Peoples of the world, diversity of countries. Economically developed countries of Europe

Earth is a planet of people

Population of various territories globe is distinguished by its racial, ethnic (from the Greek “ethnos” - people), linguistic, religious characteristics, which are closely related to natural features territories.
Races of man. Ethnographic scientists distinguish the three largest human races: Caucasoid, Mongoloid and Negroid.
Caucasians are characterized by wavy or straight soft hair, light or dark skin, narrow nose, thin or medium-thick lips. They inhabit mainly Eurasia and North America.
Mongoloids are characterized by straight, coarse dark hair, a yellowish skin tone, a flattened face, and narrow eyes. They inhabit mainly Asia and America. Negroids are characterized by curly black hair, dark brown skin, brown eyes, a wide nose, and thick lips. They inhabit mainly Africa and Oceania.
Mixed races were formed not only in antiquity and the Middle Ages, but also in modern and recent times. Examples of mixed races are the mestizos and mulattoes of America.
There are 3-4 thousand peoples living on Earth. Most large nations world: Russians, US Americans, Brazilians, Indians, Chinese, Japanese.
Russians belong to the Caucasian race with all the characteristics characteristic of it external signs. The people inhabit Russia and the territories adjacent to it. In addition, Russians live in the USA, Canada, Brazil and other countries.
In the history of the Russian people, the development of free or sparsely populated neighboring lands has constantly taken place, which affected the diversity of everyday characteristics of the population, dialects (dialects), folklore, rituals, and housing.
The basis of Russian national clothes considered a man's or women's shirt, sundress, bast shoes, and in winter - felt boots. A traditional Russian dwelling is a log hut with a Russian stove.
Russian folk crafts are world famous: stone-cutting art of the Urals, Vologda lace, lacquer miniatures of Palekh and Fedoskino, metal painting of Zhostov, gold embroidery of Torzhok.
Americans. If such peoples as Russians, Chinese, Japanese count centuries-old history, then the Americans were formed as a people only in late XVIII V. at the intersection of all three races, as well as European, Indian and African cultures.
The indigenous people of America are the Indians. This name was given to them in the 15th century. Spanish navigators who mistook the discovered lands for India. The Indians, excellent hunters and fishermen, were characterized by a semi-nomadic lifestyle. Indian dwellings - tipis and wigwams - are adapted for this. Traditional clothing: shirt, leather pants and moccasins.
The 16th century in the history of the United States was marked by the great “migration of peoples”: a stream of European colonists, mainly from England, poured into the country, who began to displace the indigenous inhabitants to less convenient lands. This period is known not only as a time of constant conflicts between the aborigines and European settlers, but also as the beginning of mutual penetration different cultures. For example, the Indians learned from the Europeans how to use horses for farming, and the Europeans learned many food crops, such as corn.
In the XVII-XIX centuries. Black slaves from Africa began to be imported into the United States, mainly to work on the agricultural plantations of the South.
From the mixing of Indians with European settlers, a large mixed race emerged - mestizos, and from mixing with the African population - mulattoes.
IN modern culture Americans have significant black influence, especially in music and dance. Blues, jazz, country and others musical styles are based on Negro folklore.
Chinese- the largest nation in the world. He belongs to Mongoloid race. This people has a long history, culture and traditions. Chinese civilization is one of the most ancient.
The life of the Chinese is quite simple. Traditional food - boiled rice, flatbreads, noodles. However, it is worth noting that the Chinese culinary encyclopedia has 40 volumes.
The traditional home of the Chinese is fanza. The Chinese costume is dominated by the so-called undershirts, both women's and men's clothing differs little from each other.
Traditional crafts - weaving, pottery, weaving, wood carving, stone carving, bone carving, modeling, painted and carved varnish, embroidery. Chinese porcelain is famous.
Indians - common name peoples inhabiting India. Mostly Indians belong to the Caucasian race. Indian culture is one of the oldest in the world. Temples, rock monasteries, richly decorated with sculptures, palaces and mausoleums attract many tourists to India.
The most common type of Indian dwelling is a rectangular house with burnt brick walls, a flat roof and a courtyard. Traditional Indian clothing is saris, sweaters and skirts for women, and pants and shirts for men. Women usually cover their heads with a sari or shawl. Men wear turbans.
Indian crafts are varied. They are skilled masters of carving ivory, horn, wood, making figurines, metal engraving, jewelry, shawls, cotton fabrics, brocade, carpets, lace.

Sensory perception of cultural forms in childhood penetrates into the child’s inner life, into his inner world, and it “works” throughout a person’s life, forming cognitive and spiritual needs, moral concepts.

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Introducing preschoolers to the diversity of countries and nationalities

Preschool age is the period when a child takes his “first steps” on the path to understanding the world. At this age stage, he is “open” to what surrounds him and quickly accumulates both emotional and intellectual experience of interacting with the world. A preschooler learns about the world through sensory sensations, play, movement, fantasy, communication with adults and peers, and interaction with information. Sensory perception of cultural forms in childhood penetrates into the child’s inner life, into his inner world, and it “works” throughout a person’s life, forming cognitive and spiritual needs, moral concepts.Preschool childhood is a time of achievements and problems not only little man, but also of society as a whole. At this age, children develop skills of respectful and friendly behavior during relationships with representatives of different cultures, the ability to perceive the environment as the result of cooperation between people different nationalities, miscellaneous ethnic origin. They have a positive effect on a person, transform him, elevate him, and return him to a more harmonious state.Almost half of children realize their nationality by the age of six, and by the age of nine all children know about it. Moreover, this usually happens earlier among representatives of ethnic minorities than among Russians. Unfortunately, children often learn about their nationality not from the lips of their parents, but through so-called interethnic conflicts: almost 19% of Korean, 16% of Jewish, 12% of Armenian, 8% of Tajik children living in Russia learned about their ethnicity when they offended, insulted, and fought with them because of their nationality. At the same time, in all groups surveyed, there was a high percentage of those who felt shame for people of their own nationality: schoolchildren react very sharply to the unseemly actions of their fellow tribesmen and sharply condemn them.

The Law of the Russian Federation “On Education” states: “The humanistic nature of education, the priority of universal human values...” (Article “Principles of state policy in the field of education”). We find similar objectives in the State Concept of Preschool Education: “In preschool childhood, a child acquires the foundations of personal culture, its basis, corresponding to universal spiritual values.” And further: “The formation of the basis of personal culture means that the child becomes familiar with the general, non-transient human values, and not to what may seem valuable to a certain circle of people in a certain region and at certain points in time, is attached to the universal (universal) means of human life."

In order to work onfamiliarize preschoolers with the diversity of countries and nationalitieswas fruitful, it is necessary to involve a wide range of activities and different types activities of preschoolers:

Conducting outdoor games of the peoples of the world;

Celebrations and other events mass forms in order to introduce children to the culture and traditions of their people and the peoples of the world;

Theatrical activities of preschoolers according to scenarios based on fairy tales of the peoples of the world;
- study of folk holidays of the closest neighboring countries, Scandinavian folk holidays; holidays of the peoples of the East and Muslim countries; -- acquaintance of children with the traditions of the peoples of different countries, with the traditions of celebrating the New Year, May 1, April 1 in different countries.

Literature:

Sinyagina N. Yu. Multicultural education: a response to the threats of modern society. http://www.icp-ua.com/ru/node/933 .

Modern kindergarten. No. 7, 2008.

On the topic: methodological developments, presentations and notes

“The use of modern information technologies when introducing preschoolers to the history, culture and life of Kuban.”

This consultation is for teachers. It reveals modern information Technology, their use in kindergartens....

“Introducing preschoolers to the nature of Kuban and the traditions of the Cossacks” from the experience of a teacher of the 1st qualification category Irina Nikolaevna Gavrilko

This material is a description of the work experience of I.N. Gavrilko. in the direction of familiarizing preschoolers with the traditions of the Cossacks and the nature of Kuban...

Summary of a lesson on introducing preschoolers to the outside world and ecology “A droplet is walking in a circle”

There are many miracles in nature: sun, air, but the most interesting miracle of nature is water. After all, only on earth there is water. It was water that made it green and inhabitable. Therefore, the following tasks are set in the work...

Peoples of the world
variety of countries
GEOGRAPHY LESSON IN 7TH GRADE.

Checking homework:
1. Population density –
2. The highest density of settlement in the regions is
3. The lowest density of settlement in the regions is
4. Give two examples of ways to adapt to natural
conditions –
5. Urbanization is -
6. Agglomerations are -

Ethnicities.
Every person belongs to some people (ethnic group) -
historically formed group of people who are aware of their
unity and difference from other nations.
Peoples differ in one or many characteristics - language,
way of farming, customs, culture, appearance,
religions, etc. As a rule, every nation lives on
certain territory and speaks the same language. There are
exceptions to the rules. So, gypsies live in different countries of the world, they
do not have a defined territory; until the middle of the 20th century. his
The Jews had no territory. There are different ethnic groups
speakers of the same language, such as Scots
almost completely adopted the English language; Germans,
Austrians and many Swiss speak German.

The number of peoples on Earth is not constant.
The disappearance of some and the emergence of other peoples
in certain areas it is most often associated with
Yami migrations. Peoples mixed, perceived
America - Indians.
languages ​​and customs of other ethnic groups. Chinese and
Indian ethnic groups are several thousand years old.
American, Brazilian and other peoples
America, which emerged as a result
migrations, very young. These peoples make up
descendants of representatives different races(Negroids,
Caucasoids, Mongoloids): European peres
Lenz, African slaves and indigenous people

Languages ​​of the peoples of the world.
According to scientists, the peoples of the Earth speak approximately 3000-6000 languages.
Languages ​​of similar origin are united into groups, and groups - into
language families.
Working with textbook text
The largest language family is ?
The languages ​​of this family are spoken by -? (Fig. 31).
Where did they settle?
Why were their languages ​​different?
The most widespread language of the Indo-European family is ?
How many people speak it and from which countries?
How many people in the world speak English and where do they live?

To be widely distributed around the world in English, on
which is currently spoken by about 500 million people,
led by the colonization of North America and Australia in the 18th-19th centuries.
English-speaking Europeans. In Spanish and Portuguese
languages ​​are spoken not only in Europe, but also in Latin America -
this is the name given to the territories of South and Central America, where
Descendants of Spanish and Portuguese settlers live here. On
Russian is spoken by residents of Russia, many speak Russian
residents of the former republics of the USSR.
Chinese, spoken by the most numerous people
world (Chinese more than 1300 million), belongs to the Sino-Tibetan
family. Arabic is a language of the Afroasiatic family spoken by Arabs
(about 300 million), living in different countries of Asia and Africa.

Diversity of countries and their populations.
Issues important to all countries of the world are discussed in the Organization
United Nations (UN), which unites 193 independent
states. There are more than 200 countries on Earth. Their number varies, so
how one state can break up into a number of countries (Soviet
Union, Czechoslovakia, Yugoslavia) or, conversely, can unite
two states (Germany). Countries vary in size
territory and population (Fig. 32, 33).
Countries have different government structure. In states-
In monarchies, the supreme power belongs to one person -
to the monarch. Currently a monarchical form of government
preserved by 30 states of the world. Most monarchical
states belong to states with a constitutional
monarchy: the power of the monarch is limited, he makes laws
parliament, affairs are handled by the prime minister and government
(such as Great Britain, Spain, Japan). But there are also
absolute monarchies (eg Brunei). Most countries in the world
- republics, the supreme power in these states is chosen
people.

There are countries with one nationality: the majority of residents
belong to the same people speaking the same language.
Among Slavic countries this is, for example, Poland, the Czech Republic. Other
countries are multinational, for example Russia, Ukraine. IN
Some countries have several official languages. In Canada
there are two of them - English and French, and in little Switzerland -
four: German, French, Italian, Swiss
Romansh.
Countries can agree among themselves on cooperation and
create international associations - military (NATO -
North Atlantic Treaty Organization), economic and
political (European Union), trade (WTO - World
trade Organization).

conclusions
Related languages ​​are combined into
language families.
Small peoples of the Earth and their languages
are in danger of extinction.
There are more than 200 large and small on Earth
countries, among which there are republics and
monarchy.

The modern one is represented by almost 230 countries and territories, and about 190 of them are sovereign. Some of them are huge in area, such as Russia, the USA, and there are small ones - the Vatican, Liechtenstein. Some countries are rich in nationalities and peoples, others are rich in natural resources. A huge amount of statistical work is carried out to distinguish them.

It's hard to imagine what our world would be like if there was one big country. It would have the uniqueness that all countries of the world, their customs, traditions and culture carry. After all, the uniqueness of history, the formation of the economy, politics and social life citizens are of great interest to everyone. The development of capitalism also played a role in many ways. Some countries tried to skip some evolutionary steps, and therefore they now find themselves exactly where they are. Countries are very different and can be divided according to different typological characteristics. The diversity of countries in the modern world shows historical path development of humanity, thanks to which we have the opportunity to track the main stages of the development of society and all its elements. The experience gained from such research is critical to building a successful global economy and ensuring sufficient income for all people.

Economic classification

Many people remember: school, topic "Diversity of countries in the modern world", geography, 10th grade. And the teacher who talks about how there are developed countries, with transition economy and developing. And this classification is based on the development of a market economy. It is one of the key factors for the successful functioning of the country.

To determine which category a particular country belongs to, researchers take into account such indicators as the standard of living of the population, gross domestic product, economic structure by industry, and the degree of development of information technology.

Economically developed countries

Let's go back to school. The same geography lesson "The diversity of countries in the modern world." The teacher asks Ivanov, what are economically developed countries? And he can’t answer anything except that “developed means developed.” Indeed, it is necessary to understand who is behind the concept of “country development”.

G7 countries: USA, UK, Canada, France, Japan, Germany, Italy are typical examples of developed countries. Having analyzed their situation, we can say that the signs of the country’s development are:

• good standard of living for people;
• manufacturing and services dominate the gross domestic product;
• society is highly informatized and in general information technologies are at a high stage of development.

By virtue of different speeds economic development and the characteristics of countries, there are subtypes of economically developed countries:

• main;
• economically developed countries of Europe;
• countries of "settler capitalism".

Main countries

As noted above, the main countries include the G7 countries. In global production they occupy the lion's share: more than 50% of industry and 25% of the entire service sector. Considering the fact that the number of main countries is several times smaller than the number of remaining ones, the scale of their activities can be considered enormous and their economy powerful. They contribute their share to the diversity of the world. 10th grade, already mentioned, asked interest Ask: where does Russia belong? Researchers cannot yet give an exact answer and are debating which group it belongs to. But most opinions on this moment- Russia is one of the economically developed countries.

Economically developed countries of Europe

The diversity of countries in the modern world in this category is represented by Switzerland, Belgium, the Netherlands, Austria, Scandinavian countries etc. When we pronounce these names, an image immediately comes to mind: political stability, the population lives well, high gross domestic product, imports and exports are in almost ideal proportions.

How do they differ from the main countries? The international division of labor matters here. The economically developed countries of Europe are more highly specialized, so they are more dependent on the income that banking, tourism, intermediary trade, etc. give them.

Countries of "settler capitalism"

This category includes former colonies UK, Australia, New Zealand, South Africa. These countries are characterized by maintaining their international specialization - they export raw materials and agricultural products. What distinguishes them from developing countries is the fact that specialization in the agricultural and raw materials industries is based on high labor productivity, which is also facilitated by a developed domestic economy.

Countries with economies in transition

It was Solovyov’s turn to answer the teacher’s questions. But he is not afraid of anything, because geography is his favorite lesson. The diversity of countries in the modern world does not scare him either. Soloviev clearly answers (and correctly) that countries with economies in transition are characterized by what is currently happening in them various processes on transformation economic activity towards the introduction of market mechanisms.

Such countries include the countries of the East and (former socialist), Baltic states, as well as the CIS. In these global subjects, the institution is strengthening in the economy private property, the centralized economy is replaced by the “invisible hand of the market”, the consumer market is saturated with a variety of goods. Some countries were able to make this transition smooth with the help of “velvet” revolutions, that is, they carried out gradual reforms without major upheavals in society. Economic ties that had developed over decades were “destroyed” in a civilized manner.

Developing countries

The lesson “The diversity of countries in the modern world” continues. 10th grade finds it difficult to answer the question which countries are developing. And how do they differ from countries with economies in transition? Developing countries are the overwhelming number of countries around the world, there are about 132 of them. Asia, Africa and Latin America- these are the places of their concentration. Among them you can see many former dependent and colonial countries. 80% of the total population lives here.

Developing countries are characterized by the fact that they have already made the transition to market economy, but they are heavily dependent on exports, especially the export of fuels and raw materials. Economic processes in such countries are based on relationships with the economies of developed countries. Developing countries are characterized by low and average level income.

Physiographic countries

We consider the diversity of countries in the modern world and move on to another criterion of their typology. Countries are also divided according to physical and geographical characteristics.

This criterion is not given much attention at school, since economic classification is considered the most important, taking into account the processes of globalization and integration occurring in society. But in order to see the full picture our world, teachers should include this typology in the lesson. The diversity of countries in the modern world in this case looks like this: the unity of the geostructure and movement of the earth’s crust and the homogeneity of the relief are determined by such countries-zones as the Arctic, Northern, Eastern and Central Europe, Mediterranean, Central, Eastern, Northern, Southeast Asia, etc.

Historical and cultural classification

History and culture also contribute to the diversity of countries in the modern world. Their main types according to these criteria are, for example, Western and Central European, Eastern European, Caucasian, Central Asian-Kazakh, Siberian, Central African, etc. The historical and cultural classification is very extensive and, like no other, reflects the real diversity of countries in the modern world.

In this typology, countries are distinguished by their commonality historical fate, development of the social and economic sphere, development of cultural traditions, customs and way of life. Material and spiritual culture (folklore, traditional arts, national rituals) is the main manifestation of historical and cultural countries. Historical and cultural classification is the support and basis for research work in ethnography - the science of the characteristics of a people.

The diversity of countries in the modern world is enormous. Each country is unique - its historical traditions and mentality, economy and politics, social sphere and culture. The typology of countries helps researchers see global trends and patterns of development of our society. And knowledge of certain laws can help in preventing global crises and resolving universal human problems. global problems. After all, international integration, like any phenomenon in our lives, has two sides - pros and cons. And it remains within the power of people to prevent great influence minuses on global well-being, a calm environment and a decent standard of living for every person.

IN AND. Zimenkova,

teacher at MBDOU "Kindergarten No. 46", Arzamas

“FORMATION IN CHILDREN 6-7 YEARS OLD PRIMARY IMPLICATIONS ABOUT THE DIVERSITY OF COUNTRIES AND PEOPLES OF THE WORLD THROUGH THE IMPLEMENTATION OF A JOINT EDUCATIONAL PROJECT “ROUND THE WORLD TOUR”

annotation . The educational and methodological development of the “Around the World Tour” project presents possible variant organizing educational activities to familiarize older children preschool age with the diversity of countries and peoples, fostering tolerance and respect for the peoples of other countries through the world of fairy tales.

Explanatory note

Based on the requirements of the federal state educational standard preschool education, content educational field « Cognitive development" involves "the formation of primary ideas ... about the diversity of countries and peoples of the world." At the same time, in modern world The problem of instilling in children interest and respect for the cultures of different countries is becoming increasingly urgent.

Modern child increasingly explores the world through the screen. The screen of a monitor (TV, telephone, computer, Internet tablet, etc.) forms the preschooler’s ideas about how people live in different countries, what relationships exist in the adult world, what actions should be performed, etc. But the picture presented from the screen leaves little room for fantasy and imagination; the child receives information about the world in ready-made form.

A preschooler of the 21st century must learn about the world not only visually. The adult’s task is to awaken the child’s interest in something new, something that you won’t see on a tablet. How to do this?.. You can introduce your child to the diversity of countries and peoples with the help literary text. And since the consciousness of children perceives better fairy world, the development of cognitive motivation and imagination can be carried out through fairy tales of writers from different countries.

This project is the organization of educational activities to familiarize children of senior preschool age with the diversity of countries and peoples, fostering tolerance and respect for the peoples of other countries through the world of fairy tales, its splendor and charm.

Objective of the project – formation in children 6-7 years old of primary ideas about the diversity of countries and peoples of the world through fairy tales of writers from different countries.

Project objectives :

1) Promote the development of curiosity, cognitive motivation, imagination and creative activity children.

2) Enrich children’s consciousness with meaningfully ordered information about the world, consolidate children’s elementary geographical ideas.

3) To promote the formation of an interested, respectful attitude towards the peoples of other countries, the child’s awareness that all peoples value hard work, loyalty, and honesty.

Project type : informational.

Duration : mid-term (September to April)

Project participants :

pupils of the preparatory group for school,

group teachers,

musical director,

parents (legal representatives) of pupils.

Methods and forms of work :

"Travelers' club":

Educational evenings “Now we’ll find out”;

Educational messages from the teacher “Did you know?”;

"fairy tale room":

- “This evening we have...”;

- “Pages Alive” (watching cartoons based on fairy tales);

“musical living room” (familiarity with musical works based on a fairy tale).

Expected results :

collage “Travel Map” (fixing capitals, flags, landmarks of countries and other information on the world map);

album " Notebook traveler" ( brief information about countries; alphabet of different countries; portraits of fairy tale authors; creative works children based on fairy tales; photographs of the results of creative activity (buildings made of sand and snow based on fairy tales, family creative works), etc.);

“Group Library” (illustrated editions of fairy tales from different countries);

“Book of Fairy Tales” (records of fairy tales invented by children, stories related to a specific country).

Project implementation stages

I stage – preparatory (September).

1. Pedagogical diagnostics; parent survey.

2. Discuss the topic with the children.

3. Working in the “Model” three questions"(clarification of what children know, what they want to know, what they plan to do in order to find out).

4. Joint planning of activities in Activity Centers (“Smart book shelf”, “book corner”, “corner” productive activity"), a recording of children's ideas and ideas of teachers.

5. Project support:

Logistics (computer equipment (laptop, printer, projector, screen, speakers), consumables (paper, paints, markers, glue, plasticine, etc.);

Educational and methodological (children's educational and fiction literature).

II stage – main (September – March).

1. Replenishment of the subject-development environment, its presentation at the daily morning group meeting.

2. Independent work children in activity centers.

3. Joint educational activities(“Travellers’ Club”, “Room of Fairy Tales”, “Music Lounge”), replenishment of the “Travel Map”, “Traveller’s Notebook”, “Book of Fairy Tales”.

4. Discussion of the results at daily final group meetings.

III stage – final (April).

Presentation of project results:

Business part: presentation of project results;

- “front” part: festive event “Around the World Fairytale Tour”.

Event schedule (main stage)

"The Tale of the Golden Cockerel"

« »

“The Tale of the Priest and His Worker Balda”

« »

« »

Moscow Kremlin and Red Square.

St Basil's Church.

Monuments to A.S. Push-kin

"Travelers' club" :

Educational evening “Now we’ll find out”, creation of a collage “Travel Map” (Moscow, Russian flag, photographs of attractions);

Educational messages “Did you know?”, replenishment of the album “A Traveler’s Notebook” (portrait of A.S. Pushkin, children’s drawings based on fairy tales they read; photographs of the results of creative activity (sand buildings based on fairy tales, family creative works), etc.).

"Room of Fairy Tales" :

- “This evening with us”: reading, listening to fairy tales in audio recordings;

- “Pages Alive”: viewing of the cartoons “The Tale of the Goldfish”, “The Tale of the Golden Cockerel”.

"Music Lounge" : opera by N.A. Rimsky-Korsakov "The Tale of Tsar Saltan."

"Group Library" : addition of illustrated editions of fairy tales by A.S. Pushkin.

Final event :

Exhibition of drawings and crafts based on fairy tales by A.S. Pushkin;

Literary and musical state hall “Pushkiniana”.

3-4 weeks of September;

1st week of October

"Journey to Germany"

Fairy tales of the Brothers Grimm:

"Mistress Blizzard"

"Snow White and the Seven Dwarfs"

"The Bremen Town Musicians"

"Tom Thumb"

« Brave Tailor»

"Pot of Porridge"

"Rapunzel"

"The wolf and the seven Young goats"

City of Berlin: Brandenburg Gate, World Clock, Berlin Zoo.

Medieval castles in Germany: Gauguin-Zollern Castle, Neusch-Weinstein Castle.

The city of Bremen and the Market Square: the sculptural composition “The Bremen Town Musicians”.

"Room of Fairy Tales" :

- “This evening we have...”: reading fairy tales;

- “Pages Alive”: viewing of the cartoons “Mistress Blizzard”, “Snow White and the Seven Dwarfs”, “The Town Musicians of Bremen”.

"Travelers' club" :

Educational messages “Did you know?”, replenishment of the album “Traveller’s Notebook” (brief information about the country; alphabet; portrait of writers; children’s drawings based on fairy tales; photographs of the results of creative activity (building sand castles), family creative works) etc.).

"Music Lounge" : “Traveling troubadour musicians.”

"Group Library"

Final event :

Exhibition of children's and family creative works.

2-3 weeks of October

"Journey to Sweden"

S. Lagerlöf “The Wonderful Journey of Nils with the Wild Geese.”

A. Lindgren:

"Roni - the daughter of a robber"

"Carlson, who lives on the roof"

Nobel Museum

"Room of Fairy Tales" :

- “Pages Alive”: watching the cartoons “Nils’s Wonderful Journey with the Wild Geese”, “Carlson Who Lives on the Roof”.

"Group Library" : replenishment of illustrated editions of fairy tales.

"Travelers' club" :

Educational evening “Now we’ll find out”, creation of a collage “Travel Map” (capital, flag, attractions);

Educational messages “Did you know?”, replenishment of the album “Traveller’s Notebook” (brief information about the country; portrait of writers; creative works of children based on fairy tales).

4th week of October-October

1 week of November-November

"Journey to Denmark"

Tales of G.H. Andersen:

"The Snow Queen"

"Thumbelina"

"Princess on the Pea"

"Flint"

« Ugly duck»

Copenhagen: Rosenborg Castle, Royal Park, Andersen Monument.

Chimney sweeps.

Legoland amusement park in Billund.

"Room of Fairy Tales" :

- “This evening we have...”: reading;

- “Live Pages”: watching cartoons“The Snow Queen”, “Thumbelina”, “Wild Swans”, “The Little Mermaid”.

"Group Library"

"Travelers' club" :

Educational evening “Now we’ll find out”, creation of a collage “Travel Map” (capital, flag, attractions);

Educational messages “Did you know?”, replenishment of the album “Traveller’s Notebook” (brief information about the country; portrait of the writer; creative works of children based on fairy tales; photographs of the results of creative activity (buildings made of snow based on fairy tales, family creative works).

2-3 weeks of November

"Journey to Finland"

Tales of Tove Jansson:

"All about the Moomins"

"Christmas tree"

"The Story of the Last Dragon"

Valley of Mummy Trolls.

Santa Claus Village.

Arctic Center "Arktikum".

"Room of Fairy Tales" :

- “This evening we have...”: reading;

- “Live Pages”: watching cartoons about the Moomin Trolls.

"Travelers' club" :

Educational evening “Now we’ll find out”, creation of a collage “Travel Map” (capital, flag, attractions);

Educational messages “Did you know?”, replenishment of the album “Traveller’s Notebook” (brief information about the country; portrait of T. Jansson; photographs of the results of creative activity (post-swarms made of snow based on fairy tales);

Educational message “November 19th is the birthday of Santa Claus.”

3-4 weeks of November

"Journey to France"

Fairy tales by C. Perrault:

"Little Red Riding Hood"

“Cinderella, or the glass slipper”

"Sleeping Beauty"

"Fairy Gifts"

« Gingerbread house»

"Puss in Boots"

"Tom Thumb"

Paris and the Eiffel Tower.

The symbol of the country is a rooster.

Polichinelle is an analogue of Parsley.

Père Noel - New Year's wizard and traditions of New Year celebrations.

French castles.

Baguette and croissant.

Cakes, salads.

"Room of Fairy Tales" :

- “This evening we have...”: reading;

- “Pages Alive”: viewing of the cartoons “Cinderella”, “Puss in Boots”, “Gingerbread House”.

"Music Lounge" :

Ballet P.I. Tchaikovsky's "Sleeping Beauty"

Ballet S.S. Prokofiev's "Cinderella".

"Group Library" : addition of illustrated editions of fairy tales by C. Perrault.

"Travelers' club" :

Educational evening “Now we’ll find out”, creation of a collage “Travel Map” (capital, flag, attractions);

Educational messages “Did you know?”, replenishment of the album “Traveller’s Notebook” (brief information about the country; portrait of the writer; creative works of children based on fairy tales; photographs of the results of creative activity (buildings made of snow based on fairy tales, family creative works) etc.).

Final event : holiday " Christmas story(based on the fairy tale “Sleeping Beauty”).

1-3 weeks of December

"Journey to Italy"

J. Rodari:

"Journey of the Blue Arrow"

"Cipollino".

Carlo Collodi "The Adventure of Pinocchio"

Rome and Venice: amphitheaters, gondolas, Venetian carnival.

Volcano Etna.

Fairy Befana and her New Year's surprises.

Comedy, its characters: Harlequin, Columbine, Pierrot.

Olive, its meaning and features.

National dishes: pizza, pasta (pasta).

"Room of Fairy Tales" :

- “This evening we have...”: reading;

- “Live Pages”: viewing of the cartoons “Blue Arrow”, “Cipollino”.

"Travelers' club" :

Educational evening “Now we’ll find out”, creation of a collage “Travel Map” (capital, flag, attractions);

Educational messages “Did you know?”, replenishment of the album “Traveller’s Notebook” (brief information about the country; portraits of writers; creative works of children based on fairy tales; photographs of the results of creative activity (buildings made of snow, family creative works) and etc.).

"Music Lounge" : “Italian songs. Serenade".

"Group Library" : replenishment of illustrated editions of fairy tales.

Final event : "Karna-val."

2-4 weeks of January

"Travel to Great Britain"

A. Milne “Winnie the Pooh and all-all-all.”

H. Lofting “The Travels of Doctor Dolittle.”

L. Carroll "Alice in Wonderland."

D. Bisset “Miranda-poo-traveller”

London: what is monarchy; Queen of Great Britain; Buckingham Palace; Tower.

Big Ban.

English tea party.

Ladies and gentlemen.

Universities in England.

Invention of the telephone.

Punch and Judy is an analogue of Parsley.

"Room of Fairy Tales" :

- “This evening we have...”: reading;

- “Living Pages”: watching the cartoons “Winnie the Pooh”, “Alice in Wonderland”.

"Travelers' club" :

Educational evening “Now we’ll find out”, creation of a collage “Travel Map” (capital, flag, attractions);

Educational messages “Did you know?”, replenishment of the album “Traveller’s Notebook” (brief information about the country; portraits of writers; creative works of children based on fairy tales; photographs of the results of creative activities (family creative works, etc.).

"Group Library" : replenishment of illustrated editions of fairy tales.

1-3 weeks of February

"Journey to India"

R. Kipling:

"Mowgli"

"Golden Antelope"

Mausoleum of the Taj Mahal.

Lotus Temple.

Palace of the Winds.

Himalayas, Everest (Jo-molungma).

Fakirs, snake charmers.

Indian jungle.

Indian tea.

"Room of Fairy Tales" :

- “This evening we have...”: reading;

- “Live Pages”: viewing of the cartoon “Golden Antelope”;

"Music Lounge" : getting to know the music of India.

"Travelers' club" :

Educational evening “Now we’ll find out”, creation of a collage “Travel Map” (capital, flag, attractions);

Educational messages “Did you know?”, replenishment of the album “Traveller’s Notebook” (brief information about the country; creative works of children based on fairy tales; photographs of the results of creative activities (family creative works).

2-3 weeks of March

"Journey to China"

“About how they began to count the years by animals”

“Why does the sun rise when the rooster crows?”

"The Tale of Tea"

Everest (Qomolungma)

The great Wall of China.

Pagoda.

Emperor.

The symbol of China is the panda.

Bamboo.

Rice and its cultivation.

Invention of paper and silk.

Calligraphy.

Military art.

Tea brewing traditions.

"Room of Fairy Tales" :

"Travelers' club" :

Educational evening “Now we’ll find out”, creation of a collage “Travel Map” (capital, flag, attractions);

Educational messages “Did you know?”, replenishment of the album “Traveller’s Notebook” (brief information about the country; Chinese writing; creative works of children (calligraphy), etc.).

"Music Lounge" : music of Ancient China.

Leisure "Easter in different countries."

4th week of March

Trip to

Japan

"Land of the Rising Sun"

"Boys' Day"

"Girls' Day"

Mount Fuji.

National Park –

Daisetsuan.

Snow monkeys.

Rock garden.

Traditions of admiring the moon and snow.

Arts: ikebana, origami, calligraphy.

Hieroglyphs.

National dishes: sushi, rolls.

Japanese tea ceremony.

"Room of Fairy Tales" :

- “This evening we have...”: reading.

"Travelers' club" :

Educational evening “Now we’ll find out”, creation of a collage “Travel Map” (capital, flag, attractions);

Educational messages “Did you know?”, replenishment of the album “Traveller’s Notebook” (brief information about the country).

Final event : leisure “Fairytale tea party”. (Annex 1 )

1-2 week

April

3 week

Literature :

Grizik, T.I. Cognitive development of children 2-7 years old: Toolkit for educators / T.I. Grizik. – M.: Education, 2011. – 256 p. - (Rainbow).

Planning work in kindergarten with children 5-6 years old: guidelines for educators / T.I. Grizik, E.V. Glushkova, I.G. Galant et al.; scientific ed. E.V. Solovyova. – M.: Education, 2012. – 178 p.: ill. - (Rainbow). – P. 102-111.

Planning work in kindergarten with children 6-7 years old: methodological recommendations for educators / I.G. Galyant, E.V. Glushkova, T.I. Grizik et al.; scientific ed. E.V. Solovyova. – M.: Education, 2013. – 224 p.: ill. - (Rainbow). – P. 36-67.

Traveling the world: an encyclopedia for children 5-7 years old / L.V. Filippova, Yu.V. Filippov, A.M. Firsova and others - M.: Education, 2013. - 71 p.: ill.

Solovyova, E.V. Cultivating interest and respect for the cultures of different countries in children aged 5-7 years in kindergarten: a methodological guide for educators / E.V. Solovyova, L.V. Redko. – M.: Education, 2014. – 80 p. - (Rainbow). – P. 42-54.

Federal state educational standard for preschool education (approved by order of the Ministry of Education and Science Russian Federation dated October 17, 2013 No. 1155, registered with the Ministry of Justice of Russia on November 14, 2013 No. 30384).

Annex 1

Leisure “Fairytale tea party”

( with the participation of parents )

Target : contribute to broadening their horizons, demonstrating children’s cognitive activity and developing tolerance in the process of introducing preschoolers to tea drinking traditions in the cultures of different countries; contribute to the formation of interest and respect for the traditions of their country, showing its differences and similarities with cultural traditions other countries; consolidate ideas about the countries of the world.

Equipment . A set of dishes for tea ceremonies, a samovar, cups and saucers, a table, a tablecloth; kettle with hot water; types of tea (black and green, herbal); laptop, speakers, multimedia installation.

Leisure progress.

Children enter the hall to the music and sit on chairs. A voiceover appears on the screen slide 1 "Ole-Lukoje" :

"Hello guys! I'm glad to meet you. As you already know, I know a lot of fairy tales and really love telling them. I recently told you tales about tea, let's remember them. (Children's answers ). And today, I want to send you on a journey to a new fairy tale. And the song will help us with this..."

Song "Fairy tales walk around the world"

The screen shows slide 2 "The Tale Begins"

Educator . Ole Lukoje's umbrella opens and our fairy tale begins.

The screen shows slide 3 “The Tale of How Ivan Chai drove away laziness”

(The “fairy tale” is told by the parents of the group’s pupils .)

1st parent . “Once upon a time there lived Ivan - peasant son. He loved to work hard and drink tea. Wherever he goes, he will take a tea with him. And for this people called him Ivan-Chai.

Once the old woman Lenya was wandering around the world, and she wanted to have fun, to infect people with idleness. He sees: neither light nor dawn Ivan-Chai is plowing in the field. Well, let’s pester him: first from one side, then from the other, she’ll sneak up on him. But Ivan does not give in, plows his own land and laughs at Laziness. But she doesn’t want to leave behind, she tickles his arms and legs. Ivan got angry and shouted at the top of his lungs:

– I’ll heat you with a shovel, go away old woman-Laziness, get out quickly.

Ivan's laziness got scared and hobbled into the woods.

Then people went out to plow the fields. Lenya was happy and came back to the field. Let's pester first one, then the other. She knocked everyone to the ground and infected them with idleness. One is sleeping - snoring, another is snoring - snoring, the third is whistling - whistling. Only Ivan-chai plows and plows for himself. When he gets tired, he drinks some tea, gains strength and gets back to work. He sees: things are bad, there is no one to work in the field. Let's wake up one or the other, nothing works. We slept for two days, and on the third it began to rain. Then Ivan shouted and raised his hands to the sky:

– Rain, rain, rain, drive Laziness away from here.

The rain let down as hard as it could. Lenya got scared and ran away. People have awakened, but no one has the strength to get up and get down to business. Ivan then went to the swamp and picked pink flowers, made some tea and let’s give everyone something to drink and cure them of laziness. The sun came out and illuminated the earth. People got up and got to work. They say that Ivan lived in the world for a long time and treated all people with tea. Many years have passed since then. Ivan has been gone for a long time, but even now pink flowers grow on the ground, which people call Ivan tea.” (Slide 4 “Ivan-Chai” )

Educator . Guys, tell me, what was this fairy tale about? (Children's answers .) Well done boys! Let us, like Ivan, drive away laziness.

Dynamic pause.

Here Ivan drank tea (imitation )

I shrugged it off from laziness (hand movements to the sides )

Turned around and smiled (turns to the sides with a smile )

He raised his hands to the sky (hands up )

The rain called (hand movements towards oneself )

People woke up immediately (sipping )

Flowers bloomed (hands up with open palms )

Everyone went to work together (walking )

In a field by the river (raising arms to the sides )

Educator . Guys, do you like tea like Ivan? (Children's answers. ) Do you know how the tradition of drinking tea arose? (Children: “No!” ) Do you want to know?(Children's consent .) For this we needgo on a trip, would you like? (Children's consent .) Then we’ll use the map to find out where we’re going. Where are we now, in what country? (Children name and show on the map. ) In ourTea is grown in the Krasnodar region. (Shows on the map. ) And we will go from Russia here... to China (shows ), and here... to Japan (shows ), and also here... to England (shows ). First, I suggest you go to the country where the legend of tea was born, don’t you agree? (Children's consent .)

Chinese music sounds , demonstrated slide 5 "The Tale of Tea"

2nd parent . Welcome to China! Five thousand years ago, the Chinese emperor, while relaxing in the forest, ordered water to be warmed for drinking. Suddenly the wind rose and several tea leaves fell into the cup. The Emperor drank the drink and felt more cheerful. This is how the custom of drinking tea began.

3rd parent . U Chinese people has its own “Tale of Tea”:

“A long time ago, high in the mountains, a small village called Dragon’s Well was lost. And there were only about ten houses in it, and even those were scattered on the slopes of the surrounding mountains. In the distant mountains, peasants planted bamboo, and in the nearby mountains, cereals. They worked from dawn to dusk, but were never well-fed; at the very edge of the village there was a dilapidated hut, covered with straw, in which an old woman lived. She had neither children nor a husband, and she lived out her life alone. She could no longer climb the mountains and cultivate the land. I barely had enough strength to care for a dozen old tea bushes in the yard. The bushes grew old along with their owner, and she collected from them once a year no more than a few jins of coarse dark green leaves.

This woman had to endure a lot of grief in her life, but she retained her kindness, despite all the hardships, and now she tried as best she could to brighten up the lives of those around her. Every day she took a few leaves, brewed tea and placed it at the door of her hut so that fellow villagers coming down from the mountains after work could quench their thirst.

Once on New Year's Eve, when it was pouring in the mountains thick snow, the village was preparing for the holiday. All the old woman's supplies had dried up, except for a few tea leaves, but she still decided not to change the established custom. Rising early, the old woman put these leaves into a cauldron, poured boiling water over them and set them to steep near the hearth. Suddenly there was a noise outside. The door opened, and an old man covered with snow appeared on the threshold. The old woman hurriedly approached him:

– Dear One, there is snow in the mountains, wait a little in my house.

The stranger shook off the snow, walked into the room, and his curious gaze settled on the fireplace:

– Mistress, what's in your cauldron?

– “I insist on tea,” the old woman answered him.

The guest was very surprised:

– There is already a little time left until the New Year. Tomorrow is everyone's big holiday and in all families they kill a bull, a lamb or a wild boar to appease their ancestors, and you just make tea!

– “I’m too poor,” the woman sighed bitterly, “I have nothing to sacrifice to my ancestors, but every day I prepare tea and treat it to my fellow villagers.

Unexpectedly for her, the stranger laughed:

– Why are you complaining about poverty when you have a treasure hidden in your yard!

Hearing this, the old woman went out into the yard to look for a place where the treasure might be hidden. But everything was as usual there: near the shed, covered with spruce branches, there were two benches, and in the corner there was a cracked stone mortar, in which garbage had been rotting since last year. Nothing new appeared in the yard. The stranger followed the hostess and pointed to the mortar:

– Here is your wealth!

– Can a mortar really be wealth? – the old woman was amazed. Apparently the stranger is mocking me, she thought and added:

– If you like it, you can have it!

– How can I take this jewel from you for nothing! - he exclaimed, - sell me this mortar. If I agree, then I’ll go get people to help me carry her away.

The stranger, satisfied with the deal, left. The old woman looked at the mortar for a long time, but could not understand why the guest liked it, and decided that it was not right to sell such a dirty thing. She pulled out the trash from the mortar and buried it under the tea bushes. Then the old woman poured water into the mortar, washed it, and dirty water splashed out under the same bushes. She had already finished her work and was admiring the clean mortar when the stranger returned with the village boys. At the sight of the washed mortar, he screamed heart-rendingly:

– What have you done? Where did the wealth go?

The old woman never expected that her labors would cause such strong anger, and she was completely taken aback:

– Yes, I just washed it!

Where did you go with everything that was in the mortar? – the stranger even stamped his foot out of impatience.

– Yes, I buried it under the tea bushes.

– What a pity! – the stranger exclaimed in a trembling voice. - After all, this garbage was real wealth, now it has passed into the tea bushes.

He waved his hand and told the guys to go home. The New Year holiday is over, and soon spring has come. And then, unexpectedly, all the tea bushes in the yard were covered with many emerald leaves. But when the old woman began to collect them, people were even more surprised: the tea leaves were unusually tender, juicy and fragrant. Fellow villagers began to ask the old woman for shoots from these wonderful bushes and since then, instead of bamboo, they planted tea plantations in the mountains. Over the years, tea with an extraordinary taste and aroma, which was prepared from leaves collected in these places, began to be called “Dragon’s Well” tea. (Slide 6 )

4th parent . In China, tea drinking is a whole ceremony in which special utensils are used. (Show. ) Tea cups, teapot and cha-hai are placed on a special tea table. (Action Show .) Tea is poured into a teapot and poured with boiling water. (Action Show .) The first pour is used to wash away tea dust from the tea leaves and give an impetus to the development of tea. The second and subsequent portions are poured into the teapot (as the tea is drunk), and the infusion is poured into the cha-hai. (Action Show .) From this vessel, tea is poured into tall cups, which are immediately covered with wide cups. (Action Show .) This design is turned over and handed over to the tea party participants. (Passes the cup to the teacher .) Raising a tall cup, they bring it to the nose and breathe slowly through it, enjoying the aroma. (Action Show .) Then they drink tea.

Educator . What an interesting tea ceremony in China! They say that at holiday tea parties, the Chinese, like the Russians, love to dance.

Dance “I live in Russia”

Japanese music sounds , demonstrated slide 7 .

5th parent . Welcome to Japan!The Japanese drink green tea from a special container called a bowl. (Show .) For the Japanese, the main thing is not to rush anywhere, to enjoy the whole process of drinking tea. Special tea houses are built in Japan to conduct the tea ceremony. The tea ceremony goes like this. Water is poured into the kettle and sometimes bells are placed, the quiet ringing of which indicates that the water has boiled. While the kettle is boiling, the hostess grinds the leaf green tea into powder. (Action Show .) This crushed tea is poured little by little into a small teapot, immediately adding a few drops of boiling water and whisking with a whisk until creamy. (Show actions .) The procedure is repeated until the kettle is filled to the top.

You cannot drink this tea right away. (Hands the bowl to the teacher, who demonstrates the described actions. .) First you need to thank the hostess and bow, then, placing the bowl on left palm, turn it counterclockwise three times. After this, the tea is drunk in three sips and the empty container is turned clockwise in three doses. It is expected to express admiration for the tea, as well as the cup in which it was served, and to thank the hostess of the house. (The teacher takes appropriate actions .) The Japanese, like the Russians, love to sing songs.

Song "On the road to goodness"

6th parent . There is a fairy tale about Japan and about tea drinking: “The Dragon and the Wizard”:

“There was a mountain of fire in the world. A wizard lived in this mountain. The wizard's name was Fuji-san. He really liked living in this mountain.

– It's cozy and warm here! - he said every time he put the kettle on the top of the mountain.

When the kettle was boiling, the surrounding residents saw steam coming from the mountain and said:

– Look! Fuji-san was about to drink tea again.

And then one day, when Fuji-san sat on the top of the mountain and looked down, he saw that a small dragon was coming to visit him.

– No way Andrew! - he thought. - He's probably going to drink tea.

Andrew was the name of a dragon who lived with his grandmother in a cave at the foot of the mountain.

And I must tell you that the dragon’s grandmother was the cutest of all the dragon’s grandmothers. More than anything in the world, she loved to drink a cup of tea. But she was already too old and could not climb the mountain herself. So Andrew decided to go to the wizard for a cup of tea for his grandmother.

But the higher he climbed the mountain, the hotter it became under his feet. Finally it became so hot that he simply could not go any further.

He had to go back down to the valley. There he broke thick branches and made himself stilts. Six stilts - one stilt for each leg. Then he climbed the mountain again.

This time he did not feel the hot earth under his feet and quickly reached the top.

The wizard treated him to tea and pie. And Andrew told Fuji-san about his grandmother and how she wanted to drink hot tea.

– “I’ll be happy to give her a cup of tea,” Fuji-san said. “But it will cool down by the time you get to the cave.”

And instead of a cup of tea, he gave Andrew a large teapot, a very nice little green teapot for brewing, two cups and tea.

– Here you are! - he said. - Now you can make tea whenever you want.

– Great thank you! - Andrew said. - Grandma will be just happy.

And he was about to leave, but he remembered that they had nothing to boil water for tea on.

– “So take fire from my mountain,” the wizard suggested.

– I’m afraid I won’t get everything across,” Andrew said. - All my legs are busy with cups and teapots.

The wizard thought for a minute, then said:

– Okay, I'll create a miracle. Close your eyes, breathe in and count to ten.

Andrew did everything exactly.

– Now exhale,” said the wizard.

Andrew exhaled as much as he could, and fire burst out of his mouth. He almost coughed. But overall he liked it.

– Now I’m a real dragon,” he rejoiced. – A real fire-breathing dragon. Thank you Fuji-san!

He said goodbye and went home to his cave. Then he poured water into the kettle, breathed fire on it, and the kettle boiled in no time. Andrew made tea and took a cup of tea to his grandmother...

– Thank you, Andrew,” she said. – I really love tea!

And so on until today“As soon as the dragons finish breathing fire in fairy tales, they go home and boil tea for their grandmothers.”

This is such a fairy tale. And I wrote it English writer Donald Bisset.

English music sounds , demonstrated slide 8 .

7th parent . Welcome to England!The British prefer to drink black tea. English tea is supposed to be drunk with milk, and it is drunk mainly in public places where there are a lot of people - in the so-called “tea gardens”. The British drink tea three times a day, strictly at a certain time: in the morning - at breakfast (shows time on the clock ), then at noon, at lunch, (shows time on the clock ) and always in the evening, at exactly 5 o’clock (shows time on the clock ).

For tea drinking you need good tablecloths and tea sets made of silver or Chinese porcelain. A classic English tea set consists of about 30 items: 12 cups and saucers, a milk jug, a bowl for jam and sugar, a lemon plate, a teapot and stand, and many other items. (Demonstrates dishes .)

8th parent . The tea ceremony goes like this. (Accompanying the story with action demonstrations .) First you need to thoroughly warm up the kettle, then add the tea leaves, immediately pour boiling water over it and let it brew. It is not customary to dilute brewed tea with boiling water. Before drinking tea, the cups are heated strongly, then hot milk is poured in, and then tea is poured into the milk. The British strictly observe this rule and will never do the opposite - pour milk into tea, as they believe that the taste and aroma deteriorate. In England, tea is served with sandwiches, toast, buns, cookies, strawberry jam, and cakes.

Game "Prepare the table for tea" .

Russian folk music sounds , demonstrated slide 9 .

9th parent . Welcome home to Russia!Tea appeared in our country a long time ago, in the 17th century, but much later than in other countries. Mongol Khan presented bags of tea to the Russian ambassador as a gift to the Russian Tsar. The king liked the tea. At first it was used as a medicine. Tea was not available to the poor because it was very expensive. Many people at that time did not even know how to brew tea. There was even a humorous poem about this:

Five children take turns reading a poem.

1. Once the master sent me some tea

And he ordered it to be cooked.

And I don’t know when I was born

How to brew this tea?

2. Then I took it, poured some water,

I poured the whole tea into the pot,

And seasoned with onions, peppers,

Yes, a parsley root.

3. Poured the brew into bowls,

Stirred well

Cooled it down a little

Serve it to the master's table.

4. The guests and the master spat,

He himself even went wild,

And, sending him to the stables,

He ordered me to be flogged.

5. I thought for a long time, I was surprised,

How could I not please?

And then I realized

I forgot to add salt.

10th parent . Only later did tea become available to everyone. And every family loved to have tea. In Rus' they drank tea from an ordinary samovar. (Show. ) He was the most important thing on the table. The tea was brewed by the owner, the head of the family, and the hostess poured it. Someone liked to drink tea from a saucer. They held the saucer under the bottom and blew on the tea to cool it down. (Show. ) Sugar was usually not put into tea, but drank as a bite, i.e. first they bit off a piece of sugar, then washed it down with tea, like that. (Show. ) Also served with tea were bagels, several types of sweets, cookies and pies. They loved to have fun - sing songs and, of course, playful ditties.

Children perform "Tea ditties" .

1. We have a pie on the table,

Donuts and cheesecakes.

So let's sing along with some tea

Tea ditties.

2. We greet everyone with bread and salt,

We bring the samovar to the table.

We don't miss tea

We talk about this and that.

3. Sit at the samovar

We are certainly glad

Bright solar fire

His sides are burning.

4. The samovar sings, hums,

He just looks angry.

Steam is blowing up to the ceiling

Our handsome samovar.

5. Give me a cup of tea,

After all, I love Russian tea.

I don't like tea,

Pour some hot tea!

6. When dancing, don’t spare your shoes!

I offer tea to friends.

If there are tea leaves in the cup,

So they write letters to us!

7. Better than any doctor

Treats boredom and melancholy

A cup of delicious cool

Samovar tea!

Educator . Guys, today we learned a lot of interesting things about tea drinking traditions. And you and I have our own fairy tale. Let's thank Ole Lukoje and our parents. (Children's statements )

Music is playing , demonstrated slide 10 .

Educator . And now our mothers will treat us to delicious tea.

Tea tasting .

Literature

1. Solovyova, E.V. Cultivating interest and respect for the cultures of different countries in children aged 5-7 years in kindergarten: a methodological guide for educators / E.V. Solovyova, L.V. Redko. – M.: Education, 2014. – 80 p. - (Rainbow). – P. 42-54.

2. Kaplunova, I.M. Holiday every day. Senior group. Notes music lessons with audio application // I.M. Kaplunova, I.A. Novoskoltseva. – St. Petersburg: Publishing house “Composer”. – 2007 – P. 176, 226.

3. Tea journey. Tea ceremonies in different countries of the world // .