Article on the topic

“Introducing children of primary preschool age to the origins of Russian folk culture”

Teacher of GBDOU No. 114

Frunzensky district

St. Petersburg

Krivoruchenko L.B.

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

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

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

Russian folk culture (concept, functions)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The sustainability of activity, the effectiveness and quality of “work” is positively influenced by offering children a motive for activity that is significant in their eyes. Junior preschooler attracts the motive to make a thing for yourself, for your game. The motive of social benefit for the child is still ineffective.

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

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

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

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

To work with children in in this direction it is necessary to choose a pedagogical technology...

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

Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit pedagogical process(B.T. Likhachev). The main idea of ​​technology is that mastering cultural space through familiarization with folk traditions - this is a socially, psychologically and pedagogically justified way of a child’s creative development. The technology is based on the principles:

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Bibliography

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

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

Nikolaeva Tatyana Ivanovna
Job title: teacher
Educational institution: MBDOU No. 39
Locality: Krasnogorsk city, Moscow region
Name of material: Article
Subject:"Introducing children to the origins of Russian folk culture"
Publication date: 14.08.2017
Chapter: preschool education

KRASNOGORSKY MUNICIPAL DISTRICT OF MOSCOW REGION

MUNICIPAL BUDGET PRESCHOOL

EDUCATIONAL INSTITUTION

kindergarten No. 39

“Introducing children to the origins of Russian

folk culture".

Prepared

Nikolaeva T.I.

Krasnogorsk

A people who do not know their culture and

history - despicable and frivolous."

N.M. Karamzin

Our dreams and hopes are for the future, but we must not forget the past.

Memory is a bridge connecting today with yesterday, the present with

past. Folk art - great power, which connects the past, present and

future. Everything that our ancestors left us: folk songs, epics, fairy tales, Russian

huts with excellent examples of decorative and applied arts, should

remain in our memory.

Russian folk art is rich in variety of forms and has an inexhaustible

artistic and creative potential and is an inexhaustible source of development

artistic culture of the people.

Introducing children to the origins of Russian folk culture occurs through

familiarization with folk customs, ritual holidays, traditions, some

types of folk applied art, folklore, household items, crafts,

features of Russian folk costume.

Children need to be introduced to the richness of Russian speech, expand their vocabulary

Currently, Russia is going through one of the difficult historical periods.

Nowadays, material values ​​dominate over spiritual ones, which is why children have distorted

ideas about kindness, mercy, generosity, justice, citizenship

and patriotism. Preschool age is the foundation of a child’s overall development, starting

the period of all high human principles.

make them more resistant to unwanted influences, teach them the rules of communication,

the ability to live among people - the main ideas

nurturing the spiritual and moral qualities of the individual, introducing children to the origins

Russian folk culture.

Getting to know folklore always enriches and ennobles. Child

strives to imitate the heroes he likes. Literary plots

works are translated into children's games. Living the lives of their favorite characters in the game, children

become involved in spiritual and moral experience.

K.D. Ushinsky emphasized that the literature that a child encounters for the first time

should introduce him to the world of popular feeling, people's life. Such literature

introducing a child to the spiritual life of his people are, first of all,

works of oral folk art in all its genre diversity: riddles,

counting rhymes, proverbs, sayings, tongue twisters, fairy tales. Getting to know the people

creativity for babies begins with lullabies. Monotonous lullaby

the song, with its simple rhythm, calms and lulls, which is very important for

physical development, - at the same time contributes to the accumulation of sensual

impressions, to the perception of words, to the understanding of language. In kindergarten, this genre of oral

creativity is practically not used, since it is more intended for mothers.

In kindergarten, this type of oral folk art is used, such as nursery rhymes,

jokes, lullabies, chants, counting rhymes, round dance games, Russian

folk dances.

Nursery rhymes not only teach movement.

She educates, teaches children to understand “What is good and what is bad,”

introduces the child into the world, teaches him to live. Nursery rhymes can be used in all

regime processes and in all age groups. At an older age of 4-6 years

Nursery rhymes are used as finger games.

Fairy tales help children understand what is good and what is bad, to distinguish good from

evil. From fairy tales, children receive information about moral principles and cultural values.

society. They broaden their horizons, develop speech, fantasy, and imagination. Develop

moral qualities: kindness, generosity, hard work, truthfulness. Educational

the value of folk tales is that they capture the features of the Russian working people,

love of freedom, perseverance, perseverance in achieving goals. Fairy tales build pride

for your people, love for the Motherland. The fairy tale condemns such properties of human character

like laziness, greed, stubbornness, cowardice, and approves of hard work, courage, and loyalty.

Fairy tales are used in all age groups.

Counting books are stories invented for children as a way to carry out objective

justice. As if fate itself, and not the authority of an adult, decides

distribution of roles. The child in the game must be resourceful, quick-witted,

mindful, dexterous, kind and even noble, All these qualities are in the child’s mind,

Counting rhymes develop the soul and character.

Proverbs and sayings. They are called the pearl of folk art. They

have an impact not only on the mind, but also on a person’s feelings: teachings,

those contained in them are easily perceived and remembered. The proverb can be

use in all processes of educational work.

Folk riddles are an important genre, mastery of which contributes to mental

child development. Riddles are a useful exercise for a child's mind. Riddles require

the child has great powers of observation and mental stress to solve the problem

he has a task before him. This develops thinking, inquisitiveness, and observation. Knowledge

riddles not only develops memory, but cultivates a poetic feeling, prepares

child's perception of classical literature.

Patter,

A fun and harmless game of quickly repeating difficult to pronounce rhymes and phrases. U

Each tongue twister has its own play of sounds and words. They do not repeat themselves - this is their secret and

charm. It’s not for nothing that people say, “You can’t talk through all the tongue twisters and you can’t beat them.”

you will speak out."

Calls - appeals to nature, animals with a request or

requirement. Once upon a time, nicknames were logical formulas, a kind of

spells with which the ancient farmer conjured the sun and rain in order to give the necessary

the earth is warm and moist. Then the chants became children's play rhymes. Calls are

small songs designed to be sung by a group of children. It’s not easy to be in a nickname

an appeal to natural elements, but also a gamma expressed in words, rhythm, intonation

feelings and experiences. Calls give the child the opportunity to express himself in poetic form.

express their emotional attitude towards nature, develop the child’s speech, thinking,

imagination, develop the articulatory apparatus. The very word “clicks” encourages children

speak loudly - call out.

Round dance games are games

including song, choreographic movements, dialogue and pantomime. Content

the game could be different and was revealed in the plot of the song that was depicted

participants moving in a circle or in two parties towards each other. In them

told about peasant work, about a boy’s love for a girl, about a merrily jumping

a sparrow, a bunny, etc. The movements were simple, obeying the rhythm of the song.

The main performers stood in the center of the circle and conducted a dialogue with those moving around the circle

players or with the help of pantomime revealed the content of the song. Round dance games

performed mainly by girls. Boys took part in them very rarely,

considering them a girlish matter, unworthy of attention. The boys were becoming

participants in round dance games only from the age of fourteen to fifteen, when they were already

perceived themselves as young men and began to pay attention to girls.

Round dance among the Eastern Slavs is also called youth games in the open air,

accompanied by a round dance.

What are singing games for? To develop a sense of rhythm and expressiveness in children

movements, fantasy and imagination.

Most games are based on folk texts. They are especially convenient for singing

expressive intonation. The text of the game does not need to be specially memorized with children. He

remembered during the game action. The main thing is expressive, sing-song,

rhythmic pronunciation of the text. Music helps to find the necessary motor

image, gives the movements plasticity and expressiveness. I must say, round dances

games are children's favorite pastimes . As experts note, they help maintain

friendly relationships between children. Satisfies a variety of needs

children: in communication with each other, physical contact (after all, children often adore

hugging, holding hands), expressing your emotions (you can laugh, and loudly

shout - sing). Children learn to act coordinatedly and harmoniously.

Work on familiarization with folklore should be carried out not only in classes, but also in

everyday life, expand children's knowledge about the world around them, educate

the need to communicate with nature and come to its aid, to participate in labor

activities.

Folk toys are part of the national cultural heritage. Every nation

toys have their own characteristics, which depend on the nationality

psychological traits and culture of the people. The centuries-old experience of folk pedagogy shows

that toys became the first means of education. Folk toy renders

impact on the child’s emotional world, on the development of his aesthetic taste and

experiences, on the formation of the personality as a whole. The educational value of the toy is that

that “only a folk toy contains warmth, which is expressed in caring,

its loving performance" (E.A. Flerina). Folk toys created for oneself and

children, carry for the generations living today an understanding of the beautiful, formative

centuries, an aesthetic ideal created and preserved by the people.

Craftsmen, when creating toys for children, took into account interests and desires

child. Age requirements were strictly observed. For young children

entertaining toys with sounds and bright colors were intended, stimulating

motor activity: rattles, rattles, etc. With the development of the child and his

needs became more complex and toys are now toys that develop coordination

movements and ability to orientate. A folk toy makes a child happy because

The images in it are life-like and close to his childhood experience.

Folk holidays are a treasure trove of national culture. They go back to their roots

to folk traditions. All national holidays are associated with work

humans, with seasonal changes in nature, important events and dates for the people.

At preschool age, it is necessary to introduce children to the festive culture of the people, so

How is the desire and desire to take part in festive celebrations cultivated?

speeches, a sense of involvement in the events that take place in

kindergarten, family, country, love for loved ones, the Motherland is fostered.

Traditions and customs are part of socio cultural heritage, organize connections between generations,

The spiritual and moral life of peoples rests on them. Succession of elders and

younger is based precisely on traditions. The more diverse the traditions, the more spiritual

richer people. Nothing unites people like traditions. Tradition promotes

restoration of the heritage that is now being lost, such restoration can be

saving for humanity. That's why it's so important to develop modern man

respect for traditions, a positive attitude towards them, a desire to support them and

keep.

An important condition for development children's creativity, maintaining children's interest in

the culture of the ancestors is served by the developing environment. Developmental subject-spatial

The preschool environment must correspond to the content of the educational process and meet

interests and needs of children, promote comprehensive development, ensure

their mental and emotional well-being.

Great importance in introducing children to traditions and folk culture

given to parents. They are participants in replenishing the development environment

kindergarten with handicrafts and museum exhibits, show interest

to the educational process, take direct part in a variety of

events. Creating conditions for joint creative activity, combination

individual and collective creativity of children and parents contribute to unity

teachers and parents in the work of introducing children to the origins of Russian folk

1. Explanatory note
2. Relevance
3. Goals and objectives of the program
4. Principles of program construction
5. Areas of work
6. Components of patriotic education
7. Methods
8. Syllabus
9. Main thematic areas of the program

10.Thematic planning:

11.Information resources

12.Pedagogical conditions

13. Long-term plan for working with parents

1. Diagnostic criteria for assessing knowledge on mastering the program

15.References

16.APPENDIX. Methodological support.

EXPLANATORY NOTE.

Additional educational program“Introducing children to the origins of Russian folk culture” is a comprehensive program to familiarize children with the life, way of life and creativity of the Russian people, focused on the moral, patriotic and artistic and aesthetic education of children.

The basis of this program is the program of O.L. Knyazeva, M.D. Makhaneva “Introducing children to the origins of Russian folk culture.” In addition, the program is significantly complemented by classes in design from natural materials and integrated classes in decorative and applied arts. This program“Introducing children to the origins of Russian folk culture” is a specialized program for the aesthetic education of preschool children, effectively promoting spiritual and intellectual development, aimed at introducing children to the best traditions decorative and applied arts, development creativity children, acquaintance with the history of folk art. This program is based on the concept of aesthetic education and the development of artistic and creative abilities of children, which are based on the principles of nationality and the integrated use of different types of arts. It has a clear structure and takes into account the growth of children's creative capabilities. The program is valuable because by getting acquainted with decorative and applied arts, designing from natural materials, and participating in calendar holidays, it is easier for children to understand and imagine how people lived in Rus'. The child becomes more widely and deeply acquainted with the life and way of life of the Russian people, and this carries with it inexhaustible opportunities for the development of artistic creativity in preschoolers.

The structure of the program provides for a gradual introduction of children to arts and crafts. The educational material provided by the program is distributed in a certain sequence taking into account the age and individual characteristics of children. The program contains the topics of the classes, their program content, and a list of materials necessary for classes to teach children arts and crafts. The material is grouped into separate blocks for each type of folk craft. Classes are arranged from simple to complex. The appendix contains brief information

about the crafts themselves, their history and development, poems, riddles, tales about them. Technical teaching aids are used when working with children.

The program is designed for children from 5 to 7 years old. The program is built on the aesthetic education of preschoolers, combining reliance on cultural tradition and innovative focus.

The program provides for introducing preschoolers to the folk crafts of Russia and includes familiarization with the customs, traditions, work of the Russian people according to the folk calendar, and poetic folk art. To cultivate interest in folk culture, oral folk art, folk music, folk games and crafts.

This program is aimed at developing children's creative abilities and aesthetic education of children.

Relevance:

• The program has been developed and is being implemented in accordance with the general concept of the preschool educational institution oriented towards the child’s development stable value orientation towards self-identification as a creative person preserving and developing the traditions of national culture. Introducing children to traditional Russian culture is considered as an activity that meets the needs of a modern person, opening paths to knowledge and self-realization of one’s own personality, promoting the development of a positive model of behavior as a citizen, patriot, and successor of the national cultural tradition.

Purpose of the program:

Actively introducing children to the cultural traditions of the Russian people through the activation of cognitive activity of preschool children when introducing children to Russian national culture.

Program objectives: Educational:

• developing in children a respectful attitude towards folk culture, traditions, customs of the Russian people, folk art;
• development of communication skills, culture of behavior among peers;
• education of collectivism;
• fostering perseverance, accuracy, and responsibility.

Educational:

• broadening the horizons of preschoolers;
• development of creative abilities and emotional sphere children.

Educational:

• familiarizing children with the life, traditions and customs of the Russian village
• familiarization with folklore works, national life, holiday rituals, folk psychology.
• creating in children a certain stock of Russian folk songs, poems, nursery rhymes, and round dance games.
• familiarization with the objective world of the Russian peasantry; teaching folk games and holiday rituals.

Principles of program construction:

• The principle of an individual and differentiated approach- involves taking into account the age and personal characteristics of children, the level of their mental and physical development.
• Principle of integrity- formation in preschoolers of a holistic understanding of modern problems of moral and patriotic education and integration of knowledge about Russian national culture.
• Accessibility principle- assumes the significance of the acquired knowledge for the child, its emotional coloring. Scientific terms should not be used, although the content of some of them can be explained in an accessible and attractive way.
• The principle of complexity and integration- solving the problems of moral and patriotic education in the system of the entire educational process and all types of activities.
• The principle of continuity and succession of the pedagogical process;
• "positive centrism" (selection of knowledge most relevant for a child of a given age);
• differentiated approach to each child, maximum consideration of his psychological characteristics, capabilities and interests;
• The principle of rational combination of different types of activities, age-appropriate balance of intellectual, emotional and motor stress;
• The principle of constructivism- is especially important when selecting the content of moral and patriotic education for preschoolers, however, it is not always implemented in practice. Its use means that only neutral, positive or negative-positive information should be used as examples for preschoolers.

Areas of work:

• familiarization with the life and work of the Russian people;
• the use of Russian folklore in all its manifestations;
• introducing children to the origins of Russian festive and traditional culture;
• education of citizenship through familiarizing children with their native land, its nature and culture.
• introducing children to folk art;
• familiarization with the gaming, song and dance creativity of the Russian people.

Components of patriotic education:

• Content-based (child’s ideas about the world around him)
• About the culture of the people, their traditions, creativity
• About the nature of the native land and country and human activities in nature
• About the history of the country, reflected in street names and monuments
• About the symbols of your hometown and country (coat of arms, anthem, flag)
• Emotionally stimulating (emotionally positive the child's feelings towards the environment to the world)
• Love and feeling of affection for family and home
• Interest in life in your hometown and country

• Pride in your country's achievements
• Respect for the culture and traditions of the people, for the historical past
• Admiration for folk art
• Love for native nature, for native language
• Respect for the hard worker and the desire to take part in work as much as possible
• Active (reflection of attitude to the world in activity)
• Productive activity
• Musical activities
• Cognitive activity

Expected results:

• Awakening interest in the history and culture of your homeland.
• Expanding children's horizons through a museum of rag dolls and everyday life, created by teachers and parents.
• Widespread use of all types of folklore.
• Combining the efforts of teachers and parents in organizing work to introduce Russian national culture.

Increasing the competence of parents on issues of organizing work to introduce Russian national culture.

Methods:

• verbal : explanation (often using lullabies, pesters, sayings), story, conversation, discussion, analysis of proverbs, guessing riddles;
• visual: display of exhibits in their natural form; demonstration of unique household items and documents from the museum collection; watching videos, videos, illustrations, visual aids and so on.;
• practical: creating layouts on program topics, performing cognitive exercises, creative tasks (attention, memory, erudition);
• game: creating, playing and analyzing situations that simulate real life; role-playing games; a journey through fairy tales; staging with immersion in the past, children’s participation in various folk and children’s holidays and festivals;
• research: children performing certain research tasks during classes and meetings.

The program provides for various types of classes - gaming classes, memory development classes, speech development classes, music classes, visual arts and manual labor.

Syllabus.

Main thematic areas of the program:

• Life, rituals, customs of the Russian people.
• Russian folk and folklore holidays Russia.
• Art in folk life: household utensils - wooden, clay, from natural materials; practical and aesthetic properties of household utensils.
• Folk toy.

Thematic planning:

	Subject
	Activity-game Visiting the Hostess
	Lesson-game “Work in the field and at home. Autumn preparations for future use"		Acquaintance with autumn holidays and folk customs associated with them. Explanation of the meaning of the Russian proverb: “Prepare the sleigh in the summer, and the cart in the winter.” Introducing children to the methods of preparing vegetables and fruits, mushrooms, storing them, and placing the preparations in a Russian hut. Design of the exhibition “Merry Garden”. Carrying out the harvest festival "Osenina" Learning folk games: “Like Grandfather Yegor”, “Blubber”, “Drake”.
	We ask for an activity-game in our hut		To prepare children for a new form of work - classes in the “Russian hut”, to interest them, to introduce children to the exhibition “Russian Life”, its Mistress, to acquaint them with the location of things and objects of Russian life; enrich children's vocabulary with sayings, proverbs, and give the first ideas about the customs associated with receiving guests.
	Activity-game The stove is like a dear mother (Without a stove, a hut is not a hut)		Introduce children to the structure of a Russian hut, its main attraction - the Russian stove. To give an idea that the stove in the hut performed several functions: they cooked on it and in it, stored food for the winter - dried mushrooms, berries and fruits, baked bread, slept, treated themselves, even took a steam bath, warmed themselves up; talk about the construction of the stove and the secrets of stove makers. Enrich children's vocabulary with sayings, proverbs, riddles about Russian stoves and kitchen utensils.
	Activity-game of antiques"		Continue introducing children to museum exhibits. Activation of the dictionary: stove, grip, poker, rocker, household utensils. Give an idea of ​​how it was used on the farm. Form figurative speech, use sayings, proverbs, riddles in colloquial speech. Cultivate interest in folk life.
	The activity-game is the head of everything "		Give children knowledge about growing bread by peasants and baking bread in the oven. Introduce the peasant and grain grower to the tools of labor. Continue to introduce

		proverbs about bread, explain the meaning of words that children do not understand. Give an idea of ​​the preparation of dough and the method of baking products from it, fix the names of some products: pretzel, vitushka, kulebyaka, gingerbread, bun. Expand children's vocabulary with new words: scythe, sickle, mill, harrow, spikelet, tub. To cultivate respect for the work of the grain grower.
	Lesson-game “Village” Wooden world"	Introduce children to the housing of the Russian people. With the way the home was built: to arouse interest in traditions, respect for elders. Do vocabulary work: hut, log, moss, window frames. Enrich children's speech with sayings and proverbs in Russian. Cultivate an interest in learning about the past.
	Activity-game What the dishes tell about themselves	Introduce children to the origins of Russian folk art related to the image of traditional Russian kitchen utensils and dishes, show samples and technology for making wooden spoons
	Activity-game Life. “Hut, house, parts of the house. Their purpose"	Introduce children to the housing of the Russian people. With the way the home was built: to arouse interest in traditions, respect for elders. Do vocabulary work: hut, log, moss, window frames. Enrich children's speech with sayings and proverbs in Russian. Cultivate an interest in learning about the past.
	Quiz Grandma's chest	Continue to introduce children to women's crafts: embroidered napkins, towels, folk costumes, home furnishings. Remember the names of hats and shoes. To consolidate knowledge about Russian folk crafts and their use in decorating human life. Cultivate respect and careful attitude to antiques.
	Activity-game Living Antiquities (utensils)	Continue to introduce children to household items and kitchen utensils. Introduce Russian cuisine to children. Expand children's vocabulary through the names of dishes and utensils: cast iron, grip, cauldron, jug, pot, bowl. Develop cognitive activity.
	Activity-game Working hands do not know boredom	Introduce children to agricultural tools. works Vocabulary work: sickle, scythe, saw, mallet, plow, rake, hammer, tongs, anvil, ploughshare, blacksmith, grain grower. Give the concept of crafts: blacksmith, grain grower. Introduce children to a fairy tale "Spikelet". To develop research skills in children. Develop curiosity. To cultivate respect for the work of collective farmers.
	Activity-game Evenings	To give children an idea of ​​what place tools occupied in the past in processing

	long skillful hands. Needlewomen		flax, wool, fiber products. Vocabulary work for children: spinning wheel, spindle, comb, brush, ruffled. To develop cognitive qualities in children. Cultivate hard work.
	Activity-game Lullaby song		Continue to introduce children's folklore.
	Activity-game bathhouse"	"Russian
	Activity-game the house is the most beautiful"		Introduce children to the features of a peasant estate and traditions collective construction Russian house; introduce into children's everyday life some words that are not currently used, connected with home, estate, show the relationship between today and times gone by.
	History of the holiday "Svyatki"		Give the concept of “Christmas time”: how they prepare and spend it, in honor of what the holiday is held. To form a sense of patriotism in children. Develop cognitive activity. Cultivate interest in Russian culture
	Activity-game This is how we used to dress (Folk costume: sundress, shirt)		Continue to introduce children to national clothing. Compare Russian clothing in the old days. Find similar and distinctive features suits. Vocabulary work: caftan, sundress, shirt, kokoshnik, boots, develop conversational speech. Cultivate tolerance. Presentation “Clothes of our ancestors.” Book “From the history of clothing”
	Activity-game From the history of costume - shoes (Gen. Footwear: bast shoes, felt boots)		Continue to introduce children to national shoes. Compare Russian clothes and shoes in the old days, find similar and distinctive features. Vocabulary work: bast shoes, felt boots, chuni, boots, develop conversational speech. Cultivate tolerance.
	"Folk Crafts"		To give children an idea of ​​what place tools occupied in the past in the processing of flax, wool, and fibrous products. Vocabulary work for children: spinning wheel, spindle, comb, brush, ruffled. To develop cognitive qualities in children. Cultivate hard work. Introduce children to women's and men's work: women embroidered, weaved, knitted, spun lace, men weaved bast shoes from bast, baskets from willow twigs, and carved dishes from wood. Vocabulary work: spindle, spinning wheel, ball, thimble
	Activity-game	Matryoshka
	Activity-game Musical		Continue to introduce children to Russian folk musical instruments.

	tools. Wooden rattles and spoons.	To develop children's cognitive qualities and interest in the past. Vocabulary work: rattle, wooden spoons, whistles, balalaika, harp,
	Activity-game Raising boys and girls in the family	Continue to introduce children to the way of life of a Russian peasant family. Introduce family relationships in peasant house. Provide information about the upbringing of boys and girls in a peasant family.
	Activity-game “Mother in the house” The house is warm"	The way of life of a Russian peasant family. Family relationships in a peasant house. The role of the mother in the family. Lullabies. The meaning of folk proverbs and sayings about mothers (“A righteous mother is a stone fence,” “If only I were my grandmother, I’m not afraid of anyone,” etc.). Children and their role in the family. Development of independence of peasant children. Compiling the story “My Mother” Making a postcard for my mother.
	Activity-game "Housewife's assistants"	Continue introducing children to museum exhibits. Activation of the dictionary: stove, grip, poker, rocker, household utensils. Give an idea of ​​how it was used on the farm. Form figurative speech, use sayings, proverbs, riddles in colloquial speech. Cultivate interest in folk life.
	What kind of holiday is Maslenitsa?	Introduce children to the national holiday Maslenitsa. Give an idea of ​​some customs and the folk calendar of the Russian people. To give an idea of ​​why people used to warmly welcome rooks in the spring, and what this was connected with. Instill in your child an interest in traditions. Cultivate interest in Russian culture. Cultivate tolerance in children
	Activity-game “There is steam on top, steam on the bottom - this is a Russian samovar”	Continue to introduce children to household items, kitchen utensils, and the origin of the samovar. Introduce Russian cuisine to children. Samovar as a symbol of national culture. History of the samovar. Introducing children to the history of samovar making and the traditions of Russian tea drinking. Forming in children an understanding of the holiday as an opportunity to independently, have fun and interestingly spend free time with friends. Develop cognitive activity. Presentation "Samovar"
	Activity-game From a splinter to an electric lamp	Introduce children to the kerosene lamp. Give an idea of ​​how it works, how people used to live without electricity. Enrichment of children's vocabulary: splinter, candle, kerosene lamp, electricity, kerosene, torch, soot. Presentation Life in Rus' “Flax and splinter”. Develop an interest in knowledge. Develop qualities in children

		research. Cultivate curiosity
	"Annunciation"	Introduce children to the Annunciation holiday. Give an idea of ​​some customs and the folk calendar of the Russian people. To give an idea of ​​why people used to say: “On this day the maiden does not braid her hair, and the bird does not build a nest,” and what this was connected with. Instill in your child an interest in traditions. Cultivate interest in Russian culture. Cultivate tolerance in children
	Activity-game Animals in Slavic mythology	Give children an idea of ​​the place animals occupied in Slavic mythology. Vocabulary work for children: eagle owl, falcon, owl, quail, golden eagle. Folk games: "Kite", "Raven", "Sparrow"
	Ditties, chants, teases	Holding the “Larks” holiday. Learning spring chants “And spring is red”, “Larks”. Folk games: “Kite”, “Raven”, “Sparrow”
	Activity-game Easter games
	"My family is my fortress"	Introduce the concept of “family tree” into the arsenal of children’s communication, introduce them to the terms of kinship, ancient and modern ideas about family hierarchy, and give a general idea of ​​how to keep a family chronicle.
	Children's toys in the old days	Continue to introduce children
	Friendship and brotherhood are more valuable than wealth	Continue to introduce children to the Russian holiday “Russian Birch”. Expand children's horizons about folk cultural traditions. Develop a desire to participate in folk games. To cultivate a sense of national pride for your people, for your homeland, where you live.
	Love your land and sing praises	Give the concept of the Ivan Kupala holiday: how gifts are collected, how the holiday is celebrated, in honor of what the holiday is held. To form a sense of patriotism in children. Develop cognitive activity. Cultivate interest in Russian culture.

Informational resources:

• Program“Introducing children to the origins of Russian folk culture” by O.L. Knyazeva, M.D. Makhaneva.
• "Acquaintance children With Russians folk creativity"

(T.A. Budarina, L.S. Kuprina, O.A. Markelova, O.N. Korepanova, I.V. Kharitonova...)

• "Heritage. Patriotic education in kindergarten » M.Yu. Novitskaya,
• "I, you, we"(O.L. Knyazeva, R.N. Sterkina)

Pedagogical conditions:

• Accessibility, gradual complication (performing the simplest actions smoothly leads to the development of more complex specific techniques)
• Systematic nature (classes are based on learned material, familiar techniques are gradually reinforced in new topics)
• Integration with other preschool education methods
• Coordination of the thematic plan with calendar holidays
• Taking into account individual characteristics and characteristics of the team as a whole
• Information support (cannot be limited only to the process of cognition, it must be accompanied by the communication of certain information)
• A sufficient level of teacher skill (knowledge of the history and traditions of Russian national culture, knowledge of basic forms)

• Presence of preliminary and preparatory stages.

Material support for the program:

To implement the program you need:

• Spacious and bright room for conducting educational activities, discussions, didactic games. It should have shelves for exhibition works, literature, didactic material, for storing unfinished works of children, materials for practical classes: whatman paper, cardboard, fabrics, etc.
• A costume room with a selection of costumes for holidays, fairs, and get-togethers. Costumes are created both directly in class and at home with the help of parents.
• Decorations for decorating the “fairground” and “hut” when holding holidays in the assembly hall or on the street.
• Equipment for holding folk games.
• Illustrative material, methodological literature.
• Tape recorder, audio and video recordings on the subject of the program.

Long-term plan for working with parents

		A lullaby in a child's life	Consultation
		Christmas gatherings	Joint event
		Conducting Russians national holidays, entertainment, leisure is one of the conditions for cultivating interest, love and respect for Russian national culture	Consultation
		"Maslenitsa"	Holiday
		"Annunciation"	Lesson in a preparatory group
		“Love your land and sing praises”	Holiday

Bibliography:

• Ageeva R.A. What kind of tribe are we? Peoples of Russia: names and destinies: Dictionary-reference book. - M.: Academy,
• Baturina G.I., Lisova K.L., Suvorova G.F. Moral education schoolchildren on folk traditions. - M.: Public education,
• Gromyko M.M. The world of the Russian village. - M.: Young Guard,
• Introducing children to Russian folk art. Toolkit. - St. Petersburg: Childhood-Press, 2008.
• Calendar ritual holidays. Tutorial. - M.: Pedagogical Society of Russia,

• Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian folk culture. Educational and methodological manual. - St. Petersburg: Childhood-Press,
• Maksimov S.V. From essays on folk life. Peasant calendar holidays. Literary travels. - M.,
• Russians: family and social life. - M.: Science,
• Solomennikova O.A. The joy of creativity. Program additional education. - M.: Mosaic -

Synthesis. 2006.

Diagnostic criteria for assessing children’s assimilation of the content of the program for familiarization with the origins of Russian folk culture:

• Knows the main folk holidays and customs associated with them.
• Knows the name and purpose of Russian folk items.
• Knows Russian folk and musical and folklore games studied as part of the program.
• Knows Russian folk songs, nursery rhymes, and chants studied as part of the program.
• Has an idea of ​​folk crafts; names them, recognizes the material from which the product is made;
• Able to analyze the product; highlights characteristic means of expressiveness (pattern elements, color, color combination).

Diagnostic methods:

• observations in free activity, during classes and open events;
• analysis of the results of productive activities.

Barkers form a positive attitude towards nature, ideas about the unity of the world and its laws.

Sunshine, get ready!

Red - show yourself!

Come out from behind the clouds,

I'll give you a bunch of nuts!(16)

Pestushki and nursery rhymes– they got their name from the words “nurture”, amuse, which means to nurse, raise. Walk behind someone, carry someone in your arms. The term “pestun” was equivalent to the later word “educator”; it is found on the pages of chronicles.

Pestushki and nursery rhymes are short poetic sentences that accompany a child in the first months of life. So, having unswaddled the awakened child, the mother or grandmother, stroking him, says:

Stretchers, stretchers,

And there are walkers in the legs,

And in the hands there are grabbers,

And in the mouth - a talk,

And in the head - reason.

Having placed the child on her lap, rocking him, the mother sings:

Hop, hop, hop!

Young Georgian

I walked along the water -

I found a young girl.

When a child is doused with water after bathing, they say:

Water off a goose

From the swan - water,

And Efim is all thin! (16)

At 3-4 years of age, children are replaced by pestushki and nursery rhymes. jokes - small funny tales, stories or expressions that give speech a humorous touch.

Tili, tili, tili, bom!

Koshkin's house caught fire.

A chicken is running with a bucket,

Floods the cat's house.

Introduction fantastic elements, fictional material, when ducks can play pipes, cockroaches can chop wood, etc. contribute to the development of imagination, fantasy, and the ability to look at things from an unusual side.

The child grows up and at 5-6 years old already spends most of his time on the street with peers. In a children's environment, a child, like nowhere else, better masters the ways of self-expression of his personality, self-affirmation, which naturally affects the development of his self-esteem, self-control and self-regulation of his behavior and mood. One of the most well-known means of developing these aspects of a child’s personality is folk games (16)

2. Another component is a game– an inexhaustible source, a reservoir of cheerfulness, joyful knowledge of oneself and the world around us. Various folk games provide opportunities for instilling activity, dexterity, initiative, and creativity in children. The game satisfies children's thirst for physical action, mental communication and provides abundant food for the work of the mind, heart and imagination, and develops the ability to overcome failures, experience failure, and stand up for oneself.

The educational significance of the folk game is difficult to overestimate. In them, children develop physically, improve their motor skills, learn a system of norms and rules of behavior, obey and take responsibility.

Folk games are usually figurative. But this image is not static. This happens due to the fact that the game has its own case, an event, it makes up the game, and it is what the child experiences. Folk games are simple and extremely complete. They are organically connected with song, word and movement. These are “The Kite and the Hen”, “By the Bear in the Forest”, “Geese and Swans” and others.

Features of children's folk game - beginning, which precedes the game. This counting rhymes. The counting book introduces the game, helps the distribution of roles, and serves the self-organization of children.

“The peas were rolling on the dish,

You drive, but I won’t.”

« Draw"also refers to the game's beginning. It is used in those games where you need to split into two games.

"Black horse"

Left under the mountain

What kind of horse?

Grey-haired or golden-maned?

Observations show that modern kindergarten pedagogy has discarded this meaningful part of children's games. Game preludes are replaced by the distribution of roles and parties by adults. This is seen as a loss of the most valuable traditions of the folk game.

A number of children's games are based on combining song with movement. This round dance games. In these games, the action is carried out in rhythm, in words and texts. Here the child dramatizes what the song is about:

"Loaf", "Vanya Walks", "Golden Gate".

In the practice of education, folk games do not occupy their due place. Modern methodology has dissected the song, rhythm, word, movement, action merged with each other in folk games.

Folk games with songs are often carried out only in music classes. Choruses and counting rhymes have either been completely forgotten, or have moved into the realm of speech exercises. The folk game is deprived of its essential qualities, and therefore it has become less interesting to children.

It is necessary to return folk games to children in kindergarten in their true form and meaning, and also to turn to the instructive traditions of these games.

Along with collective games, great importance is attached to individual games with a doll. A doll is, in a certain sense, a person for a child who can be looked after, fed, lulled, punished, etc. You can make a doll yourself, as they did in the old days, from scraps and threads, from waste material, you can sew an apron for the doll yourself, sew on a button. Of course, such activities require organization. certain environment (6)

3. We refer to the next component creation of a special environment in kindergarten, where a child can feel like he is in a Russian folk tale, play with household items, and get acquainted with traditional folk crafts.

The Russian Izba Museum became such an environment. Creating a hut is not the creation of a museum atmosphere, but an opportunity to introduce children to a special, original world peasant life. You can pick up the objects that surround children in the hut, feel the warmth of wood or the coldness of metal, compare the weight of birch bark and cast iron. There is a stove with benches and a chest, rockers and grips, objects of applied art and children's crafts. In the hut, children play, do crafts, and celebrate holidays. All activities here take place with such an emotional response that you begin to believe in the special energy of antique things.

4. The gaming principle is especially clearly manifested in Russian folk holidays. National holidays– one of the brightest and most effective forms of working with children. They are associated with human labor activity, with seasonal changes in nature, and important events and dates for the people.

Any national holiday begins with its anticipation. Children look forward to the holiday more than adults, because they are delighted by the festive atmosphere itself: gifts, beautiful clothes, guests. Therefore, children must know exactly what and when the holiday will take place, what its meaning is and how it differs from others, what each child will do to ensure that the holiday not only takes place. Preparation for the holiday subordinates educational and educational tasks. The holiday is a kind of review of achievements in work, study and other activities.

5.Folk crafts- is a combination of labor and creativity in the folk cultures of nations, ethnic groups, and regions. Russian folk and artistic crafts are the subject of our national pride. His contribution to the treasury of world culture is original, unique and priceless.

Young children's need for bright colors, colorful motifs, can be greatly satisfied by the introduction of works of folk fine art into the kindergarten setting. Russian folk art is extremely diverse in subjects, motifs, and techniques. Originating in artistic crafts, it rises to the level of art in artistic painting Palekh, Mstera, who make up our national wealth. This wealth lies in Khokhloma and gestural painting, the skill of Vologda lacemakers, the toy craftsmanship of Dymkov, Gorodets and much more.

Children's fine arts in many ways similar to what we see in folk art. A bold combination of colors, so beloved by children, simplicity of form - we find all this in folk toys, in carving patterns, in embroidery. And all this is close and accessible to children.

In kindergarten there are ample opportunities to do various crafts. This work fosters diligence in children, develops skills and abilities, teaches how to use material wisely, satisfies the needs of children's imagination, develops creativity and arouses great, genuine interest.

Judging by the objects that have come to us from the depths of the distant past, people have always strived for beauty and creativity, decorating their home, everything that surrounded them in work and everyday life.

Folk fine art lives in everyday life, surrounds us, to this day. It is worth taking a close look at the objects around us, and we will find in them a lot of decorative and artistic things. We need to teach children to see this, skillfully draw their attention to the beauty of the things around us, and gradually the children themselves will follow this path (13)

4. Familiarizing preschoolers with the historical, cultural, national, geographical, natural and ecological uniqueness of their native region involves regional component.

Getting acquainted with his hometown and its attractions, the child learns to recognize himself as living in a certain time period, in certain ethnocultural conditions and at the same time become familiar with the riches of the national culture.

1.3. Stages of introducing children to the origins of Russian folk culture.

Introducing children to the origins of folk culture takes place at all age periods: early age, junior, middle and senior preschool age.

It is well known that at each age stage of the development of a preschooler there is its own circle of images, emotions, habits that are acquired by him and become close and irreplaceable.

IN early age The world of his own family appears before the child in sounds and colors. The child hears a voice loved one, feels his uniform, calm heartbeat and breathing, feels attention to himself from an adult.

Lullabies evoke a feeling of psychological security in a child, thereby having a therapeutic effect on him. A positive emotional background is created due to the fact that these songs are performed in a quiet, even voice, melodiously and drawlingly.

With the help of parents, she clarifies the name and location of different sense organs and parts of the body: “Show me where your (mother’s) eyes, nose, ears, etc. are. A child makes simple things physical exercise: stretching, bending and straightening the legs and arms. Adults often accompany these exercises with folk songs and nursery rhymes.

This type of folklore has a text organization that allows it to include the name of a specific child.

Backs up, back up

Soon Sashenka (Mashenka, Pashenka) will be one year old.

Use diminutive and affectionate suffixes:

“I bless my Mashenka.”

Thus, the mother’s word evokes a certain idea of ​​maternal affection, stimulating the emotional and positive development of the child. He rejoices, laughs, and actively strives to repeat the movements that give him so much pleasure.

At an early age, the child first becomes acquainted with folk games: “Magpie”, “Ladushki”, etc. In addition to the joy and pleasure that these games bring, they at the same time contain “lessons” of life, and these lessons are simple, interesting, and entertaining. A goat gores someone who doesn't drink milk. In “Soroka” the porridge goes to all fingers except the little finger: “You didn’t carry water, you didn’t chop wood, you didn’t cook porridge” (23.26)

In the program of social development of preschool children by L.V. Kolomeichenko, ideas about folk culture that children in different age groups of kindergarten master are defined.

In early preschool age the child masters initial ideas about some attributes of Russian traditional culture: housing (izba); its structure (floor, walls, ceiling, roof, windows), household items (stove, table, bench, cradle), household utensils, dishes (bowl, pot, spoon, samovar); pets (cat, cow, rooster); musical instruments (whistle, tambourine); holidays( New Year, Maslenitsa); toys (matryoshka, horse, doll); songs, nursery rhymes, fairy tales.

Distinguishes and names the designated attributes and some of their functions in life and in pictures;

He takes pleasure in playing nursery rhymes, petes, leading round dances, performing dances, and participating in holidays.

Shows positive emotions in the process of perceiving Russian folk tales and melodies;

Reflects the impressions received in specially organized activities: visual, speech, musical, labor, play.

In middle preschool age, differentiated ideas about individual attributes of Russian traditional culture: a farmstead (a hut, a stable, a bathhouse, a barn, a well), the main types of traditional labor (building a house, growing and harvesting crops, preparing food, clothes), objects of labor (an axe, a saw, a spinning wheel, spindle), household items (chest, rocker), dishes (pot, dish, vase, cup, tub, pot), costume (shirt, sundress, jacket, belt, scarf, kokoshnik, bast shoes, felt boots, zipun), pets ( goat, cow, dog, horse, chickens, geese, ducks), national cuisine (pancakes, pies, cabbage soup, Easter cakes, honey, jelly), folk holidays (Cabbage, New Year, Christmastide, Maslenitsa, Magpies, Palm Sunday);

Understands the moral value of folklore (proverbs, sayings, fairy tales), folk holidays;

Shows a positive attitude towards the heroes of folk tales, focuses on them in assessing his behavior;

Establishes the simplest connections between human well-being and his relationship to nature and work;

Shows interest in household items, traditional utensils, and works of folk art;

Able to correlate the influence of nature and social factors on phenomena and situations described in proverbs, sayings, and fairy tales;

Shows empathy and sympathy for the heroes of Russian folk tales;

Enjoys performing folk songs, dancing, leading round dances, listening to folk instruments played;

Strives to participate in traditional holidays;

Shows interest in dressing up in Russian traditional costumes;

Treats surrounding objects of folk life, costume, and works of folk art with care;

Uses the information received in specially organized and independent activities: visual (modeling, drawing, appliqué of household items, plants, vegetables, individual elements of a pattern), labor (preparing fruit drinks, salads), constructive (building a hut, a well), musical (singing folk songs , dancing, round dances, listening to folk music), gaming (participation in round dances, movement, didactic games; inclusion of roles, performance of plots on the themes of Russian folk tales).

In older preschool age acquires differentiated knowledge about the purpose of the hut, its decoration; the characteristics of the materials used in the construction of housing and the manufacture of household items; about the natural arrangement of things in the house; about the functions of buildings (shed, barn, bathhouse); about different types of labor (agriculture, weaving, construction, pottery, blacksmithing), their purpose, the tools used; about national clothes; about the importance of nature in human life; about folk art, its varieties (oral, decorative - applied, musical); about pagan and Christian holidays;

Able to establish relationships between seasonal changes and types of people’s work; between the quality of work and its result; between different types of folk art;

Shows a steady interest in various objects of Russian traditional culture;

Focuses on highlighting the aesthetic principle in the perception of works of Russian folk art;

Realizes the aesthetic and moral value of works of Russian folk art, Russian nature;

Guides his behavior by the rules and norms reflected in oral folk art;

Knows how to wear traditional clothing;

Treats household items and works of folk art with care;

Possesses skills folk painting, is able to determine the specifics of its individual types;

Owns accessible language folklore works;

Can tell folk tales, use proverbs and sayings appropriately;

Possesses the skill of playing musical instruments (tambourine, whistle, rattle, triangle);

Possesses the skills of performing folk dances and songs;

Prefers to use the attributes of Russian folk culture in independent activities.

Shows interest in the history of his city and region.

Has differentiated ideas about his region as a part of Russia, about the history of his native city, about its famous people, main attractions, traditions, people’s work;

Shows concern for cleanliness and order in his neighborhood or city;

Feels a sense of satisfaction from being born and living in his hometown, shows a need to convey information about it (17)

2. Psychological and pedagogical foundations for children’s acquisition of the cultural heritage of the people .

Biological foundations of the development of a child of senior preschool age.

By older preschool age, the the whole body is strengthened child. There are very great gains in the development of coordination of movements: in the field of balance, dexterity. Children have more precise movements of the hand and fingers. This gives them the opportunity to perform relatively complex movements in games and drawing.

Intensive development of the structure and brain functions. Performance increases noticeably nervous system . Although the process of excitation still prevails over the process of inhibition, the inhibitory function becomes more and more stable.

Speech in children of senior preschool age is already rich in vocabulary, this is influenced by the already quite developed left hemisphere . Children of this age are no longer guided by an object, but by the word that this object denotes. Secondary signal connections are becoming more and more stable and strong (24)

The older preschooler continues to improve sensations, perception, auditory sensitivity . It is children of this age who are able to perceive music and learn it.

Activities and personality development.

The influence on the child from adults and peers is carried out mainly in the process of activity. When organizing activities, adults give advice on the plot of games and drawings. Only by performing joint activities do children communicate and enter into various relationships with each other, which form the basis of the children's society and contribute to the development of the personality of its members.

The leading activity of preschoolers aged 5-6 years is play. The main type is role-playing game. In it, children reflect the diversity of reality around them. For older preschoolers, the plots of games are extremely varied. The game can last for several hours, and even for several days.

Gaming activity influences the formation of arbitrariness of mental processes. The game develops voluntary attention and voluntary memory.

The conditions of the game require the child to concentrate on the objects included in the game situation, on the content of the actions being played out and the plot. The need for communication and emotional encouragement forces the child to purposefully concentrate and remember (24)

The gaming situation influences the development of mental activity of a preschool child.

A support for thinking is a substitute object. Gradually, playful actions with objects are reduced, the child learns to think about objects and act with them mentally.

The experience of gaming and especially real relationships of a child in a role-playing game forms the basis of a special property of thinking that allows one to take the point of view of other people, anticipate their future behavior and build one’s own behavior on this basis.

Research by L. S. Vygotsky has proven that role-playing play has a certain significance for development imagination. Children learn to identify objects and act with them, create new situations in their imagination (5)

Imagination is formed through play. In older preschoolers, imagination is most clearly manifested in drawing and composing fairy tales and rhymes. The imagination of preschool children is largely involuntary. The subject of imagination becomes something that greatly excites the child. By older preschool age, deliberate imagination is formed, guided by a predetermined goal. It is formed in the process of development of productive activities. Productive activities in children of senior preschool age rise to a high level. Due to the growth of the capabilities of the small muscles of the hands, there is an improvement and complication in drawing and modeling. The child acquires the ability to understand the task set by the teacher and independently follow instructions. This leads to intensive development of the volitional and emotional qualities of the child’s personality, organization and discipline develop

Psychologist D.B. Elkonin, in his works devoted to the game, argues that the game also influences personal development the child as a whole. Through play, he becomes acquainted with the behavior and relationships of adults, who become a model for his own behavior. And in it he acquires basic communication skills, qualities necessary to establish contact with peers (33)

The game has a great influence on development speech. The game situation requires from each child included in it a certain level development of speech communication. The need to communicate with peers stimulates the development of coherent speech. In the works of M.I. Lisina, play is considered as a leading activity for the development reflective thinking.

Reflection is a person’s ability to analyze his own actions, actions, motives and correlate them with universal human values, as well as with the actions, actions and motives of other people (28)

In the works of D.B. Elkonin, devoted to the game, it is determined that in preschool childhood a child has to solve increasingly complex and diverse problems that require the identification and use of connections and relationships between objects, phenomena and actions. In playing, drawing, modeling, constructing, when performing educational and work tasks, he does not just use memorized actions, but constantly modifies them, obtaining new results. Developing thinking gives children the opportunity to foresee the results of their actions in advance and plan them (33)

The importance of play in development is also invaluable. memory. The memory of a preschooler is mainly involuntary. This means that the child most often does not set conscious goals for himself to remember anything. Memorization and recollection occur regardless of his will and consciousness. They are carried out in activity and depend on its nature. The child remembers what was paid attention to in the activity, what made an impression on him, what was interesting. Taking into account the leading nature of the game, psychologist A. R. Luria concludes that it is important for the development of voluntary memory in preschoolers. The quality of memorizing objects, pictures, words depends on how actively the child acts in relation to them, especially in play (21)

In the works of A. A. Lyublinskaya, dedicated to child psychology, it is proven that children of senior preschool age begin to manage with your attention, consciously direct it to certain objects and phenomena. As the planning function of speech develops, the child becomes able to organize his attention in advance on the upcoming activity and verbally formulate what he should focus on. However, although preschool children begin to master voluntary attention, involuntary attention remains predominant throughout preschool childhood. It is difficult for children to concentrate on monotonous and unattractive activities at that time. How, while playing a game or solving an emotionally charged productive task, they can remain attentive for a long time. The game elements used in the classroom, productive activities, and frequent changes in activity forms allow children to maintain their attention at a fairly high level (22)

3. Introducing children to the origins of Russian folk culture.
3.1. Stages of work to introduce children to the origins of Russian folk culture.

By senior preschool age in mental development the child undergoes significant changes associated with:

Development of a number of mental processes (memory, attention, thinking, imagination)

A fairly high degree of speech mastery;

The accumulation of a certain stock of ideas about the world.

Thanks to this, the child has the opportunity to go beyond the limits of directly perceived reality, mentally step over the border of his immediate environment and suddenly see and understand that the world turns out to be much wider and more diverse. Than he thought before.

We based our work on introducing children to the origins of folk culture in three stages.

Goal of the first stage:

1. 
   Diagnostics of children's ideas about Russian folk culture
2. 
   Study of the subject environment.
3. 
   Analysis of methodological support on the topic.

4. Questioning parents to find out their attitude to this topic.

To study children's ideas about folk culture, we compiled a questionnaire that included the following questions:

1.What folk games do you know? Which ones do you like to play?

2.What national holidays do you know? What holidays do you especially like? How?

3. Do you like to do handicrafts? What would you like to teach your friends?

4. How do you understand the proverb “Labor feeds, but laziness spoils”?

5.What does “A lot of snow - a lot of bread” mean?

6. What folk song would you like to sing?

7. What sights of our city would you like to show guests?

You worked criteria for the diagnostic card:

High level .

1. Uses nursery rhymes, jokes, proverbs and sayings, riddles, counting rhymes, and figurative expressions in active speech.

2.Knows folk signs, knows how to correlate what he sees in nature with folk signs and make appropriate conclusions.

3.Knows epic and fairy-tale heroes, knows how to recognize them in works of fine art.

4.Takes meaningful and active participation in Russian folk holidays. Knows the names of holidays and knows how to explain what kind of holiday it is and when it occurs.

5.Knows how to play outdoor and round dance folk games.

6. Focuses on the history, traditions, and life of the Russian people.

7.Knows the peculiarities of his region.

8.Has an idea of ​​folk crafts. Has practical skills in working with various materials (dough, fabric, sawdust, plant seeds, waste material)

9. Shows interest in folk culture.

Average level.

1.Knows nursery rhymes, jokes, riddles, counting rhymes, and uses them in speech.

2.Knows folk signs and notices them in everyday life.

3.Knows the names of some folk holidays and takes an active part in them.

4.Knows Russian folk games and can explain the rules of some of them.

5.Knows some elements of the history, traditions and life of the Russian people.

6.Knows some features of his native land.

7.Has practical skills in working with various materials.

8. Shows interest in individual elements of folk culture.

Low level .

1.Knows folklore and sometimes uses its components in speech.

2.Knows folk signs.

3.Knows the names of some holidays, but takes passive part in them.

4.Knows 2-3 folk games and knows how to explain the rules to them.

5.Has a fragmentary idea of ​​the history of Russia and his region.

6.Has basic skills in working with various materials.

7. Shows no interest in folk culture.

As a result, we received the following data: In 100% of children low level presentations on this topic. Children do not know counting rhymes, sayings, or proverbs. Folk games - at the level finger games"Magpie", "Ladushki". National holidays include New Year and Birthday.

Having studied subject environment, we found out that:

1. 
   There is no center in the group room that would help children become more fully and clearly acquainted with the history of the life and way of life of Russian people.
2. 
   There are no educational games on the topic.
3. 
   There is no selection of material on folklore, folk games, folk signs and observations.
4. 
   Little visual material.

Having analyzed methodological support, we clarified that in the preschool educational institution, when introducing children to Russian folk culture, the emphasis is on the following programs:

1. 
   "Development" by L. A. Wenger
2. 
   “Program for the social development of preschool children” Kolomeichenko L.V.

Analyzing the Federal Development Program, we were faced with the fact that the section “Folk Culture” is completely absent in this program. Only offered individual works oral folk art in the section “Fiction and speech development”, and a superficial acquaintance with arts and crafts in the section “Visual activities.

When analyzing Regional program L.V. Kolomeichenko, we found out that little attention is paid to folk holidays; it is not spelled out how to attract parents and people of the older generation to introduce children to the origins of folk culture.

When analyzing methodological support, it is necessary to write that in the preschool educational institution, in general, work is being done to familiarize children with the origins of folk culture, but at the same time:

There are no thematic, long-term plans on this topic;

There are no developed lesson notes on folk culture;

There is no system for planning work with children to introduce them to the origins of folk culture;

There are few consultations for teaching staff of preschool educational institutions on the artistic education of children;

Not enough methodological literature on folk culture and introducing children to its origins;

There is no targeted interaction between educators and specialists from preschool educational institutions on this topic.

Questioning parents showed that all parents understand the need to connect generations, the importance of historical knowledge of their roots, but:

1. 
   find it difficult to know what methods and techniques can be used to convey historical knowledge to preschool children;
2. 
   citing lack of time;
3. 
   Due to their youth, the parents themselves do not have enough knowledge on this topic, and grandparents live far away.

The first stage data allowed us to determine tasks of the second stage of work:

1. To form a feeling of love for the Motherland based on the study of national and cultural traditions.

2.Create conditions for the perception of a holistic picture of the world.

3. Develop the ability to perceive and analyze Russian folklore, develop speech, and enrich vocabulary.

4. Instill labor skills and abilities through artistic and productive activities. Introduce products from various folk crafts.

5.Carry out targeted work on physical education through folk outdoor games.

6.Introduce people to folk signs and teach them to see them in nature.

7. Introduce you to the features of your native land.

Working on the tasks of the second stage, we relied on O. L. Knyazeva’s program “Introducing children to the origins of folk culture” and a manual for the implementation of the state program “Patriotic education of citizens of the Russian Federation for 2001–2005.” G.N. Danilina “For preschoolers about the history and culture of Russia”

Our work was aimed at the development of the child as a whole and was based on the following principles:

1. Humanization of educational work with children. This principle orients parents and teachers to the main universal value - the personality of every child and adult, his freedom and dignity.

Humanization involves focusing on the most important universal concepts - love for family, native land and fatherland.

2. The principle of integrity of the pedagogical process. This principle ensures the unity of education, training and development.

3. The principle of completeness provides for the entry of children into all available worlds in the process of mastering all basic types of children's activities, learning about national culture, life and national traditions.

4. The principle of cooperation between teacher and parents. This principle is based on close interaction between teachers and parents, when parents act as partners and active participants in the educational process.

Nami was a long-term work plan has been drawn up on the topic: “Introducing children of senior preschool age to the origins of Russian folk culture,” in which we included the following sections:

• 
  History and life of the Russian people
• 
  National holidays
• 
  Folklore
• 
  Folk games
• 
  History of the Region

We have developed comprehensive classes (plot, thematic), which were carried out both frontally and in subgroups and individually.

We gave priority to classes in which children not only learned about history, but could also immediately apply their knowledge in practical or productive activities. At such classes, folk songs are played, everyday scenes from the life of Russian people are played out, and mastery of a craft occurs. All this is accompanied by Russian proverbs and sayings.

Along with occupations, a new form of organization appeared holidays: calendar, folklore, ritual. The holiday is like the result of work on a certain topic. Here children demonstrate what they have learned, what they have learned. A theatrical production is being prepared for the holiday, parents are invited, who become not just observers, but direct participants in the holiday. Together with the children, they lead round dances, play folk instruments, and make costumes. Such holidays always end with tea drinking from a real samovar.

On walks a special role was assigned observations behind changes in nature, establishing connections between some phenomena and others.

For example, “September 14 is the beginning of Indian summer; if the first day of Indian summer is clear, then autumn will be warm.”

Many signs acquired over time form of proverbs and sayings:

"A lot of snow - a lot of bread"

“If it blows snow, there will be more bread; water will spill, and there will be hay.”

“September is cold, but it’s full”

The children and I not only figured out the meaning of proverbs, but also they composed them themselves:

"Autumn - asks for rain"

“Frost is at the door, dress warmly”

“January is gray and frosty, one joy is the New Year”

This is how the idea of ​​creating album of children's verbal creativity.

In this album we have collected fables, riddles, fairy tales, and drawings for nursery rhymes and sayings invented by children.

An obligatory part of the walk was folk games:

"Gardener"

"Into the Eagle"

" Bear"

“On canvases”, etc.

It is very important for children how organized subject environment that surrounds them. Therefore, we tried to make this environment accessible to their perception and understanding, so that it satisfies their needs as fully as possible. We started by dividing the group space into centers; together with the parents, we began to replenish the nature center with exhibits and design a photo album.

At the handicraft center, natural and waste materials were collected for crafts with children.

The Center for Didactic Games began to be replenished with original didactic games.

We enriched the theater center with stylized Russian costumes and dolls for acting out scenes from fairy tales.

The subject environment has been enriched technical means. A slide projector with many filmstrips and a player with gramophone records appeared. Fairy tales began to be heard not only by the teacher, but also with musical accompaniment.

To work with parents We have chosen the following forms of interaction:

1. Parent meetings in a non-traditional form on the topics: “What toys does a child need?”, “The role of the father in raising a child.”

2. Conducting joint activities and exhibitions with children.

3. Visual types of work: information stands, folders - slides.

4. Joint holidays.

5.Excursions.

6. Weekend club "Permyachok".

These are the methods and techniques we used in the work of the second stage.

1. 
   Search activity results.

Goal of the third stage:

1. 
   Diagnostics of children's ideas about Russian folk culture.
2. 
   Study of the subject environment.
3. 
   Analysis of methodological support.
4. 
   Results of interaction with parents.

Having carried out diagnostics children's knowledge, we found that over the course of a year of work, the level of children's knowledge about folk culture has increased significantly. There is a keen interest among children in this topic.

Children know, love and can play Russian folk games.

Russian folklore is used in active speech.

They take an active part in holding national holidays.

They know epic and fairy-tale heroes. They are recognized in works of fine art.

They know the history of Russian costume and its elements.

They are able to distinguish between products of different folk crafts.
Having studied the state of the subject environment at the third stage of work, we discovered that the group space is divided into “Centers”

1. 
   Center for Nature and Experimentation
2. 
   Crafts and handicrafts center
3. 
   Book Center
4. 
   Theater Center
5. 
   Didactic Games Center
6. 
   Sports Complex
7. 
   Corner "Russian Izba"

The Center for Nature and Experimentation was replenished with exhibits “Gifts of Native Nature”, a photo album “Our Protected Places”, and a card index of experiences and experiments. Here we have collected seeds of various plants, sawdust, which children use in productive activities.

"Find the odd one out"

" What changed"

"Recognize the elements of the pattern"

"Patch"

"Weaver"

"Make a pattern"

The craft and handicraft center is rich in a variety of materials. This includes fabric, yarn, different types of paper, waste materials, samples of crafts that children can make themselves, with a teacher and even parents, both in a group and at home. In this center you can always see an exhibition of works.

Two new screens appeared in the theater corner for tabletop theater and performances with dolls “Bi-Ba-Bo”.

But the “Russian Izba” corner is of particular pride and value. There are bast shoes, rockers, baskets, cast iron pots, a real samovar, and objects of folk and applied art.

We use the interior of the hut for the plot - role playing games, in which children act out scenes from the past of the Russian people. Here Russian folk songs sound differently, the meaning and artistic value of folk tales is better understood. The hut environment awakens children's imagination and encourages them to create their own creativity.

As part of enrichment methodological support work to introduce children of senior preschool age to the origins of Russian folk culture, we have developed thematic and long-term plans. They included the following Topics:

1. 
   Who are we? Where? Where are our roots?
2. 
   We are Russians. Our Motherland is Russia.
3. 
   Folk calendar.
4. 
   How did they build a hut in Rus'? Construction of a Russian hut.
5. 
   Perm region is a forest region.
6. 
   Bread is the head of everything.
7. 
   In the upper room.
8. 
   “You can’t put your mind on a thin head.”
9. 
   “How craftsmen live on our street.”
10. 
    What did people dress in Rus'?
11. 
    “Winter is not summer, she’s wearing a fur coat.”
12. 
    New Year in Rus'.
13. 
    “The frost has come - take care of your ears and nose.”
14. 
    Why are we called Uralians? Visiting the Mistress of the Copper Mountain.
15. 
    “Long evenings – skillful hands”
16. 
    Folk musical instruments.
17. 
    Our Kama is a beauty and a hard worker.
18. 
    Folk heroes are the pride of the country.
19. 
    A mother's heart warms better than the sun.
20. 
    “Rook on the mountain - spring is in the yard.”
21. 
    Folk toys.
22. 
    “To make a joke is to make people laugh.”
23. 
    Our fellow countrymen.
24. 
    We play forgotten games.
25. 
    About fathers and grandfathers.
26. 
    “A man without a homeland is like a nightingale without a song”

The attitude of parents towards the issue of introducing children to the origins of folk culture has changed.

In individual conversations, consultations, at parent meetings through joint holidays and excursions, we convinced parents of the need for daily attention to children's joys and sorrows, we proved how right those who support the cognitive interest of children, their desire to learn new things, find out the incomprehensible, desire to delve into the essence of objects, phenomena of reality.

As a result, parents became allies of teachers and active participants in group activities.

Together with the parents, the group held exhibitions:

"Autumn Fantasy"

"Beauty will save the world"

"Gift to Santa Claus"

“Here they are - golden hands”

We visited Perm together Museum of Local Lore. We visited the art salon “Sudarushka” and the Perm fair “Folk Crafts”. We got acquainted with the first city children's library named after Lev Kuzmin, who turns 80 this year. They began to take place in an unconventional form parent meetings, where parents took part in a master class: “Weaving Russian sashes”, “Girl’s kokoshnik”, “Loaf, loaf”; A tasting of national dishes took place.

Together with our parents we celebrated “Pokrov”, “Svyatki”, “Maslenitsa”; held “Heroic Fun”

Consequently, parents realized that they are raising their children by their own example, that every minute of communication with a child enriches him, shapes his personality, that not a single educational or educational task can be solved without fruitful contact between parents and teachers.

These are the results of the third stage of our work,

conclusions
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 of a subject environment that facilitates the introduction of a child into the world of folk culture, life and traditions;
4. 
   organization collaboration with parents in positions of partnership and cooperation.

Organization of the subject environment;

Activation of the dictionary using folklore;

Folk ritual holidays;

Excursions;

Organization of complex classes;

Reading fiction;

Listening to recordings;

Viewing filmstrips;

Games: didactic, plot, round dance, movement;

Playing folk instruments;

Various types of productive activities;

Dramatization;

Observation in nature;

Organization of exhibitions.

Consequently, the sooner they become familiar with the origins of folk culture, the richer, more educated, and more spiritual their inner world will be.

Literature

1. 
   Bogacheva I. V. My Fatherland – Russia! / M., 2005 /

2. Volina V. “Proverbs and sayings” / S. St. Petersburg 1997/

3. Voroshnina L.V. “Artistic and speech activity of children in kindergarten”/

4. Voronova V. Ya. “ Creative play senior preschoolers /M., Prosveshcheniye, 1981/

5. Vygotsky L. S. “Imagination and its development in childhood” Development of higher mental functions / M., Moscow State University, 1970 /

6. Goricheva V. S. “Dolls” /Yaroslavl, 1999/

7. Danilina G. N. “For preschoolers - about the history and culture of Russia” / manual for the implementation of the state program “Patriotic education of citizens of the Russian Federation for 2001–2005/

8. Dal V.I. Explanatory Dictionary of the Living Great Russian Language T 3 / M., 1955 /

9. Zatsepina M. B, Antonova T.V. “Folk holidays in kindergarten” /M., 2005/

10. Zabylin M. Russian people: their customs, rituals, legends, superstitions and poetry / Riga, 1991 /

1. 
   Kataeva L. I. “My world” correctional and developmental classes with preschoolers./ M., 2000/
2. 
   Karachunskaya T. N. " Museum pedagogy and visual activities in preschool educational institutions”/ M., 2005/
3. 
   “How to teach children to love their Motherland / manual for the implementation of the state program “Patriotic education of citizens of the Russian Federation for 2001-2005”
4. 
   Knyazeva N. A “Little Permyak” / Perm, 2000 /
5. 
   Knyazeva O. L. “How people lived in Rus'” / Workbook for classes on the program “Introducing children to the origins of Russian folk culture” /St. Petersburg, 1999/
6. 
   Knyazeva O.L. Makhaneva M. D. Program. “Introducing children to the origins of Russian folk culture./ St. Petersburg 1999/
7. 
   Kolomeichenko L.V. Program for social development of preschool children / Perm, 2003/
8. 
   Kuzina T.F. “Entertaining pedagogy of the peoples of Russia” /M., School press 2001/.
9. 
   Conceptually – terminological dictionary speech therapist./Ed. V.I. Seliverstova. M., 1997/
10. 
    Lunina G.V. Raising children according to the traditions of Russian culture. /M.,2004/
11. 
    Luria A.M. “Little book about big memory” / M., Moscow State University, 1968/
12. 
    Lyublinskaya A. A. “Children’s psychology.” Textbook for students of pedagogical institutes./ M., Prosveshchenie, 1981/
13. 
    "My home." Program for moral and patriotic education of preschool children./ M., 2000/
14. 
    Mukhina V.S. Child psychology / Ed. Venger L.A. M., 1985/
15. 
    The folk calendar is the basis for planning work with preschoolers. /Plan – program 2004/
16. 
    Folk art in raising children. / Ed., Komarova T. S., M., Pedagogical Society of Russia 2000/
17. 
    “Patriotic education of preschool children through local history and tourism activities / manual for the implementation of the state program “Patriotic education of citizens of the Russian Federation for 2001–2005/
18. 
    Psychological Dictionary./ Ed., V.P. Zinchenko, B.G. Meshcheryakova

2nd ed., revised and expanded. M., Pedagogy - press 1996/

1. 
   “Development of communication in children” / Ed. Zaporozhets A.V., Lisina M.I., M., Pedagogy, 1974/
2. 
   Russian folklore “From jokes to epics” / M., 1991 /
3. 
   Salty dough. Exciting modeling. / M., Profizdat 2002/
4. 
   Utkin P. I., Koroleva N. S. “Folk artistic crafts” / M., 1992 /
5. 
   Elkonin D. B. “Psychology of play” / M. Pedagogy, 1978/

Long-term plan.
September.

1. Who are we? Where? Where are our roots?

Conversation about family. Concepts “Family big and small”, “Kin”
Cooperative activity.

1. Looking at family albums.

2. Compiling a photo album “Professions of our parents”

3. Drawing up a group passport.

4. Didactic games: “What first, what next”, “Who is related to whom”, “What does anyone need”

5. Entertainment “Our Friendly Family”

6. Drawing “Portrait of my family”
2. We are Russians. Our Motherland is Russia.

Conversation about the Great and Ancient Land of Russia. Concepts: “history”, “ancestors”, “Motherland”.

Cooperative activity:

1.Reading the book: “The Birth of Rus'”

2.Reading the book: “Young Russia”
3. City on the Kama.

Expanding and clarifying knowledge about the history of your hometown and its attractions.

Cooperative activity:

1. Bus tour of the city.

2. Didactic game “Travel”.

3.Drawing: “This is my city.”

4.Creating a layout of the microdistrict.
4. Folk calendar. “September the Summer Guide”, Holiday “Autumn”.

Signs, proverbs, sayings about autumn. Summing up the results of work in dachas and vegetable gardens.

Cooperative activity:

1.Viewing the film strip “Autumn Tasks.”

2. Modeling from dough: “Apple tree with apples”, “Bunch of grapes”.

3. Application “Fruit Basket”

4. Preparing the vinaigrette.

5.Exhibition “Generous Gifts of Autumn”

6.Learning folk games: “Gardener”, “Wicket”

7. Re-enactment of “Vegetable Dispute”

8. Puppet theater. Fairy tale: "Puff"
Parental participation.

1.Assistance in designing photo albums.

2. Drawing up a family tree.

3.Organization of a city tour.

4.Participation in the design of the exhibition: “Generous Gifts of Autumn.”

5.Participation in the Autumn festival.

October.

1. How was a hut built in Rus'? Construction of a Russian hut.

Getting to know the hut chopped her components: red corner, woman's kut, upper room, light room, canopy, stable, tower.

Cooperative activity.

1. Modeling from plasticine: “A hut for Mashenka.”

2.Looking at photos and illustrations of towers and huts.

3. Didactic game: “Make a tower.”

4. Learning a folk song: “Oh, you, my canopy, my canopy...”

5. Excursion to Khokhlovka.

6. Creation of the “Russian Village” layout
2. Perm region is a forest region.

Clarification of ideas about the natural resources of the native land.

Cooperative activity.

1. Application from sawdust: “Animals of our forests.”

2.Drawing: “Autumn Ural forest.”

3.Excursion to the park.

3. Bread is the head of everything.

A conversation about ancient ways of harvesting bread. Proverbs and sayings about work and bread.

Cooperative activity.

1.Watching filmstrips: “Spikelet”, “Warm Bread”

2. Modeling from dough: “Braid with poppy seeds”, “Cockerel” (dough + ears of wheat)

3. Learning the poem “Glory to Bread” (S. Pogorelovsky)

4. Review of the album “Where the Bread Came From”

5. Excursion to the store - bakery "Briosh"

6. Learning the game “Pie”.
4. Folk calendar. Holiday "Cabbage"».

Riddles, proverbs, sayings about cabbage. Sauerkraut.

Cooperative activity.

1. Learning folk songs: “I’m sitting on a pebble...”, “Wait, hang, my cabbage...”

2.Learning folk games: “Wicket”, “Pie”

3.Staging of the joke “Methodius the Goat.”

4.Preparing the “Autumn Mosaic” salad.

5. Reading the book “Where cabbage soup is, look for us there.”

Parental participation.

1.Organization of an excursion to Khokhlovka.

2. Participation in the “Cabbage” festival.

3. “Oh, my cabbage” (Tasting salted cabbage and sharing practical tips on pickling it.)

4. Participation in the joint lesson “Bread is the head of everything”
November.
1. “It’s better to see once than to hear a hundred times.”

Excursion to the local history museum.

2. “In the Upper Room”

Getting to know household utensils: grip, cast iron, poker, cradle, spinning wheel.

Guessing riddles about everyday objects.
Cooperative activity.

1. Acting out the fairy tale “Porridge from an Axe”

2.Learning the lullaby song “Oh, lyuli, lyuli, lyulenki...”

3.Papier – Mache “Dish”.

3. Folk calendar. "Titmouse's day."

Signs and proverbs about birds. Clarification and expansion of knowledge about winter feathered friends,

Cooperative activity.

1. Application “Miracle Bird” (Floristry).

2.Origami. Group work: "Bird's dining room."

3.Drawing “Woodpecker”.

4. Hanging feeders on the site.

5. Learning the poem “Feeder” (R. Bukharaev.)

4. “You can’t put your mind on a thin head.”

A conversation about intelligence and stupidity (using the example of sayings and proverbs).

Introduction to the Russian folk tale: “About Filya.” Word game "Fil and Ulya."
Parental participation.

1.Organization of an excursion to the local history museum.

2. Joint production of bird feeders with children.

3. Entertainment “A mind is good, but two are better.”

December.

1. 
   “How craftsmen live on our street.”

Acquaintance with crafts in Rus', Gorodets and Khokhloma paintings.
Cooperative activity.

1. Reading books: “How a shirt grew in a field”, “How fabrics are woven and threads are spun”, “About blacksmiths and forges”.

2.Production of a collection of types of fabric.

3.Painting a spinning wheel.

4. Weaving from paper “Tuesok”.

5. Making grain dolls.

6.Learning Russian folk songs: “The spinning spinner”, “In the forge”.

7. Didactic games: “Make a pattern”, “Dominoes”

8. Reading the works of Jani Radari “What do crafts smell like?”, “What is the color of crafts?”

9. Excursion to the art salon “Sudarushka”.

2. What did people dress in Rus'?

Introduction to Russian national costume. History of folk costume; its elements (ponyova, zipun, soul warmer, sundress, shirt, cap).

Cooperative activity.

1. Sewing a sundress for a doll.

2. Weaving sashes.

3.Cross stitch.

4. Excursion to the studio.

5. A story about the history of the needle.

6.Learning folk songs “Valenki”, “Red Sundress”

7. Folk game “Lapti”.

3. “Winter is not summer, she’s wearing a fur coat.”

Acquaintance with proverbs and signs about the characteristic features of winter.

Learning folk games.
Cooperative activity.
1.Learning poems about winter, reading poetry. works on this topic.

2. Paper plastic: “Bouquet for the Snow Maiden.”

3.Drawing with a candle “Patterns on glass”.

4.Excursion to the winter forest.

5.Learning nar. songs “Like thin ice...”
4. New Year in Rus'.

A story about celebrating the New Year in Rus'. Learning carols, songs, games.

Cooperative activity.

1.Reading biblical stories.

1. 
   Review of the book “The Bible for Children.”
2. 
   Making nativity dolls.
3. 
   Making Christmas tree toys.
4. 
   Modeling candlesticks from dough.

Parental participation.

1.Organization of an excursion to the winter forest.

2. Participation in the New Year's celebration.

3. Decoration of the group.

4.Round table: " Family traditions New Year celebrations."
January.

1. Folk calendar. Christmas time.

Tradition of celebrating Holy Days. Caroling, fortune telling, songs, dancing, games, food.

Cooperative activity.

1.Learning nar. games: “Ring, ring...”, “Two Frosts”.

2. Dramatization of the joke “The Bear and the Goat.”

3. Making masks for Caroling.

4. National holiday “Kolyada has come - open the gates.”
2. “The frost has come - take care of your ears and nose.”

What is a fairy tale? We learn to see good and evil, distinguish between truth and fiction, lies and fantasy. Reading and making up fairy tales.

Cooperative activity.

1. Drawing illustrations for fairy tales “Moroz Ivanovich” (Odoevsky), “Snow Maiden” (Russian folk)

2. Learning the poem “Visiting the Snow Maiden.”

3. Listening to fragments of N.A. Rimsky-Korsakov’s opera “The Snow Maiden”.

3. Why are we called Uralians? Visiting the Mistress of the Copper Mountain.

Getting to know geographical location Urals, with minerals.

Cooperative activity.

1.Viewing the film strip “Silver Hoof”.

2.Drawing “How I imagine” Ural Mountains" (coal)

3. Experimentation “Formation of salt crystals.”

4. Excursion to the Museum of Local Lore.

5. Excursion to the Kungur Ice Cave.

4. “Long evenings – skillful hands.”

Acquaintance with ancient Russian headdresses: women's, girls', men's. (cap, tunic, bonnet, hood)

Cooperative activity
1. Making a girl’s headdress (crown), decorating it with beads, beads, braid.

2.Watching the film strip “Stop beating your nose.”

3. Consideration of a thematic album.
Parental participation.

1. Joint celebration of the holiday “Svyatki”.

2.Organization of an excursion to the Museum of Local Lore.

3.Master class “Magic hook” (crocheting).

4.Organization of an excursion to the cave (Kungur)
February.

1. Folk musical instruments.

A story about folk musical instruments: bell, horn, balalaika.

Cooperative activity.

1. Listening to music performed by an orchestra of folk instruments.

2. Game “Noise Orchestra”

3. Making bells from waste material “Gift of Voldaya”.

2. Our Kama is a beauty and a hard worker.

The importance of the river for the city. Poems by Perm poets about the river.

Cooperative activity.

1.Experimenting with water: “What floats and what sinks.”

2.Construction from paper: “Raft”
3. Folk heroes are the pride of the country.

Getting to know epics and epic heroes. Using examples of legends to show the beauty, wisdom, strength, and courage of the Russian people.

Cooperative activity.

1. Examination of paintings: “Three heroes” (Vasnetsov).

2. Reading the book “Russian Antiquity”.

3 “A horse for a hero” (Floristry).

4.Chasing “Heroic Shield”.

5. Exhibition of crafts “Together with Dad.”

6. Family entertainment “Come on, good fellows.”
4. Folk calendar. “Praskoveyka Maslenitsa - we welcome you well.”

Introduction to the national holiday. A story about Maslenitsa week. Calls, songs, games.

Cooperative activity.

1. Making dolls from straw.

2. Design from paper “Red Sun”.

3.Learning nar. games: “Burn, Burn Clear...”, “Taking the Winter Town.”

4.Learning songs: “Pancakes”, “Winter is passing.”

5. Learning the chants: “Sun-bucket...”, “Ay, ay aukaem...”.

6. Production of the fairy tale “Kolobok”
Parental participation.

1.Participation in the entertainment “Come on, good fellows.”

2. Participation in Maslenitsa.

3. Round table: “The role of the father in raising a child.”

March.

1.A mother’s heart warms better than the sun.

Woman mother. The meaning of a woman on earth. Proverbs and poems about mother.

Cooperative activity.

1. Collaborative creativity competition: “Here they are - golden hands.”

2. Exhibition of portraits: “My Mother”.

3. “Flowers for Mom” (Eggshell mosaic).

4.Learning songs and poems about mom.

5.Staging of the fairy tale “The Gift”.

2. “Rook on the mountain - spring is in the yard.”

Signs of spring. Proverbs, sayings, riddles about spring. The influence of spring on the life of flora and fauna.

Entertainment "Spring, spring, how it came."

3. Folk toys.

The history of the emergence of folk toys. Clay, wooden toys,

rag, straw.
1. Making spin-up dolls “Wedding couple”.

2.Applique “Russian beauty-Matryoshka”.

3.Viewing the film strip “The Story of a Toy.”

4.Creation and examination of a collection of folk toys.

5. Entertainment “Matryoshka has a birthday”

4. Folk calendar. “Come, larks, to us.”

Acquaintance with the Magpie holiday, with the signs of this holiday.

Cooperative activity.

1.Designing “Birds of Paradise” from paper.

2.Learning bird calls.

3. Modeling from “Larks” dough.

4.Learning nar. songs: “Larks”, “Red Spring”.

5. Reading the book “Where the White Crane Lives” (W. Flint).

Parental participation.

1. Participation in the crafts competition “What golden hands they are.”

2. Participation in the celebration of International Women's Day.

3. Master class “Dolls of our great-grandmothers.”

4. Round table: “What toys does a child need?”
April.

1 “To make a joke is to make people laugh.”

Getting to know boring fairy tales, tongue twisters, and teasers.

Cooperative activity.

1.Verbal game “Confusion”.

2. Reading the fairy tale “Confusion” (K.I. Chukovsky).

3. Folklore holiday “Laughter and fun.”

2. Our fellow countrymen.

Acquaintance with the works of Perm writers for children.

Cooperative activity.

1.Organization of an exhibition of books by Perm writers.

2.Excursion to city ​​library L. Kuzmina.

3. Consideration of N. A. Knyazev’s magazine “Little Permyak”.

4. Creative living room “Poetry of the Kama Region”.
3. Travel on the golden-maned Miracle Troika.

Introducing children to the image of a horse in Russian folk arts and crafts.

Cooperative activity.

1. Modeling “Horse-Fire”.

2. Excursion to the hippodrome.
4. Christ is risen, truly risen.

Folk calendar. Easter holiday. Rituals of tradition. Introduction to ritual food, games and entertainment.

Cooperative activity.

1. Modeling from dough “Egg Stand”.

2.Painting Easter eggs.

3.Drawing “Willow Branch”

4. Folk games, the attribute of which are eggs.
Parental participation.

1.Organizing an excursion to the library.

2. Participation in the celebration of Easter.

3.Organization of an excursion to the Hippodrome.

4. Participation in the creative lounge.
May.

1. We play forgotten games.

Introduction to different types of draws. Counting books. Antique children's games.

2.About fathers and grandfathers.

Conversation about Victory Day. Heroes-countrymen.

Cooperative activity.

1.Looking at photos from magazines and family albums about the war time.

2.Viewing the film strip “Our Great Holiday.”

3.Drawing “Fireworks over the city.”

4.Reading thin. literature on this topic.
3. “A man without a homeland is like a nightingale without a song».

Final conversation about the past of our native land. Songs and poems about the Motherland.

Competition of experts: “Love and know your native land.”
4. “Goodbye spring, hello red summer.”

Getting to know the traditions of folk festivities on Trinity Day. A story about the symbol of Russia - the birch, poems, riddle songs, round dances.

Cooperative activity.

1. Drawing “This is my Motherland.”

2. Learning the round dance “There was a birch tree in the field...”

3. Decorating the birch tree on the site.

4. Entertainment “Fair on the green Christmastide”.
Parental participation.

1. Participation in the competition of experts “Love and know your native land.”

2. Participation in the fair at Christmas time.

3. Participation in the lesson “About fathers and grandfathers.”

The manuscript represents an educational (portional) program for introducing preschool children to the origins of Russian national culture. Folk culture, according to the authors, is not only a source of introducing children to enduring, universal values, but also their cognitive, moral, and aesthetic development. The program offers proven methodological and organizational techniques for pedagogical work, long-term and calendar plans for classes with children of all age groups.

Part I. History of the program, forms and methods of its implementation

Part II. Long-term and calendar work plans for the program

In the 2nd junior group

In the middle group

In the older group

In the pre-school group

Part III. Applications.

1. “Always honor the traces of the past”

2. “Fish looks for where it’s deeper, and man looks for where it’s better” (places of residence, construction of a home)

3. “Away is good, but home is better” (life and main activities of Russian people)

4. “Like the spinner, so is the shirt she wears” (history of men's and women's clothing)

5. “It’s a disaster if a shoemaker starts baking pies, and a cake maker starts making boots” (history of men’s and women’s shoes)

6. “Not like Senka’s hat” (history of hats)

7. “It’s no time for a joke when your stomach is empty” (history of Russian cuisine)

8. Russian samovar and tea drinking in Rus'

9. Calendar (history of timekeeping)

10. Agricultural calendar

11. Without signs there is no way (folk signs)

12. Russian folk holidays (Easter, Christmas, Maslenitsa)

13. Russian folk crafts

Ceramic art products (“Dymka”, “Gzhel”, “Skopinskaya ceramics”)

Artistic wood products (Russian carving, Khokhloma)

Lucky (Fedoskino, Palekh, Mstera, Kholui)

Metal art products (enamel, filigree, Zhostovo)

bone lace

14. Russian folk toy (history of toys, matryoshka, doll)

15. Russian bell

16. Russian troika

17. Russian song (lullaby, ditties)

18. Dictionary folk words

Preface

It is no secret that currently not a single specialist in the field of preschool psychology and pedagogy can give an exact definition of what an “educational program” is. The problem is that the same term refers to both comprehensive programs that include educational content in all main areas of child development, and training programs in individual areas (for example, teaching elements of computer literacy, a foreign language, etc.). The latter are increasingly called “partial” programs. However, the introduction of such differentiation does not eliminate a number of problems: how and whether it is necessary to combine several portioned programs, how and whether one or another portioned program can be connected to a complex one, etc. There are no ready answers to such questions yet, and their solution remains up to each specific teaching team, because only he knows the contingent of his students, the professional capabilities of specialists, financial reserves, and regional specifics, which significantly influence the priorities in the overall strategy for the development of preschool education. However, the interest and desire of preschool institutions to introduce portioned programs is growing every year. This is apparently explained by the fact that their implementation is quite easy in the form of additional services; the proposed areas of children's development are attractive to parents and distinguish the preschool institution from a number of others, and have a positive effect on its rating during certification. In addition, they can be used not only in a preschool setting, but also in club and studio work with preschool children. Therefore, despite all the difficulties and problems, it is necessary to ask the question: what should currently determine the direction and content of children’s development, which forms the basis of portioned programs?

A comparative analysis of the comprehensive “Program for the upbringing and education of preschool children” (1989), which was recently mandatory for all preschool institutions, with foreign analogues in terms of their content aimed at the cognitive development of children shows that the domestic program needs to be revised, mainly with from the point of view of changing the number of classes, the form of their implementation, specific methods, principles of compiling the material. As for its sections related to the physical development of children, artistic and aesthetic, musical and theatrical activities, a significant number of teachers have been introducing their creative findings and additions to both the content and methods proposed in the program for many years. There is a lot of methodological literature and journal publications on this topic. Children tend to enjoy these activities. In many kindergartens, corresponding club work is carried out or organized Additional services, sports competitions and holidays, competitions and exhibitions of children's works, etc. are organized. It is important that the efforts of teachers in these areas of children’s development give good, visible results.

Besides, in last years Several new comprehensive programs have appeared (for example, “Rainbow”, “Development”, “Golden Key”, etc.), which are successfully used in many preschool institutions. In them, the main directions of children's development received updated content and methodological support.

Thus, it can be stated that in recent years certain changes have occurred in the Russian preschool education system. positive changes in terms of updating content.

The more obvious became the vacuum created as a result of the fact that the “Moral Education” section seemed to drop out of the “Program for the Education and Training of Preschool Children.” This section, of course, bore a clear imprint of an ideologized orientation (“Friendship of the Peoples of the USSR”, “Image of Lenin”, “November 7 Holiday”, etc.). However, neither in the new comprehensive programs, nor in any of the partial ones, the problem of moral and patriotic education of children is practically not addressed at all.

We have made an attempt to fill this gap. Its result was a portional program, the theoretical basis of which was the provisions of the “Concept of Preschool Education” (1989) on the need to introduce children to enduring, universal values, the ideas of outstanding Russian philosophers on the importance of personal culture for the spiritual, moral and patriotic development of a person (I. Ilyin, D. Likhachev, etc.). Moreover, in the absence of any national ideological guidelines, we decided to give a special argument for the position that introducing children to folk culture is a means of forming their patriotic feelings and developing spirituality. To do this, it is necessary to specifically focus on the disclosure of such concepts as “nationalism”, “internationalism” and “patriotism”. The difficulty in distinguishing these concepts lies in the fact that the concept of “nationalism” for many of us is associated primarily with the concept of “national patriotism” and, above all, with German fascism, based on the opposition of one, “chosen” race (nationality) to all to the rest. In our view, national patriotism, imbued with a sense of self-superiority, is always associated with rejection of another culture, people of another nationality, and in a historical context is directly related to aggression and violence. In recent history, and, consequently, in our memory, the concept of “internationalism” has been contrasted with the concept of national patriotism. Moreover, state ideology replaced the concept of “patriotism” with it or used it as a synonym.

The concept of “internationalism” is also interpreted ambiguously. Internationalism can act as a contrast to national patriotism and, for example, manifest itself in the form of a union of people based on the same religion (“All people are brothers in Christ”). This means that a Christian is a citizen of the universe and can reject the division of people into countries, races, and nationalities.

Internationalism can also manifest itself in the idea of ​​overcoming the linguistic disunity of people. Let us recall, for example, the possibility of switching to a single language, “Esperanto,” which was recently seriously discussed.

However, the ideas of internationalism widespread in our country basically contained Bolshevik ideas about the global reorganization of society in accordance with the social revolutionary principle: “Workers of all countries, unite.” For the “conscious” proletarian, the main goal is the world revolution, for the sake of which he can and must betray not only his loved ones, but also his homeland. Fanatical adherence to such an ideology manifested itself in the form of Bolshevik capitulatory slogans during World War I and, especially later, in the first years of Soviet power, when, for ideological reasons, neighbor betrayed and doomed neighbor, brother - brother, son - father. Therefore, we need a clear understanding of what kind of patriotism we affirm and strive to instill in our children.

Patriotism is a feeling of love for the Motherland. The concept of “Motherland” includes all living conditions: territory, climate, nature, organization of social life, features of language and way of life, however, it is not limited to them, and they do not replace it. The historical, spatial, racial connection of people leads to the formation of their spiritual similarity. Similarity in spiritual life leads to communication and interaction, which gives rise to creative efforts and achievements that give special originality to culture.

In their history, many peoples carry out spiritual and creative achievements that survive centuries: ancient Greek art, Roman law, Germanic music etc. Each nation brings its own, and every achievement of a people is common. That is why the national genius and his creativity turn out to be a subject of special patriotic pride and love: the life of the national spirit finds concentration and embodiment in his work. A genius creates for himself, but also for his entire people.

Russia is the homeland for many. But in order to consider yourself her son or daughter, you need to feel the spiritual life of your people and creatively assert yourself in it, accept the Russian language, history, culture as your own. However, national pride should not degenerate into stupid conceit and complacency. A true patriot learns from the historical mistakes of his people, from the shortcomings of his character and culture. Nationalism leads to mutual hatred, isolation, and cultural stagnation.

Deep, spiritual creative patriotism must be instilled with early childhood. But, like any other feeling, patriotism is acquired independently and experienced individually. It is directly related to a person’s personal spirituality, its depth. Therefore, without being a patriot himself, a teacher will not be able to awaken in a child a feeling of love for the Motherland. It is to awaken, and not to impose, since the basis of patriotism is spiritual self-determination.

“The Russian people should not lose their moral authority among other peoples - the authority deservedly won by Russian art and literature. We must not forget about our cultural past, about our monuments, literature, language, painting... National differences will remain in the 21st century , if we are concerned with the education of souls, and not just with the transfer of knowledge" (D. Likhachev).

That is why the native culture, like father and mother, must become an integral part of the child’s soul, the beginning that gives rise to personality.

Based on the above, we have chosen the following priorities for our program “Introducing Children to the Origins of Folk Culture.”

Firstly, the surrounding objects, which for the first time awaken the soul of a child, cultivating in him a sense of beauty and curiosity, must be national. This will help children from a very early age understand that they are part of the great Russian people.

Secondly, folklore in all its manifestations (fairy tales, songs, proverbs, sayings, round dances, etc.) should be used more widely. It is he who contains all the values ​​of the Russian language. Preserved in oral folk art special features Russian character, its inherent moral values, ideas about goodness, beauty, truth, courage, hard work, and loyalty. 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 words and musical rhythm and melodiousness are combined. Nursery rhymes, jokes, and chants 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 briefly and accurately assessed and ridiculed human flaws, positive qualities are praised. 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 works are a rich source of educational and moral development children.

Thirdly, folk holidays and traditions should occupy a large place in introducing children to folk culture. It is here that the most subtle observations of the characteristic features of the seasons, weather changes, and the behavior of birds, insects, and plants are focused. Moreover, these observations are directly related to labor and by various parties human social life in all its integrity and diversity.

And, lastly, introducing children to folk decorative painting, which captivates the soul with harmony and rhythm, allows children to be captivated by national fine arts.

Thus, the educational goal of the Program is to introduce children to all types of national art- from architecture to painting and ornament, from dance, fairy tales and music to theater.

This is exactly what we see as the strategy for developing a child’s personal culture as the basis of his patriotic feelings and love for the Motherland.

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

This is not to say that teachers did not understand this before. However, 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 the younger 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, perceiving the brightness of color images of folk applied art, and the expressiveness of conveying game actions in combination with words became more complicated.

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. The surrounding reality (especially in the city) also did not provide the opportunity to really introduce children to folk culture.

These gaps could be filled by various exhibitions of folk applied art, museums of Russian architecture and local history exhibitions, and folklore festivals. However, visiting them is not always possible for kindergarten students, not to mention the fact that all the material at such exhibitions is mainly designed for adult perception and requires a lot of competent processing for kids.

In addition, Old Church Slavonic words and sayings have long been forgotten and are not used in colloquial speech; nursery rhymes, sayings, and proverbs, which the Russian language is so rich in, are almost never used. IN modern life There are practically no objects of folk life found in folklore works. Therefore, many teachers, recklessly believing that some words and expressions of folklore works are inaccessible to children, or not understanding them and not being able to explain them, miss very important semantic points or retell Russian folk tales in a modern language. Educators often underestimate and know little by heart sayings, chants, nursery rhymes, sayings, folk games and therefore cannot apply them to the point. Music directors using folk songs like chants, they almost do not include them in games and holidays, being carried away by modern material.

How can we convey to urban children the peculiarities of peasant labor? In practice, such a task, by the way, provided for by the standard program, was solved formally and was not meaningfully connected with natural phenomena, rituals, proverbs and sayings. And this is quite understandable, because... Most teachers themselves have little knowledge of traditions and customs, the history of folk culture, and are not imbued with a feeling and understanding of its antiquity and greatness.

Therefore, in order for the teaching staff of any preschool educational institution to have the opportunity to creatively develop the proposed version of the program, in it, in addition to organizational and methodological techniques of pedagogical work, long-term plans and lesson notes, materials from a wide variety of literary, historical, ethnographic and art historical sources. Access to such literature in full and adaptation of many texts written by professionals are very difficult for most teachers living in different regions Russia. In addition, familiarity with these materials (Russian holidays and traditions, features of housing, clothing and cuisine, arts and crafts, etc.) will also be advisable from the point of view of expanding the own basis of personal culture of teachers involved in the training and development of preschool children .

In conclusion, a small dictionary of the most commonly used Old Church Slavonic words in folk tales, proverbs, and sayings is given.

We cannot provide the opportunity to download the book in electronic form.

We inform you that part of the full-text literature on psychological and pedagogical topics is contained in the MSUPE electronic library at http://psychlib.ru. If the publication is in open access, then registration is not required. Some books, articles, teaching aids, dissertations will be available after registration on the library website.

Electronic versions of works are intended for use for educational and scientific purposes.