objects. riddles 3. Puppet theater based on the fairy tale “Under the Bush” by N. Pavlova. 4. Collective applique from patches “Russian Izba”. 5. Farewell to the “hut”. Verbal folk games. Telling boring tales. Singing ditties. 6. Physical education based on Russian folk games. culture." Preparatory group for school Month of September NOD 1. “Vosenushka - autumn - we mow the last sheaf.” A conversation about the first autumn month, its features and signs. Repetition of the call “Vosenushka - autumn”. 2. “Bread is the head of everything.” A conversation about ancient ways of harvesting bread. Introduction to millstones and their use. 1. “October is a dirtbag - he doesn’t like wheels or runners.” Conversation about Independent activity 1. Repetition of signs of autumn and the chants “Vosenushka - autumn”. 2. “You can’t put your mind on a thin head.” A conversation about intelligence and stupidity. Introduction to the fairy tale “About Filya”. Word game "Fil and Ulya." 3. "Grad on the mouth of the Oka." A story about Nizhny Novgorod. Listening to Russian folk songs (recorded). 4. Repetition of proverbs and sayings about bread. 5. “Moscow food: breads.” Still life drawing. 1. Repetition of proverbs about autumn. 2. "Evil extermination." A story about a Mongolian - 18 Interaction with parents 1. Harvesting in the gardens, berries in the forest. 2. Preparation of natural materials for crafts and seeds for feeding birds in winter. 3. Participation in the exhibition “The most interesting craft made from vegetables.” 4. Visual information “Russian folklore in the fall for the development of children 6-7 years old.” 1. Participation in the “Amazing is Nearby” crafts competition. October November December characteristic signs of October. A story about the national holiday Intercession. 2. “Stone hail.” Acquaintance with the legends about the construction of the Nizhny Novgorod Kremlin - the border fortress of the Moscow state. 1. Titmouse day. Final conversation about autumn. A story about the holidays Sinichkin Day and Kuzminki. 2. “Where does the Firebird’s feather live?” Introducing children to Khokhloma painting and its traditions (“kudrina”, “grass”). Tatar invasion and legends about the city of Kitezh. Acquaintance with ancient weapons. 3. “Golden Autumn”. Drawing the nature of Sakhalin. 4. P/i “Owl - owl”. 5. “The amazing is nearby.” Competition of crafts made from natural materials. 2. Consultation “Acquisition by children of the cultural wealth of the Russian people.” 3. “Grandma’s chest.” Replenishment of the Russian “hut” with antiques. 1. “Miracle - wonderful, miracle - wonderful - Golden Khokhloma.” Drawing decorative dishes based on Khokhloma painting. 2. “Big harvest of rowan – frosty winter.” Proverbs and folk signs about rowan. 3. Entertainment "Rowanberry". 4. P/i "Blind Man's Bluff". 5. Game - quiz “Vosenushka - autumn” (proverbs, sayings, riddles, chants, songs, folk signs). 1. Participation in the entertainment “Rowanberry”. 2. Participation in the quiz game “Vosenushka-Autumn”. 1. “Winter is not summer, she’s wearing a fur coat.” Conversation about the characteristic features of winter. Using the Russian folk song “Like thin ice.” 2. The Snow Maiden is the granddaughter of Father Frost. Reading the fairy tale "The Snow Maiden". Listening to fragments of the opera by N.A. Rimsky - Korsakov 1. “It shines, but does not warm.” Conversation about different lighting sources. Shadow theater show. 2. “The frost has come - take care of your ears and nose.” Watching a cartoon based on the fairy tale by V.F. Odoevsky "Moroz Ivanovich". Making riddles about frost. 3. Repeating the song “Like thin ice.” 1.Participation in the competition of children's crafts "Santa Claus's Workshop". 2.Help in organizing the New Year holiday. 3. Visual information “Russian folklore in winter” 19 January February March “Snow Maiden” (recorded). 4. “Father Frost’s Workshop.” Manual labor: New Year's crafts. 5. P/i “Two Frosts”. 1. “Kolyada came on the eve of Christmas.” Conversation about Christmas holidays, Christmas fortune-telling. Singing songs. 2. “Winter patterns”. Getting to know the creativity of Vologda lacemakers. 1. “Kolyada came on the eve of Christmas.” Entertainment. 2. Winter sports festival. 3. “Frosty patterns.” Decorative drawing based on lace weaving. 4. “The master’s work is afraid.” Reading the fairy tale “Seven Simeons”. Didactic game “Who needs what for work.” Repetition of proverbs about labor and skill. 1. “Gzhel is beautiful.” Children's independent drawing of Gzhel patterns. 2. Physical education “Dad and I are sports friends.” 3. “Maslenitsa Praskoveika, we welcome you well!” Conversation about Maslenitsa. Singing songs, ditties. 4. Holiday “Wow, Maslenitsa!” 1. Russian nesting doll. A story about a nesting doll. Learning ditties. 2. Poetry of folk costume. A story about folk costume. Listening to Russian folk songs (recorded). 3. “Rook on the mountain - spring is in the yard.” A conversation about Russian customs of welcoming spring. Singing 1. “Gzhel is beautiful.” Acquaintance with Gzhel artistic craft. 2. “Glory flows to the hero.” A story about Russian heroes. 1. “A mother’s heart warms better than the sun.” Ethical conversation about mother with the inclusion of folk proverbs and sayings. 2. “A song lives among the people.” Conversation about Russian folk song. Introduction to proverbs and sayings about 20 1. Preparing attributes for the holidays. 2.Participation in the entertainment “Kolyada Came on the Eve of Christmas.” 3. Participation in a sports festival. 1. Participation in physical education. 2. Participation in the preparation of the holiday “Wow, Maslenitsa!” 3. Photo exhibition “Introducing children to the origins of Russian folk culture.” 1. Learning proverbs, chants, and songs about spring with children. 2. Bake gingerbread cookies and bagels. 3. “Behind the samovar.” Tea drinking according to Russian folk traditions. song. Learning the Russian folk song “Oh, I got up early.” April May calls for spring. 4. “To make a joke makes people laugh.” A conversation about folk humor. Word game "Confusion". 5. P/i “Burners”. 1. Red Hill. 1. “It's a joke - A story about Easter. make people laugh." Verbal Entertainment (boring folk games, fairy tales, tongue twisters, “Gardener”, teasers, games). "Spillkins". 2. Repetition 2. “A journey through the verbal and folk golden-maned miracle - games “Gardener”, troika.” Acquaintance with "Spillikins". children with the image of a horse 3. Listening to Russian folk songs, decoratively glorifying the Russian applied troika (in a recording). creativity 4. “Miracle - Easter eggs.” (Gorodets, Drawing on a three-dimensional Palekh shape (egg shells). Khokhloma 5. Easter holiday. painting). A story about 6. Self-made masters of Palekh. planting and growing flower seeds. 1. “A man without 1. Viewing the Motherland is like the nightingale of filmstrips about heroes without a song.” WWII. Final 2. Collective conversation about the past making panels from the native land and scraps “Russian heroes - fellow countrymen. kitchen". 2. Farewell to 3. Literary “hut.” Quiz on Russian Final folk tales. conversation about Russian Game - dramatization. hut and national 4. “Native land, forever kitchen. Darling". Excursion to the forest. Russian outdoor games. 5. Planting flowers, decorating flower beds. 21 1. Participation in the Easter holiday. 2. Growing flower seeds. 3. Visual information “Russian folklore in spring.” 1. Participation in a literary quiz. 2. Help in designing flower beds. 3.2. Features of the organization of a subject-spatial developmental environment The system of work to introduce children to the origins of Russian folk culture requires the organization of special conditions, the creation of an environment that, by means of vivid imagery and clarity, would provide children with a special set of sensations and emotional experiences. In kindergarten, teachers allocated a place in the senior group and equipped it in the form of a room in a Russian hut, where they placed objects most often mentioned in Russian fairy tales: a rocker, pots, bast shoes, etc. Why was a place chosen in the senior group? Since the need to “animate the hut” was realized and it was decided that the teacher of this group, L.A., would become the Mistress of the hut. Karpikova, who runs the “Lapotok” club in kindergarten and is passionate about this area of ​​children’s development. Not only preschool employees, but also the parents of the students took part in the search for ancient household items. The furnishings of the hut are extremely simple, which corresponds to the rural way of life of that time. A bench stretches along the wall, with shelves above it. There is a dining table in the corner. There is a bast hanging on a string (a cradle is a bed for a baby), a spinning wheel is located nearby, and a small stove is installed. Separate from the hut there is a well. Almost all household utensils and labor tools are made of wood, since the peasants were engaged in woodworking crafts. The main task of teachers was to introduce children to a special, original world through its effective knowledge. Therefore, the small stove is made of light wood. it can be moved to another place and played with children. An old chest contains Russian folk costumes for boys; embroidered sundresses, kokoshniks, home clothes of Russian peasant women for girls. In the decor of a Russian hut, teachers introduce children to folk crafts throughout Russia. The shelves contain a variety of works - objects of applied art (Gorodets, Khokhloma, Gzhel, Dymka, etc.). Thus, in the Russian hut there were placed: bast shoes, baskets, a rocker; there is a samovar on the table; on the shelf - home stuff (crinkles, pots, bowls, cast iron pots, etc.); at the stove - a grip, a poker, a broom - a holik; There are objects of applied art on the shelves. To play out lullabies, nursery rhymes, and jokes, a cradle with a baby doll was placed in the hut. The children are greeted by the Mistress of the hut. On weekdays, the Hostess greets the children in traditional home clothes of Russian peasant women, and on holidays she puts on an embroidered sundress and kokoshnik. Visits to the hut by young children are devoted to getting to know household items, their names, purposes, and ways of working with them. In older groups, historical continuity with modern analogues is emphasized. For example: a torch - a kerosene lamp - an electric lamp, etc. In addition, children are introduced to the dependence of the use of objects on people’s lifestyles (peasants used a torch, and richer people used candles, etc.). The organization of such activities presupposes the cognitive activity of children. As a hint, children are given appropriate riddles and proverbs and sayings are used. To organize educational activities and independent activities in the hut, toys in the form of animals, most often found in folklore (cat, dog, cockerel, fox, bear), are used. For the first time, these characters are introduced to work with young children, and over time, depending on the topic, others appear, for example, puppet theater characters. Older children themselves participate in retelling fairy tales from already familiar works. In this case, a quiz can be organized on familiar fairy tales or puppet and finger theater can be used. 22 The system of activities in the hut can include not only the active acquaintance of children with oral folk art and arts and crafts. Here folk songs, ditties, and chants are sung and sounded differently. In order to convey a short piece of folklore to children’s understanding, since sayings, chants, and nursery rhymes often use words that have not been found in modern speech for a long time, special visual aids are needed. That is why it is necessary to organize a special kind of environment through which the introduction of preschool children to oral folk art can be accompanied by a demonstration of relevant household items, illustrations, samples of folk crafts, and national clothing. 3.3. Material and technical support of the program Methodological recommendations for the program Educational and methodological aids No. 1 2 Author Knyazeva O.L., Makhaneva M.D. Kuprina L.S., Budarina T.A. Title: Introducing children to the origins of Russian folk culture. Educational program. Introducing children to Russian folk art. Toolkit . Quantity 1 1 Electronic educational resources No. 1 2 3 4 5 6 7 8 9 Name CD-ROM. Familiarization with the subject and social environment in the second junior group of kindergarten. (Dybina O.V.) CD-ROM. Familiarization with the subject and social environment in the middle group of kindergarten. (Dybina O.V.) CD-ROM. Familiarization with the subject and social environment in the senior group of kindergarten. (Dybina O.V.) CD-ROM. Familiarization with the subject and social environment in the kindergarten preparatory group. (Dybina O.V.) CD-ROM. Practical encyclopedia of preschool workers. Fine arts for preschoolers. Still life, landscape, portrait. (Krasnushkin E.V.) CD-ROM.Russian folk tales. Audio cassette. Russian folk tales. Publishing house "Teacher". Berries. Mushrooms. CD for computer: visual and didactic material. Audio encyclopedia “How they lived in Rus'” 23 Quantity 1 1 1 1 1 6 6 1 1 EQUIPMENT OF PRESIDENTIAL IU Author 1 Nishcheva N.V. Name Quantity Russia Day. Constitution day. National Unity Day. Festive decoration of pre-school interiors. Music hall. 1 SOFTWARE AND METHODOLOGICAL SUPPORT OF THE EDUCATIONAL PROCESS SOCIAL AND COMMUNICATIVE DEVELOPMENT Methodological aids 1 Bure R.S. 2 Kolobanova A.I. 3 4 Rivina Social and moral education of preschool children. For classes with children 3-7 years old. Federal State Educational Standard. Project “Heroes of the Days of Military Glory”. Senior preschool age. Patriotic education of preschool children. Familiarization with the events of the Great Patriotic War of 1941-1945. Introducing preschoolers to family and pedigree 2-7 years old Methodological manual 2 1 1 1 Visual and didactic aids 1 ABC of safety. Alone at home. 2 Two capitals. Card index of subject pictures. Issue 19. 3 Ermakova I.A. Demonstration material Visual teaching material Play with me, mom! 1 1 1 COGNITIVE DEVELOPMENT Methodological aids 1 Veraksa N.E. 2 Veraksa N.E. 3 Veraksa N.E. 4 Vokhrintseva S.V. 5 Dybina O.V. 6 Dybina O.V. Dybina O.B. 7 8 Krashennikov E.E. Getting to know nature. System of work in the middle group of kindergarten. Cognitive and research activities of preschool children. For classes with children 4-7 years old. Federal State Educational Standard. Project activities for preschoolers. For classes with children 5-7 years old. Federal State Educational Standard. Harvest “Vegetables” Familiarization with the subject and social environment. Middle group. Federal State Educational Standard. Familiarization with the subject and social environment. Senior group. Federal State Educational Standard. What happened before... Games-Journey into the past of objects. Development of cognitive abilities of preschoolers 4-7 years old. Federal State Educational Standard. Familiarization with the subject and social environment. System 24 Methodological manual 2 3 Methodological manual 3 Methodological manual Methodical manual 1 Methodological manual 2 2 7 3 Methodological manual 1 9 Solomennikova O.A. 10 Tolkacheva Yu.V., Stupikova L.G. 11 Tolkacheva Yu.V., Stupikova L.G. 12 Shorygina T.A. work in the preparatory group. Introduction to nature in kindergarten. First junior group. Federal State Educational Standard. Game library. Issue 7. Wheel of History. Time travel game. Game library. Issue 8. Museum of the Past. A game-journey into the world of man-made things. Conversations about domestic and ornamental birds Methodological manual 1 1 1 2 Visual and didactic aids 1 2 Botyakova O.A. 3 Buneev R.N., Buneeva E.V., Vakhrushev A.A. Buneev R.N., Buneeva E.V., Vakhrushev A.A. Buneev R.N., Buneeva E.V., Vakhrushev A.A. Buneev R.N., Buneeva E.V., Vakhrushev A.A. Buneev R.N., Buneeva E.V., Vakhrushev A.A. Buneev R.N., Buneeva E.V., Vakhrushev A.A. 4 5 6 7 8 9 10 Vasilyeva I. 11 Vasilyeva I. 12 Vokhrintseva S.V. 13 Vokhrintseva S.V. 14 Vokhrintseva S.V. 15 Vokhrintseva S.V. 16 Vokhrintseva S.V. 17 Vokhrintseva S.V. 18 Vokhrintseva S.V. 19 Vokhrintseva S.V. Conversations based on pictures “Spring. Summer". Set visual aids for preschools and primary schools. Card index of subject pictures. Issue 20. Part 1. Traditional costume in the culture of the peoples of Russia. Visual and handout material for preschoolers. Part 1. Vegetables, fruits, berries. Visual and handout material for preschoolers. Part 2. Trees, mushrooms, flowers. Visual and handout material for preschoolers. Part 11. Animals. Visual and handout material for preschoolers. Part 5. Clothes, shoes. Visual and handout material for preschoolers. Part 4. Dishes. Visual and handout material for preschoolers. 10. Birds. Appliances. Didactic material “The world around us”. In the village. Series “Stories from Pictures”. The world around us "Fruits". Let's get to know the world around us "Fruits". Spring. Didactic material “The world around us” Dishes. Didactic material “The world around us” Garden flowers. Didactic material “The world around us” The world around us “Trees and leaves” The world around us “Wild animals”. A3 format. The surrounding world “Insects-1” (FGT) DM-29 The surrounding world “Insects-2” (FGT) DM-30 The surrounding world “Birds” (FGT) DM-33 25 Demonstration material 1 Visual didactic material Visual and handouts Visual and handouts Visual and handouts Visual and handouts Visual and handouts Visual and handouts Didactic material Didactic material Didactic material Didactic material Didactic material Didactic material Didactic material Didactic material Didactic material Demonstration material Demonstration material Demonstration material 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 20 Vokhrintseva S.V. 21 22 23 24 25 26 27 28 29 30 31 32 Deryagina L.B. 34 30 31 32 33 34 35 36 37 38 39 Seasons. Series “Stories from Pictures”. Heroes of fairy tales. Series “The World in Pictures” Demonstration pictures SUPER Domestic and decorative birds. 16 demonstration pictures with text (173*220 mm) Demonstration pictures “Birds of Russia” 16 pictures with text on the back + 16 handout cards Demonstration material “Vegetables” Demonstration material “Berries” Demonstration material “Poultry” Demonstration material “Insects” Demonstration material “Fruits” Plants and animals of Russia Didactic material “Berries”. Pets. Series “The World in Pictures”. Pets and birds 33 29 The world around us “garden flowers” ​​(FGT) DM-34 Seasons (posters in a box) Emelyanova E. Where does everything come from? Bread. Visual and didactic aid for young children Animals - pets. Series “The World in Pictures”. Game “Flowers. Forest, meadow, garden." Home handyman tools. Series “The World in Pictures”. How our ancestors sewed clothes Pictures “Our Motherland – Russia” Card index of subject pictures. Issue 18. Clothes. Shoes. Hats. Card index of subject pictures. Issue 4. Animals of our forests, domestic animals, their cubs. Cards for child development “Trees of Russia”. Cards for child development “Wild Animals”. Cards for child development “Pets”. Cards for child development “Poultry” (mothers and children). Cards for child development 26 Demonstration material Didactic material Didactic material Didactic material Demonstration material 1 Demonstration material 1 Demonstration material Demonstration material Demonstration material Demonstration material Demonstration material 1 Didactic material Didactic material Visual didactic aid Visual didactic aid Didactic aid 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Didactic material Visual didactic material Visual didactic material 1 1 1 1 1 1 1 1 1 1 40 41 42 43 44 45 Kulikovsky D. 46 47 48 49 50 51 Nefedova K. Nishcheva N.V. 52 Nishcheva N.V. 53 Nishcheva N.V. 54 Nishcheva N.V. 55 Nishcheva N.V. "Winter spring Summer Autumn". Cards for child development “Insects”. Cards for child development “Vegetables in the garden.” Cards for child development “Professions and crafts”. Cards for child development “Transport”. Cards for child development “Berries”. Kolobok. Series “Stories from Pictures”. The world around us "Garden flowers". Chicken Ryaba. Series “Stories from Pictures”. Lotto “Animals” Lotto “Who Eats What” Plant World-2/Cut cards. Trees and shrubs. Field plants. Houseplants. Mushrooms. Human World-1/Cut cards. Food. Dishes. Furniture. Cloth. Furniture Card file of subject pictures. Issue 7. Primroses, field, meadow, garden flowers. Card index of subject pictures. Issue 9. Domestic, migratory, wintering birds. Card index of subject pictures. Issue 16. Furniture. Dishes. Card index of subject pictures. Issue 18. Clothes. Shoes. Hats. Card index of subject pictures. Garden and forest berries. Houseplants. Issue 6. Vegetables. Series “The World in Pictures”. Vegetables and fruits (posters in a box) The world around us “folk art-2” ND-50 Tableware. Series “The World in Pictures”. 56 57 58 59 Birds living in our country. Tell children 3-7 years old about mushrooms (cards for activities in kindergarten and at home) Tell children 3-7 years old about trees (cards for activities in kindergarten and at home) Tell children 3-7 years old about forest animals (cards for activities in kindergarten kindergarten and home) 27 1 1 1 1 1 Didactic material Didactic material Didactic material 1 1 1 Cut cards 1 1 1 Cut cards 1 Visual didactic material Visual didactic material Visual didactic material Visual didactic material Visual didactic material Didactic material Didactic material Didactic material Didactic material Demonstration material Cards for classes in kindergarten and at home Cards for classes in kindergarten and at home Cards for classes in kindergarten and at home 1 1 1 1 1 1 1 1 1 1 1 1 1 1 60 61 62 63 64 65 66 Smirnova T .IN. Tell children 3-7 years old about birds (cards for activities in kindergarten and at home) Tell children 3-7 years old about working tools (cards for activities in kindergarten and at home) Tell children 3-7 years old about bread (cards for activities in kindergarten kindergarten and at home) Stories based on pictures. My house. Turnip. Series “Stories from Pictures”. Native nature. Series “Stories from Pictures”. A series of integrated classes for children of senior preschool age to familiarize themselves with the life and traditions of Rus' (+ reproductions). A child discovers the world of Edible mushrooms. Didactic material “The world around us”. Teremok. Series “Stories from Pictures”. Fruits. Series “The World in Pictures”. Flowers. Series “The World in Pictures”. 67 68 Shalaeva G.A. Shapiro A.I. 69 Shapiro A.I. 70 Shapiro A.I. 71 72 73 Shorygina T.A. Shorygina T.A. The world around us Secrets of familiar objects. Thread, rope, rope. Secrets of familiar objects. Candle. Secrets of familiar objects. Pipe. Conversations about the taiga and its inhabitants. Pets. Forest berries. Visual didactic aid for classes with children 3-7 years old. Cards for classes in kindergarten and at home Cards for classes in kindergarten and at home Cards for classes in kindergarten and at home Didactic material Didactic material 1 1 1 1 1 1 1 Didactic material Didactic material Didactic material Didactic material 1 1 1 1 1 1 2 1 2 Visual didactic manual 1 1 1 SPEECH DEVELOPMENT Methodological manuals 1 Nishcheva N.V. 2 Titarenko V.A. 3 Ushakova O.D. Formation of retelling skills in preschool children. Educational situations based on the texts of Russian folk tales. Practical material for fairy tale therapy and speech development in preschoolers. Riddles, counting rhymes and tongue twisters. Methodical manual 1 Multifunctional manual 1 4 Anikina V.P. Russian folk tales 1 5 Lashchevskaya O. Big book of Russian fairy tales 1 1 Vokhrintseva S.V. Tale after tale “Geese and Swans” 2 Vokhrintseva S.V. Tale after tale “Ryaba Hen” 1 Visual and didactic aids 28 Demonstration material Demonstration material 1 1 3 Vokhrintseva S.V. 4 Vokhrintseva S.V. 5 Vokhrintseva S.V. Tale after tale “Bull - tar barrel” Tale after tale “How a goat built a hut” Tale after tale “Cat and Rooster” 6 Vokhrintseva S.V. Fairy tale after fairy tale “The Fox and the Wolf” Cards for child development “Heroes of fairy tales” Cards tell a fairy tale: Kolobok, Wolf and seven kids. A book with puzzles “Zayushkina's hut” A book with puzzles “Kolobok” A book with puzzles “Turnip” A book with puzzles “Teremok” All kinds of mothers are needed. Demonstration pictures with methodological recommendations for teaching preschoolers storytelling. 7 8 9 10 11 12 13 Demonstration material Demonstration material Demonstration material Demonstration material 1 1 1 1 1 1 1 Demonstration material 1 1 1 1 ARTISTIC AND AESTHETIC DEVELOPMENT Methodological manuals 2 Bianki V. Gerbova V.V. 3 Gerbova V.V. 4 6 Gerbova V.V., Ilchuk N.P. Gerbova V.V., Ilchuk N.P. Dybina O.B. 7 8 Komarova T.S. Komarova T.S. 9 Komarova T.S., Savenkov A.I. Komarova T.S. 1 5 10 11 12 13 Slizkova T.B. Solomennikova O.A. 14 15 Khalezova N.B. 16 Sinichkin calendar. A book for reading in kindergarten and at home. 2-4 years. A book for reading in kindergarten and at home. Reader for 5-7 years. A book for reading in kindergarten and at home. Reader for 4-5 years. A book for reading in kindergarten and at home. Reader for 2-4 years. The objective world as a means of developing children’s creativity. Children's artistic creativity. Folk art in raising children. Collective creativity of preschool children. Development of artistic abilities of preschoolers 3-7 years old. Federal State Educational Standard. Nikita Kozhemyaka Reader for seniors The joy of creativity. Introducing children aged 5-7 years to folk art. Theatrical activities in kindergarten Decorative modeling in kindergarten. Reading book for children 1-3 years old. 1 1 Manual 2 Manual 1 Manual 3 Methodological recommendations Manual 7 2 2 2 Methodological manual 1 1 1 2 1 1 1 Visual and didactic aids 1 Vokhrintseva S.V. 2 Vokhrintseva S.V. 3 Vokhrintseva The world around us: “Musical instruments: wind instruments.” ND-51 The world around us: “Musical instruments: strings.” ND-53 Coloring book “Rosinochka”. Khokhlomskaya 29 Didactic material Didactic material 1 1 1 4 5 Vokhrintseva Vokhrintseva 6 Vokhrintseva 7 Vokhrintseva S.V. painting. Coloring page "Rosinochka". Gzhel-2 Coloring book “Rosinochka”. Dymkovo painting. Coloring page "Rosinochka". Polokhov Maidan painting. Learning to draw “Gzhel-1” UCH-1 8 Vokhrintseva S.V. Learning to draw “Gzhel-3” UCH-3 9 10 11 12 13 14 15 Konkevich S.I. 16 Krasnushkin E.V. 17 Krasnushkin E.V. 18 Kurochkina 19 20 Murycheva N.N. 21 22 23 24 25 26 Gzhel. Ornaments and products (posters in a box) Gorodets wood painting. Series “The World in Pictures”. Dymkovo toy. Series “The World in Pictures”. Kargopol. Series “The World in Pictures”. Paintings by Russian artists. F. Vasiliev., I. Shishkin. A3 format. Paintings by Russian artists. V. Vasnetsov., I. Bilibin. A3 format. Card index of subject pictures. Issue 8. Musical instruments. World of Art. Scenery. (4-7 years) World of art. Fairy tale in Russian painting. 5-9 years. Introducing still life: the cycle “Great Art for Little”/Childhood. Musical instruments. Visual and didactic aid for classes with children 3-7 years old. Card index of subject pictures. Issue 33. Riddle songs about musical instruments. A set of educational cards “Musical Instruments”. A set of educational cards “Masterpieces of Artists”. Polokhov – Maidan (posters in a box) Learning to draw “Khokhloma painting – 2” UCH-12. Filimonovskaya whistle (posters in a box) Khokhloma (posters in a box) 1 1 1 Didactic material Didactic material Didactic material 1 1 1 1 1 1 Demonstration material 1 Demonstration material 1 Visual didactic material Demonstration material Demonstration material Demonstration material 1 Visual didactic aid Visual didactic material 1 1 1 1 1 1 1 Didactic material Didactic material Didactic material Didactic material 1 1 1 1 PHYSICAL EDUCATION Teaching aids 1 Stepanenkova Yu.Ya. 2 Teplyuk S.N. Collection of outdoor games for 2-7 years. Federal State Educational Standard. Games and activities for a walk with kids. Federal State Educational Standard. 30 Methodological manual Methodological manual 3 1

Project stage:

Project underway

Objective of the project:

Introducing children to the origins of Russian folk culture.

Project objectives:

1. To increase the professional knowledge of teachers in introducing children to the origins of Russian national culture.
2. Increase the effectiveness of working with children to familiarize themselves with folklore and use it for the development of all components of oral speech.
3. Develop a sustainable interest in works of art and decorative and applied arts.
4. Introduce Russian folk art (games, round dances, songs, nursery rhymes, fairy tales, etc.) in different types children's activities;

Results achieved:

During the implementation of the project, we came to the conclusion that such activities, games, and productive activities unite children with common impressions, experiences, emotions, and contribute to the formation of collective relationships.
Based on the results of the work, we consider our achievement to be: the creation in the group of an atmosphere of goodwill, mutual understanding, and a rich developmental environment. As a result of introducing children to folklore, we have become convinced in practice that folk art is a rich source of children’s cognitive and moral development.

Social significance of the project:

Value children's folklore is that with its help an adult easily establishes emotional contact and emotional communication with a child. Interesting content, wealth of imagination, vibrant artistic folklore images attract the child’s attention, bring him joy and at the same time have an educational effect on him.

Activities carried out within the framework of the project:

During the implementation of the project, children throughout the year became acquainted with the customs and traditions of the Russian people, with objects folk life. Project implementation activities included:
- Reading Russian folk tales
- Use of Russian folk songs and dances.
- Learning nursery rhymes, chants, lullabies
- Use of toys and handicrafts.
- Carrying out outdoor games, finger gymnastics using elements of folklore.
- Listening to CDs with Russian folk tales.
- Board and printed games (puzzles): (based on fairy tales and nursery rhymes).
- Usage different types theaters (tabletop, finger theater, etc.).
- Examination of illustrations in children's literature.

Project scope:

Children of primary preschool age 24 people;
- parents of children;
-musical director;
- educators.

Resources spent:

1. Selection of methodological and fiction literature.
2. Sewing Russian folk costumes for young children.
3. Selection visual material(illustrations, photographs, sketches).
4. Selection of works of Russian folk art (rhymes, jokes, fairy tales, sayings, etc.)
5. Creating conditions for holding open events (decorating a group room, music hall, replenishment of the mini-museum “Russian Izba”).
6. Exhibitions of books and folk art crafts.

Generalization of work experience on the topic “Introducing children to the origins of Russian folk culture” on raising a citizen and patriot who knows and loves his homeland through a deep knowledge of the spiritual wealth of his people, the development of folk culture. By studying the foundations of folk culture, children are introduced to part of the great whole - their people, their country.

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Work experience on the topic: “Introducing children to the origins of folk culture.”

Khanty-Mansiysk MBDOU No. 11 “Rainbow”, Educator Zamkovaya Oksana Alekseevna

“Just like a small tree that has barely risen above the ground, a caring gardener strengthens the root, on the power of which the life of the plant depends for several decades, so a teacher should take care of instilling in his children a feeling of boundless love for the Motherland.”

V.A. Sukhomlinsky

Relevance of the topic:

Raising a citizen and patriot who knows and loves his homeland is especially relevant today - it cannot be solved without a deep knowledge of the spiritual wealth of his people and the development of folk culture. Currently time is running growing interest in the history of our state and society as a whole. By studying the basics of folk culture, it becomes possible to make children feel like they are part of a great whole - their people, their country.

Target: Improve children's knowledge about Russian folk culture.

Tasks:

1. To bring children closer to the culture of our ancestors through the organization of folk holidays.
2. Introduce children to the rituals and customs of hospitality of the Russian people.
3. Improve children's knowledge about seasonal signs.
4. To form children's ideas through fairy tales, epics, songs, chants about the culture of their people, its richness and diversity.
5. To instill the basics of spirituality, patriotism and morality in children.

Predicted result:

Introducing children to the national traditional culture will allow the child to get acquainted with the world around him, realize his place in it, develop intelligence, the opportunity to develop in the child Creative skills, independence, form visual-figurative thinking, relationship skills with adults and peers.

The work is based on the main methodological principles: accounting age characteristics children, availability of material, gradual complication.

Work with children is focused on four age levels: younger age - from 3-4 years; average age– from 4-5 years; older age – from 5-6 years; preparatory group for school – from 6-7 years.

The first stage of work is the organization of a development environment.

The main task of teachers is not the creation of a museum environment, but the opportunity to introduce children to a special, original world through its effective knowledge. Therefore, in addition to natural things, many objects are deliberately stylized to resemble real ones.

A mini-museum of folk antiquities “Russian Izba” has been created in the kindergarten. Children are very interested in seeing a real spinning wheel in action, rocking a doll, and crushing grain in a mortar themselves. The "Bright Room" contains items from Russian everyday life: cast iron, tub, chest, samovar, wooden and clay dishes, embroidered towels, Russian folk costume, etc.

Most of the main part of the educational activity for introducing children to the national culture is carried out in the “Bright Room”. The teacher acts as the mistress of the hut, who naturally attracts children to her daily activities and concerns (embroidery, cooking, etc.).

The GCD system in the “Bright Room” is included in the GCD schedule of the preschool educational institution and includes the active introduction of children to oral folk art and arts and crafts. Often the NOD in the “Bright Room” ends with tea drinking from a samovar or, in accordance with the purpose, a treat for children.

The second stage is the organization of the educational process.

In kindergarten, at an accessible level, children are introduced to folk games, folk calendar, the foundations of Orthodox culture, traditions, way of life, customs of the Russian people, peasant labor, contributes to the development of cognitive abilities in children, the formation high morality, fosters love for the fatherland, respect for ancestors, and interest in the original Russian culture. "Things have been a long time coming days gone by, a legend of deep antiquity..." become closer and more understandable to the child.

Long-term plans have been developed for familiarization with the origins of Russian folk culture, for folk outdoor games, which are combined with the comprehensive program of V.I. Loginova, T.I. Babaeva “Childhood”.

Forms of working with children:

GCD: social world, speech development, world of music, natural world, world of art and artistic activity, physical development; cultural and leisure activities: “Birthday Day” once a month, watching theatrical performances once a month, holidays, entertainment, theme evenings and leisure activities (calendar and folk: carols, Maslenitsa, Palm Sunday, Easter, etc.),

Game activities: didactic games, theatrical performances, role-playing games, outdoor games.

The main form of work with children is NOD, which is carried out both frontally, in subgroups and individually. Complex, plot, thematic and other types of GCD organization are used. In addition, topics on Russian culture are taken into account in different sections. For example, the GCD cycle " Social world": one lesson per month is devoted to traditional culture, while the specific choice of the leading theme of the month is determined by the rhythm of the folk calendar. GCD for familiarization with the origins of Russian folk culture is problematically associated with GCD “World of Art and Artistic Activities” (drawing, modeling, manual labor, appliqué). GCD for introducing children to arts and crafts is occupied by special place in the pedagogical process of kindergarten.

We begin introducing children to the creativity of Russian craftsmen with middle group. In kindergarten, experience has accumulated in working with Dymkovskaya, Gorodetskaya, Khokhloma painting. For each of the listed types of painting, we have manuals, long-term plans, and GCD notes have been drawn up. Russian folk toys and games with them bring great joy to children of all ages. The bright matryoshka dolls are of particular interest. Younger children preschool teachers introduce you to the features of this toy. And older children get acquainted with the history of its origin and information about the masters who created it; They are trying to compose short stories where the main character is a matryoshka doll. Children really like round dance games involving matryoshka dolls. Depending on the theme of the NOD, exhibitions of children’s works are organized in groups: “Dymkovo Toy”, “Golden Khokhloma”, “Gzhel”.

During the GCD on speech development provided special work with the native word, introducing children to oral folk art. We begin work on introducing children to oral folk art from early preschool age. When selecting folklore material, teachers take into account the age capabilities of children as much as possible. For younger children, accustoming their ears to the intonation structure of their native speech, we also introduce lullabies. Children not only listen to songs, but also sing to the dolls about the Cat and ghouls. Practical experience has shown that small folklore forms - nursery rhymes, riddles, counting rhymes, short fairy tales - are more accessible for children of primary preschool age. In middle age, along with the complication of “small forms”, which are much broader than any other genre and cover various aspects of reality, more and more space is given to folk tales, proverbs, sayings, and chants. With older children, in addition to more complex folklore material, conversation is used. Kindergarten teachers organize conversations using proverbs and sayings, the content of which includes the names of objects of Russian everyday life; They try to reveal the origin of proverbs and sayings, their features such as allegory, expressiveness, and the combination of the general and the specific in them. A special place in introducing older preschoolers to works of oral folk art is occupied by composing riddles with children about objects of ancient Russian life. Each folk riddle reflects surrounding a person world. To compose a riddle means to give a metaphorical form of expression to ordinary thoughts and objects. And vice versa, to solve a riddle - replace its metaphorical images with real images. Composing a riddle can be quite difficult. Firstly, for this you need to have well-developed figurative-associative poetic thinking, and secondly, to be very smart, able to overcome the logical difficulties deliberately created by the riddle. Therefore, it is very important to show children how to create riddles, their types and forms.

Along with NOD, holidays are organized: calendar, folklore, ritual, name days, etc. IN folklore holidays Children of all ages take part, only their share of participation varies from age to age. Folk holidays are held regularly: Golden Autumn, Maslenitsa, Winter Christmastide, in which both adults and children are active participants. When developing scenarios for national holidays, special attention is paid to the selection of verbal, musical, dramatic, gaming and choreographic works ritual-calendar folklore. The works correspond to the content of the holiday, are highly artistic, interesting and accessible to the children. The main indicator of the success of the holiday is the emotional coloring of the atmosphere. This atmosphere is determined by the naturalness of children’s behavior, interest, and joyful emotions generated by the character’s actions. The more surprises there are at a holiday, the more the holiday corresponds to its main purpose - to please children. The richness of the national holiday with creative improvisations and surprise moments stimulates children's interest, enhances their impression and experience, and enriches artistic and aesthetic perception. And most importantly, it ensures natural familiarization of children with national traditions, affirms fundamental spiritual and aesthetic values ​​in their minds.

Folk ritual holidays always related to the game. But folk games, unfortunately, have almost disappeared from childhood today, although it is in them that the joy of movement is combined with the spiritual enrichment of children. By forming in children a stable attitude towards the culture of their native country, creating an emotional and positive basis for the development of patriotic feelings, folk games contribute to the development of conscious discipline, will, perseverance in overcoming difficulties, and teach them to be honest and truthful.

Working with parents.

In the corners for parents, material on folk calendar, on Russian cuisine, on folk holidays “Easter”, “Christmas”, “ New Year", "Maslenitsa", etc. Joint participation in creative events helps to unite the family and fill its leisure time with new content. Creating conditions for joint creative activity, a combination of individual and collective creativity of children and parents contributes to the unity of teachers, parents and children. What shapes positive attitude to each other. Parents have become active participants in the pedagogical process: they take part in holding Russian folk holidays, in making attributes in the “Russian Izba” mini-museum, in decorating groups for the Russian folk holidays “Easter”, “Christmas”, “New Year”, “Maslenitsa” ", participate in games, actively discuss education issues at parent-teacher meetings.

The results of the work carried out to familiarize children with Russian folk culture are the positive dynamics of indicators of the quality of education and upbringing.

Pedagogical monitoring is carried out at the beginning and end of the school year, recording the results of the development, upbringing and education of children.

Monitoring data for the 2012-2013 school year showed an increase in children’s need to use knowledge about folk culture in practice; improving the ability to navigate in various types of activities related to reflecting ideas about folk culture; developing in preschoolers the ability to independently model communicative and productive activities, relying on theoretical knowledge and practical skills.

Kindergarten students:

1. Use nursery rhymes, rhymes, and riddles in active speech.

2. They know how to play Russian folk outdoor games using counting rhymes.

3. They have a rich knowledge of fairy tales and fairy-tale heroes, are able to recognize them in works of fine art.

4. Meaningful and active participation of children in Russian folk holidays (they know the name of the holiday, sing songs, perform ditties, read poetry).

5. Knowledge of the history of Russian folk costume and headdresses.

6. Use the attributes of Russian folk culture in independent activities.

7. Treat household items and works of folk art with care.

Thus, this system of work allows preschool children to develop knowledge about the cultural heritage of the Russian people. The work is based on the formation of an emotionally charged sense of children’s involvement in the heritage of the past, including through the creation of a special environment that allows them to come into direct contact with it.

Literature:

1. Introducing children to Russian folk art: Lesson notes and scripts for calendar and ritual holidays: A methodological manual for teachers of preschool educational institutions / Author. comp. Kuprina L.S., Budarina T.A., Makhaneva O.A., Korepanova O.N. and others - St. Petersburg: “Childhood-Press”, 2004.
2. Calendar ritual holidays for preschool children. Team of authors: Pugacheva N.V.; Esaulova N.A.; Potapova N.N. study guide. – M.: Pedagogical Society of Russia, 2005.
3. Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian folk culture: Program. Educational and methodological manual– St. Petersburg: Detstvo-Press, 2004.
4. Litvinova M.F. Russian folk outdoor games for children of preschool and primary school age: A practical guide. / M.: Iris-press, 2003.

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 each person, in creative activity 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 an urgent task for the peoples of 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 the moral concepts and 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 from the very early childhood to form an individual-personal basis of behavior through spiritual communication. 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 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” is that it helps to understand the general meaning 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 deep impact on the child’s world, has moral, aesthetic, cognitive value, embodies historical experience many generations and is considered part of material culture.

The important role of folk and decorative arts in aesthetic education noted by many domestic art critics, 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: enrichment of subject- spatial environment 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 - introducing children to all types national art- from architecture to painting and ornament, from dance, fairy tales and music to theater. This is exactly what we envision as a development strategy personal culture child 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. From age to age, the tasks of listening and reproducing folklore works and perceiving brightness became more complicated color images folk arts, 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 of 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, as it indicates specific tasks on introducing children to folk decorative painting, are given rough plans works 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 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 your 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 the cultural heritage of their ancestors, but almost all parents strive to learn together 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 take an active part in the creation of the “Book of 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 the very beginning early age understand that they are part of the great Russian people. At the beginning of the school year, our group did not have a specific place where children could get acquainted with objects of decorative and applied art, and 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 kindergarten and school local history museum; equip the group with antiques (stove, jars, 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 the social development corner “Our Family”;
4. Diversify the material for independent artistic activity children in the center of artistic creativity: 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. Increase the level of pedagogical culture of 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 long-term plan work (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 classes environmental education. 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 patriotic education children is to introduce them to 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 children to work in ways that are based on the desire to do something for the team, for the kindergarten, for their city or 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 classes (“Love and know your native land!”, “The Earth is ours” common Home!”, “The proverb is said for a reason!” etc.) I try to widely use all 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 somehow in a special way the word, musical rhythm, melodiousness are combined. 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”.

A special place in works of oral folk art is occupied by 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 their free time, children draw pictures of 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, what labor relations are like, 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 forms of work:

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. Great place Folk holidays and entertainment play a role in introducing children to folk culture. They focus on the most subtle observations accumulated over centuries on the characteristic features of the seasons, weather changes, and the behavior of birds, insects, and plants. Moreover, these observations are directly related to labor and various aspects of human social life 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”. On one of music lessons children got 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 the Mountain is Kalina”, etc. The children are happy to dramatize the Russian folk song “Like ours at the gates”.

6. Patriotic education is associated with physical development. Such qualities as strength, courage, dexterity are necessary for future workers and defenders of the Motherland, and 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 the Day defenders of the Fatherland. 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 or plot drawing they liked, can develop into an interesting long-term game in which the children apply their knowledge and what they have already accumulated life experience. 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-esteem little man, a kind 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 important pedagogical conditions for introducing children to the origins of folk culture is the active involvement of parents in this activity. The family has special pedagogical capabilities that cannot be replaced preschool: 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 family 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 in various types of productive activities (drawing, modeling, appliqué); correctly name their family members and determine family relationships; independently name the features and main attractions of their native land; use in everyday life various types of oral folk art (rhyme songs, 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 to know 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 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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