Additional program "introducing children to the origins of Russian folk culture." Introducing children to the origins of Russian folk culture

Approved

By order of the MDOU No. 4

No. ______ dated “___”__________20__

Head of preschool educational institution No. 4

__________________

Municipal

preschool educational

institution - kindergarten

combined type No. 4

Work program for the inclusion of children

to the origins of Russian folk culture "Gornitsa"

Accepted by the teaching council

No. 4 dated 01/01/2001

For children of senior preschool age 5-7 years

Program implementation period: up to 2 years

Program Compiler

– teacher of preschool educational institution No. 4

2005 year

1. Explanatory note 5-7

2. Thematic planning of work with children 5-6 years old 7-9

3. Thematic planning of work with children 6-7 years old 10-13

4. Structure of a lesson in decorative and applied arts 14

5. Methodological support 15-75

6. Diagnostic criteria for assessing knowledge on mastering the program 76

7. Bibliography 77-78

Work program for getting back to the roots

Russian folk culture

"THE UPPER HOUSE"

(for children of senior preschool age)

Explanatory note

“Through the beautiful to the humane -

This is the pattern of upbringing"

The work program “Gornitsa” 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.

This work program is based on the program “Introducing children to the origins of Russian folk culture” and the work program of the arts and crafts circle of Nina Vasilievna Ermolaeva, teacher of the preschool educational institution “Swallow” in Khanty-Mansiysk. In addition, the “Gornitsa” program is significantly complemented by classes in design from natural materials and integrated classes in decorative and applied arts. This work program "Upper Room" is a specialized program of aesthetic education for preschool children, effectively promoting spiritual and intellectual development, aimed at introducing children to the best traditions of arts and crafts, developing children's creative abilities, and introducing them to 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 in separate blocks for each type of folk craft (Gzhel, Dymka, Khokhloma, Gorodets). Classes are arranged from simple to complex. The appendix contains brief information about the crafts themselves, their history and development, poems, riddles, and fairy 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 problem of developing children's creativity is currently one of the most pressing in both theoretical and practical terms: after all, we are talking about the most important condition for the formation of an individual’s uniqueness already in the first stages of its formation. Many scientists (and others) have written about the role and significance of folk decorative art in raising children. They noted that art awakens the first bright, imaginative ideas about the Motherland, its culture, contributes to the education of a sense of beauty, and develops the creative abilities of children.

Our difficult times are a time of social change. Political storms and upheavals. They literally burst into the lives of each of us. Folk games, amusements and toys are being replaced by commercialized spectacles, and television screens are flooded with cruelty. In essence, this is alien to the nature of a child, the nature of a growing person. Raising a citizen and patriot who knows and loves his homeland is a particularly urgent task today cannot be successfully solved without a deep knowledge of the spiritual wealth of one’s people and the development of folk culture.

The process of cognition and assimilation must begin as early as possible, as our people figuratively say: “With mother’s milk,” a child must absorb the culture of his people through lullabies, nurseries, nursery rhymes, fun games, riddles, proverbs, sayings, fairy tales, decorative works. applied arts. Only in this case will folk art - this unclouded source of beauty - leave a deep imprint in the child’s soul and arouse lasting interest. The beauty of their native nature, the peculiarities of the life of the Russian people, their all-round talent, hard work, and optimism appear before children vividly and directly in the works of folk artists. It is impossible to imagine the culture of Russia without folk art, which reveals the original sources of the spiritual life of the Russian people, clearly demonstrates their moral, aesthetic values, artistic tastes and is part of their history.

Experience is of great importance for the spiritual development of preschool children, their aesthetic education, and familiarity with the art of folk craftsmen. Folk art raises themes of great civic content and has a deep ideological influence on children. It helps children look at familiar things and phenomena in a new way, and see the beauty of the world around them. The teacher is predetermined by a high mission - to bring all moral values into the world of childhood, to help the child discover this world in all the richness and diversity of decorative and applied arts. This means that any activity, meeting with a toy, creative activity, conversation is subordinated to a single goal: to comprehensively develop the child’s personality, because all children should live in a world of beauty, games, fairy tales, music, fantasy and creativity.

Novelty The program is that it shows developmental functions?????? decorative and applied arts of the peoples of Russia, as an integral ethnic, cultural-historical and social-pedagogical phenomenon. That these functions in their integrated form are aimed at ensuring the personal growth of children. Based on this, the Program is built on the aesthetic education of preschoolers, combining reliance on cultural tradition and innovative orientation.

Expediency. We live where it is not possible to see the direct technological process of making artistic dishes, household items and toys. And the children do not have the opportunity to come into contact with decorative and applied arts - to hold in their hands products from Gorodets painting, a Dymkovo toy, objects with Gzhel painting, etc. Therefore, I set myself the goal of giving children the joy of creativity, introducing them to the history of folk art. For this purpose, a program was developed to introduce children to Russian folk arts and crafts.

In my classes, I help children master not only the secrets of craftsmanship, but also find new original combinations of traditions and styles with a modern plastic image solution that meets the aesthetics of our days.

Distinctive feature of this Program is that children work on it for two years; artistic design classes provide an opportunity to become more deeply acquainted with folk crafts. In Russian decorative and applied art there is traditionality, innovation, creativity, and determination for the future of development do not exclude, but presuppose each other. Thus, the symbolism of Russian decorative and applied art carries inexhaustible opportunities for the development of artistic creativity among preschoolers.

The program for introducing a child to the basics of Russian folk culture is based on principles of construction general didactics:

connection with life, systematicity, realism, activity, controllability, consistency, individual approach in teaching and artistic development of children, accessibility of material, its repetition, construction of program material from simple to complex, clarity.

The purpose of this program is:

acquaintance with the life and way of life of the Russian people and the development of the foundations of a child’s artistic culture through folk arts and crafts.

Tasks:

· Involving children in artistic and creative activities;

· Development of the historical and cultural heritage of Russia through memorable dates of the folk calendar;

· Acquaintance with the customs and traditions of ritual holidays;

· Introducing to aesthetic culture;

· Formation of spiritual qualities and aesthetic taste in children;

· Develop artistic and creative abilities in children, the habit of bringing elements of beauty into life;

· Awaken children's imagination, set them up to create new unusual painting compositions;

· Enrich children's vocabulary.

Directions:

1. Acquaintance with the life and way of life of the Russian people.

Expanded familiarization of children with folk arts and crafts. Children's independent creation of decorative items.

Forms of work with children to familiarize themselves with Russian folk culture:

Conversations; Classes based on the integration method; Examination of authentic folk art products, illustrations, albums, postcards, tables; Exhibitions in the mini-museum of Russian decorative and applied arts; Exhibitions of children's works in decorative and applied arts in kindergarten and in the city; Excursions; Didactic games; Experimenting with different art materials; Entertainment, folklore festivals, gatherings; Learning rhymes, chants, jokes, fables, nursery rhymes, poems, Russian folk songs; The use of folk games, including round dances.

The work uses various methods and techniques: simultaneity (ensures children’s independent creative exploration through means of expressiveness); method of examination, visualization (examination of authentic products, illustrations, albums, postcards, tables, videos and other visual aids); verbal (conversation, use of literary words, instructions, explanations); practical (children independently make decorative items, use various tools and materials for images); heuristic (development of resourcefulness and activity); partially search; problem-motivational (stimulates children’s activity by including a problem situation in the course of the lesson); co-creation; motivational (persuasion, encouragement)..

Forms of classes: group, individual, subgroup, integrated.

· The program is designed for children 5-7 years old. Classes are conducted in subgroups of 8-10 people. The class is held once a week, in the afternoon. 36 classes are held per year. Duration 20-30 minutes (depending on the age of the children).

Implementation period: up to 2 years.

Summing up form– diagnostic examination of children on mastering the program, for which control and individual conversations and diagnostic criteria have been developed.

Expected result:

The formation of a sustainable interest in children will appear in the history and culture of our people; Children have an understanding of folk crafts and the ability to distinguish between products of different folk crafts; Acquisition by children of practical skills in working with various visual materials; Development of children's creative abilities and formation of respect for historical heritage.

Methods for assessing program effectiveness:

Tracking the result (observation, diagnosis); Results of children's productive activities.

Individual work, in order to:

To identify the approximate level of development of children’s visual activities, the child’s attitude towards activities and arts and crafts. Taking into account the individual abilities of children. Determine possible promising robots with a child (tasks, content, forms, methods). Plan work aimed at developing creative abilities.

Individual work is carried out systematically. The performance of the task, the quality of children's work, and attitude to the activity are analyzed.

Working with parents.

Various forms of work are used:

Club for parents “Interlocutor”; Individual consultations on Russian folk culture; Conversations; Production of folders on folk arts and crafts;

The result of children's activities exhibitions of children's creativity in kindergartens and in the city can serve; participation of children in folklore entertainment and leisure activities dedicated to national holidays

Thematic planning for the year for working with children of senior preschool age (5-6 years old).

Lesson number

Lesson topic

Opening of the "Upper Room" circle.

Introduce children to Marya the Artisan and work in the “Upper Room” circle. Learn the song “Guests”. Consider the "Upper Room". Introductory conversation about how people lived in Rus'. Looking at illustrations.

yes, take a closer look"

A story about the first autumn month, its signs. Didactic game “Which tree are the kids from?” (fruits, leaves). Learning the singing song “Vosenushka-autumn”

“Bread is the head of everything”

Conversation with children “Where did the bread come from?” Acquaintance with ancient tools. - with a flail and sickle. Proverbs and sayings about bread. Learning round dance games “Sit, sit, Yasha.” Singing the stubble song “Go away the storm cloud”

"October smells like cabbage"

A conversation about natural phenomena characteristic of October, folk customs and holidays (Pokrov, St. Sergius Day). Acquaintance with household items - a wooden trough, a hoe. Repetition of the song “Vosenushka - autumn”. Learning the folk game “Vesya cabbage”.

Russian doll

A story about the creation of a toy. Viewing authentic toys and illustrations. Reading poems about the Russian nesting doll. Listening to the work “Matryoshka” by B. Mokrousov.

Russian doll

Russian nesting doll drawing, silhouette coloring. Exhibition of finished children's works.

Pottery artisans

Didactic game “What is it called?” A story about pottery. Getting to know the fairy tale “The Fox and the Jug” Learning a nursery rhyme song about a fox.

Kargopol toy

Kargopo legends. Poems about the Kargopol toy. Watch video materials about the Kargopol toy.

An artistic word about the Gzhel toy. Drawing based on Gzhel painting

Dymkovo toy

A story about the creation of a toy. Viewing authentic toys and illustrations. Reading poetry. Learning the game with singing “Zainka” in arr. N. Rimsky-Korsakov

Drawing based on Dymkovo painting.

“We meet autumn - we celebrate name days”

“Hello, winter-winter!”

A conversation about the characteristic features of December using appropriate proverbs and sayings. Learning the chant “You are Frost, Frost, Frost.” Learning the song “New Year’s Round Dance” by music. Shaidar.

"The Mischief of the Old Woman of Winter"

Making riddles about winter. Repeating the chant “You are Frost, Frost, Frost.” Introduction to the fairy tale “The Mischief of the Old Woman of Winter.” Learning the Russian folk song “Like thin ice” in arr. Scar.

“The carol has come - open the gates”

A story about Christmas holidays and caroling. Learning chant songs. Singing carols “I sow, I winnow, I sow”, “Like Vanka’s curls”, “My little ring”.

"Christmas time - carols"

Folklore festival for older children

Vologda lace

A story about the history of the creation of Vologda lace.

Creation of a sketch of Vologda lace, exhibition of children's works

"The good city of Gorodets"

A story about the city of Gorodets and Gorodets painting. Learning the Russian folk song “Raven”

Gorodets painting

Continuation of the story about Gorodets painting. Making patterns from ready-made shapes. Repetition of proverbs and sayings about mastery. Drawing based on Gorodets painting.

A story about the creation of a fishery. An artistic word about Khokhloma. Musical and folklore game

"Gingerbread Board".

Drawing Khokhloma pattern in stripes

Drawing a Khokhloma pattern in a circle.

A fairy tale for Kuzi. Letter to Nathan

Independent storytelling by children. Word game "Ayushki" Children writing a letter to Nathan - brownie Kuzi. Learning the Russian folk song “Oh, I got up early”

“Oh, Maslenitsa!”

Introduction to ritual songs dedicated to Maslenitsa. A story about Maslenitsa. Listening to songs

“And spring has come to us,” “Willow Whip.” Singing ritual songs and calls about spring. Learning the game round dance “In a circle around us.”

Maslenitsa

Folklore festival for older children.

“Happiness suits the wise”

Introduction to the fairy tale "Seven Years Old". Making riddles. Singing the comic “Mother had 12 daughters.” Learning the ornamental round dance “Oh, you winds.”

“Take a walk and take a closer look”

“Spring, spring, come here!”

A conversation about the characteristic signs of the beginning of spring. Learning and singing calls about spring “Larks, come” round dance. Verbal exercise “What colors are needed in spring and why”

Getting to know funny folklore. Children write a funny story. Making riddles about spring phenomena

"Magic Shred"

Introduction to the technique of patchwork sewing and the history of its origin. The story of the "magic blanket".

"Magic Shred"

Practical lesson on creating products from scraps. Exhibition of children's works.

"Red hill"

Acquaintance with the traditions of folk festivities during Easter week. Word games. Singing ditties

Learning Ukrainian adv. songs "Vesnyanka" arr. G. Litvaka

"Spring is red with flowers"

Repetition of chants, songs, proverbs about spring. Guessing the riddle. Acquaintance with N. Pavlova’s fairy tale “Under the Bush”. Musical and folklore game “Golden Gate”.

“Victory does not come in the air, but is achieved with your hands”

About Russian epic heroes. A story about warriors - defenders of the Fatherland. Listening to “Epics about Evpatiy Kolovrat”

"Gifts of the White-trunked Beauty"

An artistic word about Russian birch (story, poetry). Learning a round dance with singing “There was a birch tree in the field.”

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

“Fairy tales in faces, incredibleness”

Getting to know funny folklore. Children write a funny story. Making riddles about spring phenomena.

Getting to know Russian folk tales. Children independently inventing fables

Farewell to the "hut"

Verbal folk games. Telling boring tales. Singing ditties

Thematic planning for the year for working with children of senior preschool age (6-7 years old)

Subject

Program content

Opening of the "Upper Room" circle.

Introduce children to the features of the work of the “Upper Room” circle. Learn to organize your workplace. Strengthen skills in working with a variety of art materials. To form an aesthetic attitude to the surrounding reality through various types of fine art. Remember the song “Guests” with the children.

“What is born in the summer will be useful in the winter.”

Conversation about summer. Repetition of proverbs, poems, sayings about summer. Looking at illustrations about haymaking. Acquaintance with ancient tools. Activate your vocabulary using words: scythe, pitchfork, rake, haystack, haystack.

“Vosenushka-Autumn – we mow the last sheaf.”

A conversation about the first autumn month, its features and signs. Repetition of the call “Vosenushka-Autumn”. Learning the song “Autumn, autumn, we ask you to visit us...” Getting acquainted with the game: “Harrowed the harrow...”

Expand children's understanding of the variety of folk arts and crafts products. Continue to learn to notice and highlight the main means of expressiveness of products of various crafts. To cultivate a respectful attitude towards the work of folk craftsmen, national pride in the skill of the Russian people. To form positive emotional responsiveness when perceiving the works of folk artists. Show the relationship between oral, visual and musical folk art.

“Bread is the head of everything!”

Examination of spikelets of rye and wheat. A conversation about ancient ways of harvesting bread. Introduction to millstones and their use. Introducing the game "Aunt Arina". Learning the game with singing “The girls sowed” in arr. I. Kishko.

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

A conversation about intelligence and stupidity. Introduction to the fairy tale “About Filya”. Word game "Fil and Ulya."

Learning the Russian folk song “In Gorenka, in Novaya.”

“October - the muddy one loves neither the wheel nor the runner.”

A conversation about the characteristic signs of October. A story about the national holiday Intercession. Musical and folklore game "Autumn - Autumn". Listening to the Russian folk song “Zhito Pozhali.”

"Titmouse's Day"

Final conversation about autumn. A story about the holidays Sinichkin Day and Kuzminki. Learning the ornamental round dance “I sow, I blow the dew.”

“We meet autumn and celebrate name days”

Folklore festival dedicated to the harvest.

Integrated lesson on decorative drawing together with an art teacher on the topic: “Fun Fair”

Give children an idea of the fair. Continue introducing children to Dymkovo products and their artistic features; continue to develop teamwork skills (the ability to negotiate, distribute work, help each other). To instill in children love and respect for the work of craftsmen who created beautiful things, to see beauty.

“Winter - not summer - dressed in a fur coat”

Conversation about the characteristic features of winter. Performance and performance of the Russian folk song “Like thin ice.” Musical and folklore game “Dudar”.

Vologda lace Design from threads on the theme: “Winter patterns”

Getting to know the creativity of Vologda lacemakers. An artistic word about Vologda lace. To instill in children love and respect for the work of craftsmen who created beautiful things, to see the beauty of lace in the contrasting combination of dense parts of the pattern with a light airy mesh, to teach how to carefully “weave” lace - to draw a pattern from familiar shapes.

Designing from threads on the theme: “Winter patterns”

Drawing with threads on adhesive paper. Learn to carefully weave lace using threads of different structures and adhesive paper for drawing. Develop creativity and imagination.

“It shines, but does not warm”

Conversation about different lighting sources. Shadow theater show. Learning the round dance “Will I go out to the river” Russian. adv. song in arr. V. Ivannikova.

Integrated lesson on decorative drawing together with an arts teacher on the topic: “Beautiful Gzhel”

Acquaintance with Gzhel artistic craft. Listening to “Forget-me-not Gzhel” music. Yu. Chichkova Sat. "Chamomile Rus'". Learn to recognize the products of Gzhel craftsmen, name the characteristic differences. Strengthen the ability to conceive and compose a composition from familiar elements of Gzhel painting; the ability to paint with the bristles of the entire brush and the tip, and to correctly apply paint to the brush. Develop children's creative abilities and independence.

“Kolyada Came on Christmas Eve”

Conversation about Christmas holidays, Christmas fortune-telling. Singing carols. Learning Russian folk songs “Zimushka-sudarushka”,

Decorative drawing “Gorodets patterns - what a joy for the eyes” (Gorodets pattern on the kitchen board).

Expand children’s understanding that identical products can be decorated in different ways, teach them to choose one of the proposed composition options for an image, or independently come up with a pattern and its location on the board; consolidate the ability to draw straight and rounded flower garlands from independently selected elements in compliance with the characteristic color combinations of Gorodets painting; introduce children to decorating leaves with black thin rounded strokes and white dots.

"The master's work is afraid"

Introduction to the fairy tale “Seven Simeons”. Didactic game “Who needs what for work.” Repetition of proverbs about labor and skill. Musical and folklore game “And we sowed millet.”

“A song lives among the people”

Conversation about Russian folk song. Introduction to proverbs and sayings about the song. Listening and learning the Russian folk song “I walk with the vine.”

“Glory flows to the hero”

A story about Russian heroes. Introduction to epics as a form of Russian folk art.

Learning the song “Because of the forest, because of the mountains.”

"Maslenitsa

Praskoveika, we welcome you well!”

Conversation about Maslenitsa.

Learning a Russian folk song with singing “Oh, I got up early.”

Musical and folklore game "Kite".

“We celebrate Maslenitsa”

A folklore festival dedicated to seeing off winter and welcoming spring.

"A mother's heart is better than the sun"

An ethical conversation about mothers, including folk proverbs and sayings about family. Listening to the Russian folk song “Oh, you’re my dear mother.” Game round dance “The king is walking.”

Russian doll

A story about a nesting doll about the history of the creation of this toy. Reading poems, nursery rhymes, learning ditties. To consolidate children’s knowledge about Russian nesting dolls and how to make them; the ability to see the features of painting, pattern elements, coloring of products; the ability to compose a composition of floral patterns from flowers, buds, leaves in free space. Decorate the matryoshka doll according to your wishes. Cultivate accuracy and independence in work. Develop creativity and imagination.

Integrated lesson on the topic: “A matryoshka came to visit us!”

To consolidate children's knowledge about nesting dolls from different regions of Russia (Semyonovskaya, Zagorskaya, Polkho-Maidanskaya). Improve children's working skills in drawing up patterns of one or another painting. Improve skills and techniques for working with a soft brush. Create a joyful atmosphere in class, try to make children want to paint on their own.

Poetry of folk costume

A story about folk costume. Listening to Russian folk songs (recorded). Showing video materials on Russian folk costume.

Integrated lesson on the topic: “Let’s decorate Praskovei’s sundress!”

Continue to introduce children to Russian folk culture. Give an idea of the history and features of the Russian national costume. To develop the ability to decorate clothes with details of Russian costume.

“The Rook on the Mountain - Spring is Outside”

A conversation about Russian customs of welcoming spring. Singing chants about spring. Learning the Russian folk song “Like a viburnum in a field.” Musical and folklore game “Burn, Burn Clear.”

“To make a joke is to make people laugh”

A conversation about folk humor (boring fairy tales, tongue twisters, teasers). Word game "Confusion".

Travel through folk crafts

"Red hill"

A story about Easter. Verbal folk games “Gardener”, “Spillikins”.

Learning the Russian folk song “Summer is bright in a red shirt.”

“Easter is coming!”

Folklore festival for older children

"Journey on the Golden Mane"

miracle three"

Introducing children to the image of a horse in Russian folk arts and crafts (Gorodets, Palekh, Khokhloma painting). A story about the masters of Palekh. Listening to folk songs praising the Russian troika (recorded)

Listening to "Palekh" music. Yu. Chichkova Sat. "Chamomile Rus'".

Decorative drawing “Zhostovo flowers”.

Introduction to Zhostovo painting. Strengthen children's ability to paint “trays” (cut out of colored paper of various shapes) based on Zhostovo painting. Learn to place the pattern not only in the center, but in the corners and on the sides. Cultivate an interest in arts and crafts.

Design from natural material on the topic: “Birch bark jewelry.”

Introduce children to wonderful natural materials. Talk about the properties of birch bark. View finished products. Teach children to make birch bark beads.

Drawing “Golden Herbs of Khokhloma” (collective panel).

Listening to "Our Khokhloma" music. Yu. Chichkova Sat. "Chamomile Rus'". Based on knowledge about Khokhloma craft, consolidate the ability to create an independent composition, conveying the floral character of the ornament and festiveness. The solemnity of the color of Golden Khokhloma. To develop in children the desire for creativity.

“A man without a homeland is like a nightingale without a song.”

Final conversation about the past of our native land and our fellow countrymen. Watching videos. Final collective work on the topic “My small homeland.”

Travel through folk crafts

Legend “Where did the signs in drawing come from”

(Acquaintance with the signs of folk ornaments)

I option. Educator. Listen to what an interesting story my great-great-grandfather told me.

It was a long time ago, so long ago that the oldest people know about it only by hearsay from their grandfathers and great-grandfathers. Where cities now stand, there used to be forests, so dense and dense that you could get lost. And in those forests lived all sorts of monsters. Whoever left the house and drove along the road through the forest, terrible things always happened to him.

Today there is an acute problem of preserving and caring for folk culture - the basis of the self-preservation of the people. Therefore, in our preschool educational institution a partial program “Introducing children to the origins of Russian folk culture” has been developed and is being implemented. It is known that music is of great importance in shaping the inner world of a child, helps to become spiritually richer, develops emotions, thinking, and sensitivity to beauty. And knowledge of the patterns of introducing children to musical culture and the ability to organize the process of interaction of a child with music is the most important indicator of the professional skill of a music director.

The child reacts emotionally to music from the first days of life. Introduction to the origins of Russian folk culture begins with a lullaby, which embodies folk wisdom, traditions, and customs. But most of us are very superficially familiar with the culture of our people. How did Russian people live? How did you work? How did you rest? What holidays were celebrated? What songs were sung? To answer these questions means to restore the connection of times, to return lost values.

As already mentioned, an integral part of the creative contribution of many generations to culture is folk pedagogy, which is defined as “a set of pedagogical information about raising a child, preserved in oral folk art, customs, rituals, children’s games, etc.” (G.N. Volkov). Saturated with vivid imagery and expressiveness, works of folk art occupy an important place in the teaching and upbringing of children. They are brought to life by the “pedagogical needs of the people” and, in terms of the power of their impact on the feelings and imagination of the child, occupy one of the first places among other educational means. The possibilities of folk art in the musical education of children are invaluable.

We present to the attention of readers program for introducing children to the origins of Russian folk culture in music classes.

Purpose of the program

Studying Russian musical folklore with the aim of 1) developing musical abilities; 2) the formation of musical knowledge, skills and abilities in all types of musical activities in various age groups of a preschool institution; 3) formation of musical culture.

Forms of acquaintance with folk culture can be varied: educational classes, excursions, targeted walks, observations, holidays. But in any case, it is necessary to create a special atmosphere of independent activity of children or their joint activity with adults, an environment in which the child would feel like a real participant in the events.

Priorities of activity

Wide use of folklore (songs, ditties, chants, chants, sayings, sayings, teases,jokes, games). Russian song folklore combines words and musical rhythm. It reflected the traits of the Russian character, its moral values - ideas about goodness, beauty, truth, respect for the working person, family, friendship. Folklore is a source of cognitive and moral development of children.
Acquaintance with traditional and ritual holidays. Ritual holidays are closely related to labor and other aspects of human social life. They contain observations of the characteristics of the seasons, weather, the behavior of birds and insects, and plants.
Introduction to Russian folk games. They contain enormous potential for the physical and social development of the child.
Acquaintance with Russian folk musical instruments.

In musical folklore, music, singing, movement and playing folk instruments are inextricably linked. Therefore, we can distinguish four aspects of musical folklore: song, choreography, games, musical instruments.

PROGRAM OBJECTIVES

JUNIOR GROUP

Folk song. Learn to sing along with repeated intonations, perform simple actions suggested by the text or determined by the nature of the music. Cultivate interest in folk songs, love for family and home.

Folk choreography. Teach the simplest elements of dance plasticity, round dance formations as shown by adults, respond to dance music, play round dance games with dance elements, often with a soloist, perform free dance. Cultivate a friendly attitude towards your partner.

Folk games. Encourage improvisation. Develop a sense of rhythm. Develop the ability to empathize with the hero and each other.

Develop an interest in musical instruments. Learn to perform onomatopoeia on them (murmur of a brook, birdsong, etc.). Teach sound production techniques. Support the desire to play the instrument independently. To cultivate emotional responsiveness to works performed on children's musical instruments.

EXPECTED RESULTS

Interest in folk music, ability to respond emotionally to it.
Enriched musical experience for children.
The makings of cultural listening to folk songs.
The ability to sing songs, chants, chants, play folk games, perform dance movements.
Ability to play children's musical instruments.
Knowledge of musical genres (song, dance, march), the ability, with the help of a teacher, to speak out about the content and nature of folk songs, nursery rhymes, etc. speak to parents and kindergarten staff, take part in folk festivals (“Autumn”, “Maslenitsa”, “Invocation of Spring”).

MIDDLE GROUP

Folk song. Increase the volume of the song repertoire, add round dance songs and a game song. Intensify the transition from conversational to singing intonation. Learn to intonate within thirds and fourths. Suggest situations in which you need to act independently. Make the direction of the song more complicated (several soloists). Introduce the concept of “ritual song”. Attune to empathy for the character and content of a folk song.

Folk choreography. Introduce new elements of folk dance. Pay attention to the plasticity of the hands. In round dances, learn to change direction in a circle, break it at the end of the melody or when the music changes, follow the leading “snake,” change into pairs from the circle and vice versa. Encourage the manifestation of greater independence in free dancing, the desire to introduce dance or round dance elements when staging songs, and expressively convey the character of the music or song in movement.

Folk games. Learn to use counting rhymes to select a leader. Strengthen the ability to quickly respond to commands, divide into pairs and subgroups. Ensure that children use folk songs and counting rhymes during free play. Cultivate interest in mastering new games, independence in conveying the game image.

Folk musical instruments. Continue to introduce musical instruments and their sound in an ensemble. Continue teaching how to play individual instruments; Thus, on a whistle, the pitch of the sound changes depending on the force with which it is blown. Learn to play in an ensemble with older children. To cultivate the desire to emotionally perform simple works on musical instruments.

EXPECTED RESULTS

Deepening interest in folk music, the desire to listen to it, and respond emotionally to it.
Beginning of development of pitch, rhythmic and timbre hearing.
Development of the inclinations of cultural listening to musical works.
Singing Russian folk songs, ditties, singing songs, teasers, jokes, Russian folk games, the ability to perform movements corresponding to the nature of the musical accompaniment.
The ability to identify and name musical genres (song, dance, march) and some of their types, familiar musical works, to distinguish musical instruments (pipe, bell, tambourine, spoons, etc.); improvement in playing children's musical instruments; the ability, with the help of a teacher and independently, to speak out about the content of songs and plays, round dances and games and their nature, to include musical games in various types of non-musical activities, to perform at holidays in front of parents and kindergarten staff, to take part in mass holidays (“Autumn in Russia”, “Maslenitsa”, “Invocation of Spring”, “Waving of Wreaths”), showing their amateur performances, taking part in regional competitions, creating expressive images.

SENIOR GROUP

Folk song. Significantly expand the scope of the song repertoire, add songs of a humorous and comic nature. Dramatize and improvise song material. Introduce a warm-up into each lesson - exercises for breathing, sound production, etc. Introduce ditties, teach them to understand them, show the character of the hero, sing, dance, play along with musical instruments. To cultivate emotional responsiveness when performing and listening to songs of a different nature.

Folk choreography. Teach a simple round dance step, a combination of movements of the arms and legs, a round dance “in the sun”, “against the sun”, “cabbage” (snail), “wall to wall”, turning a circle, movements in two circles in different directions. Encourage dancing while singing funny songs, offer soloing. To cultivate a desire to express one’s attitude to the content and nature of music through expressive movements.

Folk games. Create a desire to participate in games with theatrical actions and more detailed dialogues. Pay attention to the behavior of the characters. Learn to display the character of the characters. To cultivate a desire to play not only positive, but also negative roles (Vodyanoy, Baba Yaga), empathy for the game characters, emotional responsiveness, as well as independence in choosing attributes to convey the game image.

Folk musical instruments. Learn to recognize and correctly name instruments when listening to recordings of concerts of folk ensembles, folk instrument orchestras, and play in an orchestra. Listen to playing musical instruments, but in an orchestra, combine playing instruments with song, game, dance. Foster a culture of perception, encourage listening to music performed on folk instruments.

EXPECTED RESULTS

Strengthening interest in folk music, the desire to listen to it, and respond emotionally to it.
Improving pitch, rhythmic and timbre hearing.
Consolidating the desire and ability to sing Russian folk songs, ditties, chants, chants, sayings, teases, jokes, play Russian folk games, perform movements corresponding to the nature of the musical accompaniment, distinguish between solo and choral singing.
Consolidating the ability to talk about the content of musical works, composers, identify and independently name musical genres (song, dance, march) and their types, distinguish musical instruments (pipe, bell, tambourine, spoons, balalaikas, button accordion, accordion, accordion, drum, etc.) etc.) in their solo and orchestral sound, distinguish them by timbre, appearance, character of sound, play children's musical instruments in an orchestra, name familiar musical works, independently speak out about their content and character, play round dances, songs, ditties, carols, etc., include music and musical games in various types of non-musical activities, perform at holidays in front of parents and kindergarten employees, take part in mass holidays (“Osnnaya Fair”, “Autumn in Russia”, “Carols” ", "Maslenitsa", "Invocation of Spring", "Curling of Wreaths", "May 9"), showing your amateur numbers, taking part in regional competitions ("Spring drops" "Freckles - hemp"), participating in the festival of folk games, preparing and holding a concert program for war veterans.

PREPARATORY SCHOOL GROUP

Folk song. Give an idea of such genres of Russian folk song as

Lyricism (“The little girl was walking on the board.” “Oh, how I love my little cow.” “And I’m in the meadow, and I’m in the meadow.” “I walk with the vine”),

playfully comic ("In the forge." "The goat went through the forest") drill (“Soldiers, bravo guys.” Strengthen the ability to sing ditties.

Provide the opportunity to independently stage songs. To cultivate a holistic musical and aesthetic perception of folk songs and their content.

Folk choreography. Introduce elements of folk dance: dancing with three legs, with a jump, mastering the simplest fractions in combination with a ditty. Learn new elements of round dance: “wattle fence”, “thread and needle”. Encourage the use of dance or round dance elements when performing songs, games, playing musical instruments, etc., the desire to use dances and round dances in independent activities.

Folk games. Activate to participate in games with extensive theatrical action (“Sparrow”, “The Drake was catching up with a duck”). To complicate the rules and connect their implementation with the origin of some ritual games. To help understand the need for actions and their order in the game (“Mow hay”, “And we sowed millet”), explaining their connection with ancient rituals. Help express the characteristic features of a character. Cultivate sensitivity, understanding, and empathy for game characters and peers.

Folk musical instruments. Give an idea of household items that people used as musical instruments (scythe, saw, ruble, etc.). Strengthen the ability to distinguish instruments in an orchestra.

To provide knowledge about the composition of a folk instrument orchestra. Provide opportunities to improvise on familiar instruments. In the process of creating an orchestra, take into account children’s attitudes towards certain instruments. Include instruments in games, dances, and provide the opportunity to choose instruments independently. To cultivate emotional responsiveness to music performed by an orchestra of children's musical instruments.

EXPECTED RESULTS

Sustained interest in folk music, a desire to listen to it, to respond emotionally to it.
Development of diction, breathing, sound production, purity of intonation, rhythmic and timbre hearing.
Sustainable skill of cultural listening to musical works.
Improving previously acquired accompaniment skills, distinguishing between vocal and instrumental music, solo and choral singing.
Consolidating the ability to talk about the content of musical works, composers (not only Russian, but also foreign), identify and independently name musical genres (song, dance, march, opera, ballet) and their types; distinguish musical instruments (pipe, bell, tambourine, spoons , balalaika, button accordion, accordion, harmonica, tambourine, drum, rattle, triangle, etc.) in their solo and orchestral sound in timbre, appearance, sound character; play children's musical instruments solo and in an orchestra, memorize and name familiar musical works, independently speak out about their content, creatively play round dances, Russian folk songs, ditties, carols, etc., analyze and compare musical works of different nature; include music and musical games in various types of non-musical activities; perform at festivals, take part in regional competitions, create expressive images, participate in the production of Russian folk tales (theatrical activities), in the festival of folk games, preparing and conducting a concert program for veterans.

So, widely introducing folk games, songs, dances, etc. into the work of the kindergarten. We teach our students to think about kindness, friendship, hard work, love for nature, for their native country, which have always been important to our ancestors and revered by them.

1. Budarina T.A., Kuprina L.S., Korepanova O.N., Markeeva O.A. Introducing children to Russian folk art. St. Petersburg, 2010.

2. Katysheva I.B., Kombarova G.N., Nikolaeva S.R. The folk calendar is the basis for planning work with preschoolers according to the state educational standard. Plan-program. Lesson notes, Holiday scripts. Method. manual for teachers of preschool educational institutions. St. Petersburg, 2009.

3. Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian folk culture: Method manual. St. Petersburg, 2004.

4. Kostina E.P. Music education program for early and preschool children "Tuning Fork". M., 2008.

Fomina Elena Ivanovna

Teacher, MBDOU "Kindergarten No. 15", Sarov

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

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

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

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

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

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

Optimization of the sociocultural educational potential of the basic general education program.
Value-semantic and sociocultural enrichment of the space of preschool education in preschool educational institutions based on the domestic sociocultural tradition.

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

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

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

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

To achieve this goal, the following tasks are envisaged:

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

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

Acquaintance with national life;
Introduction to Russian folk art;
Introduction to Russian folk games;
Getting to know traditions;
Holidays.

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

Solving the assigned tasks involves the use of the following forms: GCD, game activities, circle work, excursions, holidays, theatrical and independent activities.

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

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

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

Can tell Russian folk tales, nursery rhymes and act them out;

Uses household items of the Russian people in the game;

Creates creative works based on folklore works.

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

Remain priority methods and techniques:

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

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

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

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

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

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

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

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

Of course, this work requires enormous support from parents.

For them we propose to carry out:

Questionnaire “What do you know?”

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

Master class “How to make a baby book”

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

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

BIBLIOGRAPHY:

Alexandrova E.Yu., Gordeeva E.P. System of patriotic education in preschool educational institutions. Volgograd: Teacher, 2007.
Alyabyeva E.A. Moral and ethical conversations and games with preschoolers. The relationship between public and family education of preschool children. N. Novgorod, 2005;
Education of moral feelings in older preschoolers. Ed. Vinogradova A.M. M.: Education, 1989.
Educational system “Little Russians” Arapova-Piskareva N.A. M.: Mosaika-synthesis, 2004.
Danilina G.N. For preschoolers about the history and culture of Russia. M.: ARKTI, 2005.
Dyaunenova I.A. Patriotic education of preschool children through local history and tourism activities. M.: ARKTI, 2004.
Zelenova N.G. We live in Russia. Preparatory group. N. Novgorod, 2007.
We introduce preschoolers to family and ancestry. E.K. Revina M.: Mosaika-Sintez, 2008.
Komratova N.G., Gribova L.F. Social and moral education of children 3-4 years old. M.: Sfera, 2005.
Labunskaya G.V. Artistic education of children in the family. M.: Pedagogy, 1970.
Lopatina A.A. Education of moral qualities in children. M.: Knigolyub, 2007.
Makhaneva M.D. Moral and patriotic education of preschool children. M.: Sfera, 2009.
Mulko I.F. Social and moral education of children 5-7 years old: a methodological manual. M.: Sfera, 2006.
Mulko I.F. Development of ideas about man in history and culture. M.: Sfera, 2007.
Moral and aesthetic education of a child in kindergarten. Ed. Vetlugina N.A. M.: Education, 1989.
The unknown is nearby / O.V. Dybina et al. M.: Sfera, 2010.
Introducing preschoolers to the origins of Russian folk culture in a compensatory kindergarten. Sarov, 2001.
Sertakova N.M., Kuldashova N.V. Patriotic education of children 4-7 years old based on design and research activities. In: Teacher, 2016.

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 of emotional and intellectual forms of connections and relationships are established, social experience and social memory of humanity are transferred, and a commonality of views, passions, and beliefs is developed. The broadest and most fertile prerequisites are created for improving the culture of the mind, the culture of feelings, and a variety of forms of emotional response to communication and evaluation of its effectiveness arises.

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

Of particular interest 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 of the individual. K.D. Ushinsky, developing the views of L.N. Tolstoy, believed that all great nations have their own national system of education and that the sense of nationality is strong in every person, and educational systems are determined by the nationally unique ideas of the people. Understanding the significance of a people’s culture is possible by turning to its historical past, to the rich heritage of spiritual ideals and values. Therefore, it is important for the development of pedagogical science to return to the origins of ethnic cultures on the basis of knowledge of the identity and uniqueness of each people, to introduce into the practice of working with children 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 another .

A person’s spiritual potential is determined not so much by the degree of his involvement in world culture, but rather 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 one in preschool age. The main feature of the game is its convention: performing certain actions with certain objects presupposes their attribution to other actions with other objects. 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 is of vital interest to him and 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. The younger preschooler is attracted by the motive of making something for himself, for his own play. The motive of social benefit for the child is still ineffective.

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

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

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

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

To work with children in 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 for the pedagogical process (B.T. Likhachev). The main idea of the technology is that the development of cultural space through familiarization with folk traditions is a socially, psychologically and pedagogically justified path for the creative development of a child. The technology is based on the principles:

cultural conformity;
taking into account the age characteristics of children;
aestheticization;
integrativeness;
systematicity and consistency in the selection of the content component of the technology.

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

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

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

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

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

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

Blocks can be interchanged or introduced in parallel. It is more advisable to introduce folk games throughout 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 an educational manual that includes 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 plots of folk tales and literary works with musical accompaniment.

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

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

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

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

Museum-pedagogical technology also contributes to the development of children’s holistic attitude towards the history and culture of their people. The developing potential of museum-pedagogical technology helps the teacher to make the educational process of developing a holistic attitude of children to the origins of Russian folk culture systematic, thoughtful, and allows achieving superior results. The museum allows children to become acquainted with the true values accumulated by previous generations. The museum provides 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 fields around solving one problem, and makes it possible to apply the acquired knowledge in practice. Project activities are used as a means of cognitive development of a preschooler. A feature of the project activity of preschoolers is that during its implementation in the educational process of kindergarten, adults create various situations that encourage the child to think independently, find and solve elementary cognitive problems, put ideas into practice, stimulate his activity and initiative. The main purpose of children’s project activities is to create a comfortable educational environment that allows them to reveal the potential of the individual, master the culture and world around the child, and apply the acquired knowledge in practice. In addition, 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 a particular practically or theoretically significant problem. This result can be seen, comprehended, and applied in real practical activities.

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

The organization of project activities requires a certain preparation of the teacher for active interaction with its participants, the ability to interest and motivate them for joint activities, clearly know the stages of the project, and comply with certain requirements for the use of this method in the educational process. Among them: the presence of a problem/task that is significant in research and creative terms, requiring integrated knowledge; practical, theoretical, cognitive significance of the expected results; independent (individual, pair, group) activities of participants; structuring the content of the project (indicating stage-by-stage results); the use of research methods that involve a certain sequence 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

Belkina V.N., Zakharova T.N. Features of project activities in a preschool educational institution. Yaroslavl Pedagogical Bulletin – 2011 – No. 4 – Volume II
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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
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Chernova Y.S. Russian folk toy as a means of developing moral and patriotic education.

Introducing children to the origins of Russian folk culture.

Duvanova Natalia Alexandrovna,

senior teacher

Childhood is a flourishing period in a person’s life. This is the time when a child is like a flower that reaches out with its petals to the sun. Children react very sensitively to every word spoken by adults. Therefore, the task of adults is to instill in children a love of beauty, to develop in children such qualities as kindness, a sense of camaraderie, and to introduce children to the origins of Russian folk culture. An old saying goes: “Everything new is well forgotten old.”

A person always distinguishes his own culture as special, the first with which he, as a rule, gets used to it, gets used to it, which he absorbs, as they say, “with mother’s milk.” This is probably why sooner or later a person begins to look closely at the culture of the past. Today one can see a revival of interest in national culture, in the rituals and customs of our ancestors, in their traditions.

The importance of the culture of one’s own people, the ability to understand it, the desire to join in its further development can become the basis for a person’s active creative activity if one is introduced to one’s native culture from early childhood.

Our kindergarten teachers, in their work with preschoolers to introduce Russian folk culture and art, set themselves the following goal:formation of the basis of the child’s artistic culture through familiarization with the origins of folk culture and folk traditions.

Tasks:

Form the foundations of national self-awareness and love for the Fatherland;

Develop interest in native Russian traditions;

To introduce a significant part of the cultural experience of our ancestors: housing, household items, crafts, folklore, traditions and arts and crafts;

To develop children’s decorative creativity based on mastering folk art;

To introduce the features of the national costumes of the peoples of the Volga region;

Introduce children to the richness of Russian speech, expand their vocabulary;

To carry out the relationship between fine art and oral folklore.

Based on the fact that the developmental environment is an important condition for the development of children's creativity and maintaining children's interest in the culture of their ancestors, our kindergarten teachers pay special attention to enriching the content of the developmental environment.

Maintaining cognitive interest in preschool age requires the use of different forms and methods of work, including those characteristic of museum pedagogy. The organization of activities in mini-museums involves the inclusion of the child in a variety of games, theatrical performances, visual arts, as well as conducting museum classes. Working with museum exhibits is fraught with great opportunities and brings the child closer to the world around him.

There is a mini-museum “Russian Izba” in the kindergarten. Meetings and gatherings take place here, here you can get acquainted with the pearls of folk wisdom and simply drink tea from a samovar.

Mini-museum “Ryabushechka Hen” - The purpose of which is to expand children’s understanding of the world around them, to introduce children to domestic animals using the example of a chicken, with fairy tales about it, to develop speech, and to form an emotional attitude towards animals.

Mini-museum “Our Motherland – Russia” - The purpose of which is introduce children to the history, culture, natural features of our country (one’s village, region), instilling patriotism, getting to know folk crafts, and the way of life of Russians at different times, with historical and memorable places. Develop speech, form an idea of historical time.

To conduct direct educational activities with children to develop aesthetic taste and the desire to express themselves in artistic activities, the Rainbow art studio is equipped, where children are introduced to various types of art: graphics, painting, sculpture, arts and crafts. The art studio has created corners of Russian folk crafts - Dymkovo toys, golden Khokhloma and Gzhel.

A theater studio has been created. By inviting a child to participate in theatrical games, we help children cope with emotional experiences, make up for the lack of communication, and organize their leisure time. Children are introduced to the world of theatrical performances by participating in the dramatization of short literary works using various forms of theatre. The content of theatrical games is based on children's songs, nursery rhymes, and fairy tales. Finished performances are shown to relatives and friends of our artists.

Folk art in educational work with children is used by preschool teachers in various types of activities:

In an integrated form: both during educational activities and in the process of children’s independent activities.

Immersing children in a diverse aesthetic environment, through practical activities such as creating various crafts, jewelry, and studying folklore, allows children to instill a sense of beauty.

All children’s works in arts and crafts are presented in the form of various exhibitions, both in the foyer of the kindergarten and in group exhibitions. The music hall hosts the exhibition “Art Salon “Magic Chest””

Acquaintance with musical folklore is carried out both during GCD on music and at other GCD. In everyday life, at leisure and during national holidays spent with children. So it has already become a tradition to hold “Carols”, “Maslenitsa”, “Trinity”, “Easter chimes”, “Gatherings”.

At such holidays, children perform Russian folk songs: play songs, dance songs, and various dances. The playful melodies of these works delight with their fun and cheerful character.

When holding ritual holidays, we draw children’s attention to the principles of making and wearing a Russian costume, and conversations are held about the correctness of carrying out certain ritual actions. Conducting a thematic conversation is very important when introducing children to the traditions and culture of the people.

Parents take an active part in introducing children to traditions and folk culture. They are the initiators and active participants in replenishing the developmental environment of the kindergarten with folk crafts and exhibits for the museum, show interest in the educational process, and take direct part in various events.

Folk art is a pure and eternal source. It has a beneficial effect on children, develops their creativity, equips them with knowledge, and brings beauty to children. By introducing preschoolers to the products of folk craftsmen, folk traditions, folklore, folk songs, dances, and games, we try to introduce children to folk culture, help them enter the world of beauty, developing their creative abilities.

Communication with folk art enriches the child’s soul and instills love for his native land. Folk art preserves and passes on to new generations national traditions and forms of aesthetic attitude towards the world developed by the people.

Contact with folk art enriches the child, fosters pride in their people, and maintains interest in their history and culture.

List of sources used.

Alyabyeva E.A. “Let's play in the profession”, 2014 book 1., book 2.

“Child in kindergarten” No. 1, 2014. p.75.

“Child in kindergarten” No. 6, 2015 With. 55.

Shorygina T.A. “Conversations about professions” M., 2012

Internet resources.