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Knyazev, introducing preschoolers to Russian folk culture. Additional program "introducing children to the origins of Russian folk culture"

Knyazev, introducing preschoolers to Russian folk culture. Additional program "introducing children to the origins of Russian folk culture"

31.01.2019

"Inclusion of the children of the younger preschool age to the origins of Russian folk culture»

Educator GBDOU No. 114

Frunzensky district

Petersburg

Krivoruchenko L.B.

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

The problem of introducing preschool children to Russian folk culture, 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 formation of the personality of a preschooler, the relevant content, conditions, methods of familiarizing children with folk traditions were discussed, taking into account age and individual characteristics. A number of psychological and pedagogical studies confirmed that introducing children to folk culture ensures the connection of generations, contributes to the comprehensive, harmonious development of the individual, solves the problems of mental, physical, moral, aesthetic, labor and family education.

Acquaintance with traditions, customs Russian people, helps to cultivate love for the history, culture of the Russian people, helps to preserve the past. Therefore, children's knowledge of folk culture, Russian folk art, folklore, resonates in children's hearts, positively affects the aesthetic development of children, reveals the creative abilities of each child, forms a common spiritual culture. And it is necessary to start familiarizing with the values of folk culture from an early age. Childhood memories are indelible. Children are very trusting and open. Fortunately, childhood is a time when genuine 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 throughout 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 society's achievements as a result of material and spiritual development. But culture is not only a result, but also the very process of a person's conscious activity, during which not only his environment changes, but also himself. In other words, culture is not limited to the accumulated material and spiritual wealth, but is a continuous creative act, the only way for mankind to exist.

Folk culture is a multifaceted, multifaceted phenomenon, it is not so much a world of objects and customs associated with them, but 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 peculiarities of the human psyche, which, unlike the psyche of animals, is focused not so much on adaptation to conditions external environment how much to change, transform nature, natural habitat in accordance with the subjective interests, goals, 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, there is not only an exchange of energy, information, ideas, but also various types of emotional and intellectual forms of connections and relationships are established, social experience and social memory of mankind are transferred, a commonality of views, passions, and beliefs is developed. The broadest and most fertile prerequisites are being created for improving the culture of the mind, the culture of feelings, and there is a variety of forms of emotional response to communication, to the assessment of its effectiveness.

The informative and cognitive function of culture, which exists in the form of everyday, scientific, artistic, religious and other forms and types of knowledge, consists in the production, accumulation, storage, multiplication and transmission of information through symbols, 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, rules of human behavior, but also in their consolidation in the form of historically developing traditions, customs, characterized by relative stability and static character.

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 defining, 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 Leo Tolstoy, is 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 peoples have their own national system of education and that the feeling of nationality is strong in every person, and educational systems determined by the nationally unique ideas of the people. Awareness of the significance of the culture of the people is possible when referring 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 based on the knowledge of the identity and uniqueness of each people, the introduction into practice of working with children pedagogical experience accumulated by one or another people, in order to eliminate the assimilation of cultures as a phenomenon characteristic of the process of absorption of one culture by another.

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

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

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

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

The leading cognitive function is perception. The ability of children to control their attention is very limited. It is still difficult to direct the child's attention to an object with verbal directions. Switching his attention from object to object often requires repeated instruction. Attention is mainly involuntary, its stability depends on the nature of the activity. Memory processes remain involuntary. Recognition still prevails. The amount of memory essentially depends on whether the material is linked into a semantic whole or is scattered. Children of this age at the beginning of the year can memorize two objects with the help of visual-figurative, as well as auditory verbal memory, by the end of the year - up to four objects. The child remembers well everything that is of vital interest to him, causes a strong emotional response. The information that he sees and hears many times is firmly assimilated. Motor memory is well developed: it is better to remember what was associated with one's own movement.

In the fourth year of life, the child's imagination is still poorly developed. A baby 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 fascinated by the image itself and the ability to act independently in an imaginary situation, are just beginning to form and manifest.

By the end of the younger 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 allocation of the image of "I" stimulate the development of personality and individuality. The kid begins to clearly realize who he is and what he is.

As at an early age, at 3-4 years old, the recreating imagination prevails, that is, the child is only able to recreate the images drawn from fairy tales and adult stories. Of great importance in the development of the imagination is the experience and knowledge of the child, his horizons. 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 saturated 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 baby are formed.

In general, the mental development of 3-year-old children is characterized by an active focus on performing actions without the help of an adult, i.e. the desire for independence, the further development of visual and 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 games “next to” to forms of joint activity.

The sustainability of activities, the effectiveness and quality of “work” are positively affected by offering children a motive for activity that is significant in their eyes. Junior preschooler attracts the motive to make a thing for himself, for his game. The motive of public benefit for the child is still ineffective.

For a child - a preschooler, the main path of development is an empirical generalization, i.e. generalization of their own sensory experience. Empirical generalizations are based primarily on the visual representations of the child. Such generalizations are carried out with the help of figurative means, i.e. thinking becomes visual - figurative.

Therefore, the main thing in the education of a preschooler is the organization of his own experience, which an adult helps to generalize and fix in a generalized form, with the help of a visual means: a standard, a symbol, a model. First view childhood experience can be called educational. The main form of its organization is observation and experimentation.

The second form of organization of the 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 attitude to this reality.

And since this particular age is a sensitive period for the formation of perception, the emphasis is placed on the development of different 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 pedagogical technology ...

Pedagogical technologies for introducing preschoolers to the origins of Russian folk culture

Pedagogical technology - a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching methods, educational means; it is an organizational and methodological toolkit of 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 way of a child's creative development. The technology is based on the principles:

cultural conformity;
taking into account the age characteristics of children;
aestheticization;
integrativity;
consistency 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, the integrity of a person and the principle of cultural conformity; technology should be based on leading and significant types activities and imagery of productive imagination as neoplasms of preschool age; technology contains a component of creative development.

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

Familiarization with folk traditions occurs through the implementation of the content component of pedagogical technology.

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

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

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

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

Based on the corrected version of the content component of the technology, it is necessary to develop a teaching aid, including a thematic plan. Guidelines for the implementation of pedagogical technology, course notes. On the this moment there is a program Knyazeva. O.L., Makhaneva M.D. Introducing children to the origins of Russian folk culture.

In psychology, it is noted that any experience (in our case, folk traditions) can be learned in two ways. One of them is reproducing, which is based on the active assimilation by the child of previously developed methods of behavior and methods of action for their further improvement. The other way is based on creative processing, 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 singled out.

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

The game as a leading activity in preschool age involves familiarity with the games of different peoples, their use in various forms of familiarization. This type of activity involves the activation of interest in folk traditions.

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

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

Musical activities include: singing folk songs, listening to folk music, songs; mobile 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 acquaintance with the native land and the peoples living in it; their traditions through excursions, visits to museums, video screenings, writing stories, observing the work of masters, viewing reproductions, photographs, and holding discussions.

On the implementation of technology great importance acquires the creations of the following conditions:

creation of a subject-developing environment (workshop, art studio, theater, etc.);
selection of video materials (films about folk crafts, craftsmen, etc.);
forms of communion (gatherings, visits to museums, informative conversations, targeted walks, etc.)
active involvement of parents in joint activities (organization 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. do not have a random character, they are organically included in the composition of the lesson, joint activity and independent activity.

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

It is also necessary to pay attention to such pedagogical technology as a project methodology. The project method allows you to seamlessly integrate the knowledge of students from different areas around the solution of one problem, makes it possible to apply the knowledge gained in practice. Project activity is used as a means cognitive development preschooler. A feature of the project activity of preschoolers is that in the course of its implementation in educational process 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 the project activity of children is to create a comfortable educational environment that allows them to reveal the potential of the individual, to master the culture and the world around the child, and to apply the acquired knowledge in practice. In addition, the participation of children in projects contributes to "an intensive process of socialization of the individual, strengthens the connection between learning and life, stimulates active thinking and forms cognitive interest» .

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

Project activity is always focused on the independent activity of its participants - individual, pair, group, which they perform within 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, 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 the research, creative plan, 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 the phased results); the use of research methods that provide for a certain sequence of actions (hypothesis, discussion of ways to design end results, collection, systematization and analysis of the data obtained, summing up, processing the results, their presentation, 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, the project activity in the kindergarten will be from the beginning of the project to its completion in the nature of the 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
Garanina N.K. Introducing preschoolers to folk culture by means of arts and crafts (in the conditions of a museum of a preschool institution): abstract of the dissertation for the degree of candidate pedagogical sciences: specialty 13.00.02 /Theory and methods of training and education by areas and levels of education/> / Garanina Natalia Konstantinovna; [Institute of Art Education of the Russian Academy of Education]. - Moscow: 2010. - 21 p.: ill.; 21 cm
Koroleva E.V. On the need to familiarize children with Russian folk culture. Internet magazine "Mr. Wolf". http://www.mrwolf.ru/Nauka_i_obrazovanie/Pro4ee/10708 08.09. 19.17
Kupetskova E.F. Organization of the work of a preschool institution in the development mode // Management of preschool educational institutions. - 2003. - No. 4. - S. 18–24.
Mamontov S.P. Fundamentals of cultural studies. 2nd ed. M.: Iz-vo ROU, 1996, - 272 p.
Nevolina V. A. Pedagogical technology of introducing preschool children to folk traditions in the process of mastering the cultural space of the region: (On the note of the Tyumen region): author. dis. for the competition academic step. k.p.s.: spec. 13.00.07 / Nevolina Valentina Alekseevna; [Ural. state teacher. university]. - Yekaterinburg: 2005. - 22 p.; 21 cm
Tolpykin V.E., Tolpykina T.V. Culturology: a textbook for universities. 2nd ed., isp. And extra. M.: Expo, 2010. - 432 p.
Kharitonova A.A. Development of the value attitude of preschoolers to the history and culture of their native city // Kindergarten from A to Z. - 2010. - No. 4.

Chernova Ya.S. Russian folk toy as a means of forming moral and patriotic education.

Summarizing the experience of work on the topic "Introducing children to the origins of Russian folk culture" in educating a citizen and patriot who knows and loves his homeland through a deep knowledge of the spiritual wealth of his people, the development of folk culture. By studying the foundations of folk culture, introducing children to a part of the great whole - their people, their country.

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Experience on the topic: "Introducing children to the origins of folk culture."

Khanty-Mansiysk MBDOU No. 11 "Rainbow", Educator Zamkova Oksana Alekseevna

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

V.A. Sukhomlinsky

Relevance of the topic:

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

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

Tasks:

To bring children closer to the culture of our ancestors through the organization of folk holidays.
To acquaint children with the rituals, customs of hospitality of the Russian people.
To improve children's knowledge of seasonal signs.
To form children's ideas through fairy tales, epics, songs, chants, about the culture of their people, its wealth and diversity.
To educate the foundations of spirituality, patriotism and morality in children.

Predicted result:

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

The work is based on the main methodological principles: taking into account the age characteristics of children, the availability of the material, the gradualness of its complication.

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

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

The main task of teachers is not to create a museum environment, but to introduce children into a special original world through its effective knowledge. Therefore, in addition to natural things, many items are deliberately stylized as real ones.

A mini-museum was created in the kindergarten folk antiquity"Russian hut". It is very interesting for children to see a real spinning wheel in action, to shake a doll in unsteadiness, to grind grain in a mortar themselves. The Svetlaya Gornitsa contains items of Russian life: a cast-iron pot, a tub, a chest, a samovar, wooden and earthenware dishes, embroidered towels, a Russian folk costume, etc.

Most of the main part of the GCD on introducing children to the national culture is held in the "Svetlaya Gornitsa". The teacher acts as the mistress of the hut, which naturally attracts children to their daily affairs and concerns (embroidery, cooking, etc.).

The GCD system in the "Svetlaya Gornitsa" is included in the schedule of the GCD preschool educational institution and includes an active acquaintance of children with oral folk art and arts and crafts. Often, the NOD in the Light Room ends with a tea party from a samovar or, in accordance with the goal, a treat for children.

The second stage is the organization of the educational process.

In kindergarten, at an accessible level, children are introduced to folk games, the folk calendar, the basics Orthodox culture, traditions, way of life, customs of the Russian people, peasant labor, contributes to the development cognitive abilities in children, the formation of high morality, brings up love for the fatherland, respect for the ancestors, interest in the original Russian culture. "Things for a long time past days, the tradition of antiquity deep ... "become closer, more understandable to the child.

Developed long-term plans on familiarization with the origins of Russian folk culture, on folk outdoor games, which are combined with the comprehensive program of V.I. Loginova, T.I. Babayeva "Childhood".

Forms of work with children:

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

Game activity: didactic games, theatricalization, role-playing games, outdoor games.

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

We start introducing kids to the work of Russian craftsmen from the middle group. The kindergarten has accumulated experience in working with Dymkovo, Gorodetskaya, Khokhloma painting. For each of listed species murals, we have manuals, long-term plans, abstracts of the GCD have been drawn up. Russian folk toys and games with them bring great joy to children of all ages. Of particular interest are bright nesting dolls. younger children preschool educators introduce the features of this toy. And older children get acquainted with the history of its occurrence and with information about the masters who created it; they try to compose short stories where the protagonist is a matryoshka. Children like it very much dance games with the participation of matryoshka. Depending on the subject of the GCD, exhibitions of children's works are arranged in groups: "Dymkovo Toy", "Golden Khokhloma", "Gzhel".

During the GCD on speech development, special work is provided with the native word, acquaintance of children with oral folk art. We begin work on familiarizing children with oral folk art from the early preschool age. When selecting folklore material, teachers take into account the age capabilities of children as much as possible. Younger children, accustoming their ear to the intonation structure of their native speech, are also introduced to lullabies. The children not only listen to the songs, but also sing to the dolls about the Grumpy Cat and the ghouls. Practical experience showed that for children of primary preschool age, small folklore forms- nursery rhymes, riddles, counting rhymes, short tales. In middle age, along with the complication of "small forms", which are much wider than any other genre, cover various aspects of reality, more and more place is given to folk tales, proverbs, sayings, incantations. With older children, in addition to more complex folklore material, conversation is used. Kindergarten teachers organize conversations using proverbs and sayings, the content of which contains the names of objects of Russian life; they try to reveal the origin of proverbs and sayings, their features such as allegoricalness, expressiveness, the combination of the general and the specific in them. A special place in the acquaintance of older preschoolers with the works of oral folk art is occupied by the compilation of riddles with children about objects of ancient Russian life. Each folk riddle reflects the world around a person. To compose a riddle means to give a metaphorical form of expression with ordinary thoughts and objects. And vice versa, to solve the riddle - to replace its metaphorical images with real ones. Compiling a riddle can be quite difficult. Firstly, for this you need to have a well-developed figurative-associative poetic thinking, and secondly, to be very quick-witted, able to overcome the difficulties of a logical nature deliberately created by the riddle. Therefore, it is very important to show children how to create riddles, their types and forms.

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

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

Working with parents.

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

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

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

Monitoring data for the 2012-2013 academic year showed an increase in the need for children to use knowledge about folk culture in practice; improving the ability to carry out orientation in various activities related to the reflection of ideas about folk culture; the formation in preschoolers of the ability to independently model communicative and productive activities, based on theoretical knowledge and practical skills.

Kindergarten students:

1. Use in active speech jokes, rhymes, riddles.

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

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

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

5. Knowledge of the history of Russian folk costumes, headdresses.

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

7. Carefully treat household items, works of folk art.

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

Literature:

Acquaintance of children with Russian folk art: Summaries of classes and scenarios of calendar and ritual holidays: Toolkit for teachers of preschool educational institutions / Ed. comp. Kuprina L.S., Budarina T.A., Makhaneva O.A., Korepanova O.N. etc. - St. Petersburg: "Childhood-Press", 2004.
Calendar ritual holidays for preschool children. Authors: Pugacheva N.V; Esaulova N.A.; Potapova N.N. study guide. - M .: Pedagogical Society of Russia, 2005.
Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian folk culture: Program. Teaching aid- St. Petersburg: Detstvo-Press, 2004.
Litvinova M.F. Russian folk outdoor games for children of preschool and primary school age: A practical guide. / M .: Airis-press, 2003.

Approved

By order of MDOU No. 4

No. ______ dated "___" __________ 20__

Head of MDOU No. 4

__________________

Municipal

preschool educational

institution - Kindergarten

combined type No. 4

Child Inclusion Work Program

to the origins of Russian folk culture "Gornitsa"

Accepted by the pedagogical council

No. 4 of 01.01.2001

For children of senior preschool age 5-7 years

Program implementation period - up to 2 years

Program compiler

- educator MDOU 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. The structure of the lesson in arts and crafts 14

5. Methodological support 15-75

6. Diagnostic criteria for assessing knowledge on the assimilation of the program 76

7. Bibliographic list 77-78

Work program on familiarization with the origins

Russian folk culture

"ROOM"

(for older preschool children)

Explanatory note

"Through the beautiful to the human -

such is the pattern of upbringing"

The work program "Gornitsa" is a comprehensive program to familiarize children with the life, life and work 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 working programm mug on arts and crafts Ermolaeva Nina Vasilievna preschool teacher"Swallow" Khanty-Mansiysk. In addition, the Gornitsa program is significantly complemented by classes in designing from natural materials and integrated classes in arts and crafts. This work program "Upper Room" is a specialized program for the aesthetic education of preschool children, effectively promoting spiritual and intellectual development, aimed at familiarizing children with the best traditions of arts and crafts, developing children's creative abilities, and getting to know the history of folk art. This program is based on the concept of aesthetic education and the development of children's artistic and creative abilities, which are based on the principles of nationality, the integrated use of different types of arts. It has a clear structure and takes into account the growth of children's creative abilities. The program is valuable because getting acquainted with arts and crafts, designing from natural materials, participating in calendar holidays, it is easier for children to understand and imagine how people lived in Rus'. The child becomes more and more deeply acquainted with the life and way of life of the Russian people, and this carries inexhaustible opportunities for the development of artistic creativity among preschoolers.

The structure of the program provides for a phased acquaintance of children with arts and crafts. 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 classes, their program content, a list of materials necessary for classes in teaching children arts and crafts. The material is grouped in separate blocks for each type of folk craft (Gzhel, Dymka, Khokhloma, Gorodets). Lessons are arranged from simple to complex. The appendix contains brief information about the crafts themselves, their history and development, poems, riddles, fairy tales about them. In working with children, technical teaching aids are used.

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

The program provides for the acquaintance of preschoolers with the folk crafts of Russia and includes an acquaintance with the customs, traditions, work of the Russian people according to the folk calendar, with poetic folk art. Raise 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. Development problem children's creativity is currently one of the most relevant both in theoretical and practical terms: after all, we are talking about the most important condition for the formation of an individual identity of a person already at the first stages of its formation. Many scientists (and others) wrote about the role and significance of folk decorative art in the upbringing of children. They noted that art awakens the first vivid, figurative ideas about the Motherland, its culture, contributes to the education of a sense of beauty, and develops the creative abilities of children.

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

The process of cognition and assimilation should begin as early as possible, as our people figuratively say: “With mother’s milk”, a child should absorb the culture of his people through lullabies, pestles, nursery rhymes, fun games, riddles, proverbs, sayings, fairy tales, works of decorative and applied arts. Only in this case, folk art - this pure source of beauty will leave a deep mark in the soul of the child, will arouse a steady interest. the beauty native nature, features of the life of the Russian people, his all-round talent, diligence, optimism appear before the children vividly and directly in the works folk craftsmen. The culture of Russia cannot be imagined without folk art, which reveals the primordial origins of the spiritual life of the Russian people, clearly demonstrates its moral, aesthetic values, artistic tastes and is part of its history.

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

Novelty The program is that it shows developmental functions?????? arts and crafts of the peoples of Russia as an integral ethnic, cultural, historical and socio-pedagogical phenomenon. That these functions, in their integrated form, are focused on providing personal growth children. Based on this, the Program is built on the aesthetic education of preschoolers, combining reliance on cultural tradition and innovation.

Expediency. We live in places where there is no opportunity to see the direct technological process of making artistic dishes, household items and toys. And the children do not have the opportunity to get in touch with arts and crafts - to hold items from Gorodets painting, a Dymkovo toy, objects with Gzhel painting, etc. For this purpose, a program was developed to familiarize children with Russian folk arts and crafts.

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

Distinctive feature of this Program lies in the fact that children work on it for two years, classes in artistic design provide an opportunity to get to know folk crafts more deeply. In Russian arts and crafts, there is tradition, innovation, creativity, purposefulness in the development perspective, they do not exclude, but presuppose each other. Thus, the symbolism of Russian arts and crafts carries inexhaustible opportunities for the development of artistic creativity among preschoolers.

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

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

The aim of this program is:

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

Tasks:

Involvement of children in artistic and creative activities;

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

· Acquaintance with customs and traditions of ceremonial holidays;

· Introduction to aesthetic culture;

Formation of spiritual qualities, aesthetic taste in children;

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

Wake up the imagination of children, 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 acquaintance of children with products of folk art crafts. Independent creation of decorative products by children.

Forms of work with children to get acquainted with Russian folk culture:

art materials

The work uses various methods and techniques: simultaneous (provides an independent creative search for children by means of expressiveness); method of examination, visualization (examination of genuine products, illustrations, albums, postcards, tables, videos and other visual aids); verbal (conversation, use of a literary word, instructions, explanations); practical ( independent execution children of decorative products, the use of various tools and materials for the image); heuristic (development of resourcefulness and activity); partial search; problem-motivational (stimulates the activity of children 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 held in subgroups of 8-10 people. Classes are held once a week, in the afternoon. There are 36 classes per year. Duration 20-30 minutes (depending on the age of the children).

Implementation period: up to 2 years.

Summing up form- a diagnostic examination of children on the assimilation of the program, for which control and individual conversations, 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; The presence in children of ideas about folk crafts and the ability to distinguish between products of different folk crafts; The acquisition by children of practical skills in working with various visual materials; The development of the creative abilities of children, and the formation of respect for the historical heritage.

Methods for evaluating the effectiveness of the program:

Tracking the result (observation, diagnostics); The results of the productive activity of children.

Individual work, to:

To identify the approximate level of development of the visual activity of children, the child's attitude to activities and arts and crafts. Taking into account the individual abilities of children. Identify possible promising robots with the 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, attitude to activity are analyzed.

Working with parents.

Various forms of work are used:

Club for parents "Interlocutor"; Individual consultations on Russian folk culture; Conversations; Release of folders-layouts on folk arts and crafts;

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

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

Lesson number

Topic of the lesson

Opening of the "Gornitsa" circle.

To acquaint children with Marya the Artisan with work in the "Gornitsa" circle. Learn about the chant "Guests". Consider "The Upper Room". opening talk about how people lived in Rus'. Examining illustrations.

take a look"

A story about the first autumn month, its signs. Didactic game"What tree are the kids from?" (fruits, leaves). Learning the song-chants "Vosenushka-Autumn"

"Bread is the head of everything"

Conversation with children "Where did the bread come from?" Acquaintance with ancient tools of labor. - flail and sickle. Proverbs and sayings about bread. Learning round dance games "Sit, sit, Yasha." Singing the stubble song "Get away thundercloud"

"October smells like cabbage"

A conversation about natural phenomena characteristic of October, folk customs and holidays (Protection, Sergius Day). Acquaintance with household items - a wooden trough, a chopper. Repetition of the song "Vosenushka - autumn." Learning the folk game "Vysya cabbage."

Russian nesting doll

A story about the history of the creation of toys. Examination of authentic toys and illustrations. Reading and poems about Russian matryoshka. Listening to the work of B. Mokrousov "Matryoshka".

Russian nesting doll

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

Pottery artisans

Didactic game "What is the name?". A story about pottery. Acquaintance with the fairy tale "The Fox and the Jug" Learning nursery rhymes about the fox.

Kargopol toy

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

Artistic word about the Gzhel toy. Drawing based on Gzhel painting

Dymkovo toy

A story about the history of the creation of toys. Examination of authentic toys and illustrations. Reading poetry. Learning the game with singing "Hare" in arr. N. Rimsky-Korsakov

Drawing based on the Dymkovo painting.

"We meet Autumn - we celebrate name days"

"Hello, winter-winter!"

A conversation about the characteristic features of December using the relevant proverbs and sayings. Learning the call "You are Frost, Frost, Frost." Learning the song "New Year's round dance" music. Shaidar.

"The Leprosy of the Old Woman of Winter"

Riddles about winter. The repetition of the call "You are Frost, Frost, Frost." Acquaintance with the fairy tale "The leprosy of the old woman of winter." Learning Russian folk song"Like a thin ice" in arr. Scar.

"A carol has come - open the gate"

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

"Christmas - carols"

Folklore holiday for older children

Vologda lace

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

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

"Good city 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. Drawing up patterns from ready-made forms. Repetition of proverbs and sayings about skill. Drawing based on Gorodets painting.

The story of the creation of craft. Artistic word about Khokhloma. Musical - folklore game

"Gingerbread board".

Drawing a Khokhloma pattern in a stripe

Drawing Khokhloma pattern in a circle.

Tale for Kuzi. Letter to Nathan

Telling stories for children on their own. word game"Ayushki" Compilation of letters by children to Nafana - brownie Kuzi. Learning the Russian folk song "Oh, I got up early"

"Oh, Maslenitsa!"

Acquaintance with ritual songs dedicated to Maslenitsa The story of Maslenitsa. Listening to songs

“And spring has come to us”, “Verbokhlest”. Singing ritual songs and invocations about spring. Learning the game round dance "We are in a circle."

Pancake week

Folklore holiday for older children.

"Wise and happiness to face"

Acquaintance with the fairy tale "Seven years". Riddles. Singing the comic "Mother had 12 daughters." Learning the ornamental round dance "Oh, you, winds."

"Walk, look closely"

"Spring, spring, come here!"

A conversation about the characteristic signs of the beginning of spring. Learning and singing chants about spring “Larks, fly in” round dance game. Verbal exercise "What colors and why spring is needed"

Acquaintance with amusing folklore. Making funny stories for kids. Riddles about spring phenomena

"Magic Patch"

Acquaintance with the technique of patchwork, with the history of its occurrence. The story of the "magic blanket".

"Magic Patch"

A practical lesson in creating products from scraps. Exhibition of children's works.

"Red hill"

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

Learning Ukrainian. nar. songs "Vesnyanka" in arr. G. Litvak

"Spring is red with flowers"

Repetition of invocations, songs, proverbs about spring. Riddle guessing. Acquaintance with N. Pavlova's fairy tale "Under the Bush". Musical-folklore game "Golden Gate".

“Victory does not wind in the air, but it goes with the hands”

About the Russian heroes of the epic. Story about warriors - defenders of the Fatherland. Listening to "Epics about Evpaty Kolovrat"

"Gifts of the white-barreled beauty"

Artistic word about Russian birch (story, poetry). Learning a round dance with singing "There was a birch in the field."

"To joke is to make people laugh."

"Fiction in faces, fiction"

Acquaintance with amusing folklore. Making funny stories for kids. Riddles about spring phenomena.

Acquaintance with Russian folk tales. Self-inventing by children of fables

Farewell to the "hut"

Word folk games. Telling boring stories. Singing ditties

Thematic planning for a year on work with children of senior preschool age (6-7 years old)

Topic

Program content

Opening of the "Gornitsa" circle.

To acquaint children with the peculiarities of the work of the "Gornitsa" circle. Learn how to organize your workspace. Strengthen the skills of working with a variety of art materials. Build an aesthetic attitude surrounding reality by means of various types of fine arts. Recall with the children the song “Guests”.

"What is born in the summer will come in handy in the winter."

Summer talk. Repetition of proverbs, poems, sayings about summer. Consideration of illustrations about haymaking. Acquaintance with ancient tools of labor. Activate the dictionary through the words: scythe, pitchfork, rake, haystack, shock.

"Vosenushka-Autumn - the last sheaf is mowed."

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 ...” Introduction to the game: “The harrow harrowed ...”

To expand children's ideas about the variety of products of folk arts and crafts. Continue to teach 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 craftsmanship of the Russian people. To form a positive emotional responsiveness when perceiving the works of folk masters. 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 the ancient ways of harvesting bread. Familiarization with millstones and their use. Acquaintance with the game "Aunt Arina". Learning the game with singing “Girls Sowed” in arr. I. Kishko.

"You can't put your mind on a thin head"

A conversation about intelligence and stupidity. Acquaintance with the fairy tale "About Phil". Word game "Filya and Ulya".

Learning the Russian folk song "In the gorenka, in the new one."

“October is a dirty man who doesn’t like wheels or runners.”

A conversation about the characteristic signs of October. The story of the folk holiday of the Intercession. Musical and folklore game "Autumn - autumn". Listening to the Russian folk song "Zhito reaped."

"Titmouse Day"

Final conversation about autumn. The story about the holidays Sinichkin day and Kuzminki. Learning the ornamental round dance "I sow, I sow dew."

"Oseniny we celebrate name days"

Folklore holiday dedicated to the harvest.

Integrated lesson on decorative drawing together with an art teacher on the topic: "Merry Fair"

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

"Winter is not summer - dressed in a fur coat"

A conversation about the characteristic features of winter. Performance and playing out of the Russian folk song "Like a thin ice". Musical and folklore game "Dudar".

Vologda lace Design from threads on the theme: "Winter patterns"

Acquaintance with the work of Vologda lacemakers. Artistic word about Vologda laces. 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 learn to carefully “weave” lace - to draw a pattern from familiar shapes.

Construction from threads on the topic: "Winter patterns"

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

"Shines, but does not warm"

Talk about different light sources. Shadow theater performance. Learning the round dance “Will I go out to the river” Russ. nar. song in arr. V. Ivannikova.

An integrated lesson in decorative drawing together with a teacher of fine arts On the topic: “Beautiful Gzhel”

Acquaintance with the Gzhel art craft. Listening to "Forget-me-not Gzhel" music. Yu. Chichkova Sat. "Chamomile Rus'". Learn to recognize the products of Gzhel masters, name the characteristic differences. To consolidate the ability to conceive and compose a composition from familiar elements of Gzhel painting; the ability to paint with a pile with the whole brush and the end, to correctly pick up paint on the brush. Develop children's creativity, independence.

"Kolyada Came on Christmas Eve"

A conversation about the Christmas holidays, Christmas fortune-telling. Singing carols. Learning Russian folk songs "Zimushka-Sudarushka",

Decorative drawing "Gorodets patterns - how much joy for the eyes" (Gorodetsky pattern on the kitchen board).

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

"The work of the master is afraid"

Acquaintance with the fairy tale "Seven Simeons". Didactic game "Who needs what for work." Repetition of proverbs about work and skill. Musical and folklore game "And we sowed millet."

"The song lives among the people"

Talk about Russian folk song. Acquaintance with proverbs and sayings about the song. Listening and learning the Russian folk song "I walk with the weed".

"On the hero and glory runs"

Story about Russian heroes. Acquaintance with epics as a form of Russian folk art.

Learning the song "Because of the forest, because of the mountains."

"Pancake week

Praskoveika, we welcome you well!”

Conversation about Shrovetide.

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

Musical - folklore game "Kite".

"We meet Shrovetide"

Folklore holiday dedicated to the farewell of winter, the meeting of spring.

"A mother's heart is better than the sun

An ethical conversation about mother with the inclusion of folk proverbs and sayings about the family. Listening to the Russian folk song "Oh, you are a dear mother." Game round dance "The king walks."

Russian nesting doll

The story about the matryoshka about the history of the creation of this toy. Reading poems, nursery rhymes Learning ditties. To consolidate children's knowledge about Russian nesting dolls, how to make it; the ability to see the features of the painting, the elements of the pattern, the color of the products; the ability to compose floral ornament from flowers, buds, leaves in free space. Decorate the matryoshka according to your plan. Cultivate accuracy and independence in work. Develop creativity and imagination.

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

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

Poetry of folk costume

Story about folk costume. Listening to Russian folk songs (on record). Display of video materials on Russian folk costume.

Integrated lesson on the topic: "Decorate Praskovei sundress!"

Continue to acquaint children with Russian folk culture. Give an idea about the history and features of Russian national costume. To form the ability to decorate clothes with details of a Russian costume.

"Rook on the mountain - spring in the yard"

A conversation about Russian customs of meeting spring. Singing hymns about spring. Learning the Russian folk song "Like viburnum in the field." Musical and folklore game "Burn, burn brightly."

"To joke - to make people laugh"

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

Journey through folk crafts

"Red hill"

Easter story. Verbal folk games "Gardener", "Spikers".

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

Easter is coming!

Folklore holiday for older children

"Journey on the golden-maned

miracle trio"

Acquaintance of children with the image of a horse in Russian folk arts and crafts (Gorodets, Palekh, Khokhloma painting). The story about the masters of Palekh. Listening to folk songs glorifying the Russian troika (on the record)

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

Decorative drawing "Zhostovo flowers".

Acquaintance with Zhostovo painting. To consolidate the ability of children to paint "trays" (cut out of colored paper of various shapes) based on the Zhostovo painting. Learn to place the pattern not only in the center, but in the corners and on the sides. Raise interest in arts and crafts.

Construction from natural material on the theme: "Birch bark jewelry".

To acquaint children with the wonderful natural material. Tell about the properties of birch bark. Consider finished goods. 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 of the Khokhloma craft, to consolidate the ability to create an independent composition, conveying the floral nature of the ornament, festivity. The solemnity of the color of the Golden Khokhloma. Develop in children the desire for creativity.

"A man without a homeland is like a nightingale without a song."

The final conversation about the past of the native land and the heroes-countrymen. Viewing video materials. Final teamwork on the topic "My small homeland".

Journey through folk crafts

The legend "Where did the signs in drawing come from"

(Introduction to 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 the cities now stand, forests used to stretch, so dense and dense that it was possible to get lost. And all sorts of monsters lived in those forests. Whoever left the house and rode along the road through the forest, terrible things always happened to him.

Project

« Introducing children to the origins of Russian folk culture »

(2 junior group)

Content

Introduction

Lesson notes:

"My friendly family"

"We are so different"

"Dymkovo horse"

"The cat went to the market"

"A miracle, a miracle Christmas!"

"Plenashka Doll"

"Meeting Maslenitsa"

"I also want to live"

Introduction

Project type: Socio-personal

Members: educator - Smolyanova N.V.

Children of the younger group - 21 hours;

Parents of the younger group.

Relevance:

Ancient wisdom reminds us: "A man who does not know his past knows nothing." Without knowing your roots, the traditions of your people, you cannot bring up a full-fledged person who loves his parents, his home, his country, and treats other peoples with respect.

Research in the field of preschool pedagogy and psychology indicates that it is at preschool age that the basic foundations of personality are laid. Raising patriotic feelings present stage The development of society obliges preschool educational institutions to develop cognitive interest, love for the Motherland, its historical and cultural heritage.

For preschool education Especially relevant are the issues of developing a creatively active personality, its spiritual potential. That is why it is important to include various types of artistic creative activity in the life of a child. It is in them that every child can express himself most fully and realize his creative activity.

One of the most important means of aesthetic education and the formation of an active creative personality is folk art. Folk art summarizes ideas of beauty, aesthetic ideals, the wisdom of the people, which are passed down from generation to generation. Through folk art, the child learns the traditions, customs, features of the life of his people, joins his culture. Folk art is rich in rhythms and repetitions, it carries specific images, paints, accessible and interesting to the child, which is the basis for awakening and strengthening the emotionally positive attitude of children towards him.

Formulation of the problem: if you introduce children, starting with early age, with their native culture, native speech, works of oral folk art, then this will contribute to the development of spiritual, moral, aesthetic education and in the future they will be able to preserve all the cultural values of our Motherland, will live, giving the world a huge amount of talent that they admired and will admire in Russia.

Objective of the project: the formation of moral and patriotic feelings among preschoolers, acquaintance with the culture of the Russian people.

Project objectives:

1. introduce children to the origins of Russian national culture; arouse interest in the works of oral folk art.

2. to show children the beauty of the Russian language through oral folk art, expressed in songs, nursery rhymes, incantations.

3. introduce children to folk traditions and include them in children's lives, because they reflect deep wisdom and creative potential Russian people.

4. to promote the development of the best features of the Russian character in children.

5. to form a sense of national dignity.

Project implementation timeline: 09.15 – 05.16.

Expected results:

Children know 3-4 nursery rhymes, fairy tales, riddles, songs,

Call 3-4 heroes of fairy tales,

They call household items of the Russian people,

Children know the rules of 3-4 Russian folk games,

With the help of parents, the mini-museum is enriched with exhibits..

Project implementation program:

1. The study of psychological and pedagogical literature on the problems of the project.

2. The study of positive pedagogical experience, the use of folklore for the education of preschool children.

3. Studying the traditions of folk family education.

4. Development of a plan for working with children.

The main forms of work with children:

1. Direct educational activity.

2. Conversations, viewing pictures, illustrations, visual and didactic material.

3. Fun games, outdoor games, round dance games, dramatization games.

4. Acquaintance with fiction.

System of work with parents:

1. Creation of a mini-museum.

2. Round table discussion: "The role of the family in introducing children to Russian national culture."

3. Holding a joint exhibition "Do-it-yourself folk toys".

4. Consultations for parents: "On the traditions of Russian folk culture", "Russian samovar and tea drinking in Rus'"

Mechanism for evaluating results:

Monitoring children's knowledge of the traditions and culture of the Russian people.

Thematic plan

Topic of the lesson

Tasks

September

Creation of a mini-museum

Involvement of parents in the creation of a mini-museum.

Round table "The role of the family in introducing children to Russian national culture"

To acquaint parents with the content of the project, to arouse interest in this topic.

"My friendly family"

To form children's ideas about the family and its members. Form concepts: my home, my family.

October

"We are so different"

To form the ability to distinguish other children according to the characteristics of their appearance, behavior, habits.

November

"Dymkovo horse"

Introduce children to Russian folk art. Raise the desire to consider folk toys.

December

"The cat went to the market"

Acquaintance with Russian nursery rhymes.

January

"A miracle, a miracle Christmas!"

To educate children in love for Russian customs.

February

"Plenashka Doll"

To form in children an interest in the history and culture of the Russian people through the image of a traditional Russian doll.

March

"Meeting Maslenitsa"

Leisure. To give children knowledge about the Russian folk holiday - Maslenitsa, traditions, folk games.

April

"Mushroom kingdom, berry state"

To consolidate knowledge about mushrooms and berries in the Russian forest.

May

"I also want to live"

Acquaintance of children with the Red Book.

Bibliography:

1. “Introducing children to the origins of Russian folk culture” by O.L. Knyazev, M.D. Makhanev.

2. "Folk calendar-the basis for planning work with preschoolers" S. R. Nikolaeva, I. B. Katysheva.

3. "Hoop" No. 5 2009

4. "Acquaintance of children with Russian folk art" T.A. Buranina, O.A. Markiva.

My friendly family

Tasks:

Educational: to form ideas of children about the family and its members. Form concepts: my home, my family.

Developing: develop speech, thinking, visual and auditory concentration, activity during a conversation.

Nurturing: cultivate love, respect, benevolent attitude towards their relatives.

Material: pictures depicting family members, a family tree depicting the whole family, a double-sided palm with sad and cheerful faces, a hedgehog toy.

Course progress.

Educator: Guys, listen, someone is knocking. Who is it that came to visit us?(Hedgehog enters)

Hedgehog: Hello guys! I brought you a letter, your address is written here. Here, take it.(Hands over to teacher)

Educator: Hello hedgehog! Thank you very much, come in, be our guest.

Hedgehog: No time for me, I still have a lot to do. I'll be sure to check it out next time guys!

All: Goodbye, hedgehog. Come visit us again.

Educator: Children, let's see what kind of letter the hedgehog brought us. Guys, this is a mystery! Now listen to the riddle:

She radiates light

A dimple from a smile ...

Nobody is more valuable

Than native…

Children: Mommy.

Educator: Well done guys, right!

(Exposes a picture of mother on a flannelograph).

Conversation (survey of 2-3 children):

How is your mother's name?

Who are you for mom?

What does your mother affectionately call you?

Educator: Wonderful! Now listen to the following riddle:

Guess who is it?

Kind, strong, clever, brave.

I'm waiting for your answer guys

Well done! Of course…

Children: Dad.

Educator: Well done guys, right!

(Exposes a picture of dad).

Conversation (survey of 2-3 children):

What name of your father?

Who are you to dad?

Educator: Great guys! Read the following riddle:

All economy: quinoa,

Yes Corydalis Ryabushka,

But cheesecakes always

We will be fed...

Children: Grandmother.

Educator: Well done guys, right!

(Exposes a picture of a grandmother).

Conversation (survey of 2-3 children):

What are you to grandma?

Educator: Well done! And here's another riddle:

Soak in warm milk

He's a piece of bread

Walks with a stick in his hand

Our beloved…

Children: Grandfather.

Educator: Yes guys, that's right!

(Exposes a picture of a grandfather).

Conversation (survey of 2-3 children):

Who are you to grandpa?

Educator: Great guys! You are all just smart.

(Exposes a picture of the whole family).

And all these people together are called by one word - Family. Guys, let's show our family on the palm of our hand.

Finger gymnastics"A family".

This finger is a grandfather

This finger is a grandmother,

This finger is dad

This finger is mom

And this finger is me,

That's my whole family.

(Palm with sad faces is exposed).

Educator: Oh guys. Something happened in this family. Look how sad they are. What do you think could happen?

Children: They quarreled.

Educator: What do you think we can do?

Children: We need to reconcile the family.

Educator: Of course, guys, the family needs to be reconciled!

Mobile game "Reconciled".

Bad mood in our family in the morning,

And that's why things don't go well in our family.

(head down, arms along the body, turns to the right, to the left)

Our grandfather has a backache all day,

(lean forward, hands behind back)

An old grandmother's head is spinning,

(circular head movements)

Daddy wanted to hammer a nail, suddenly hit on his finger

(banging fists against each other)

Mom's dinner burned down, we have a scandal in the family

(looks at open palms)

Let's reconcile them, you need to love your family.

Let's smile at each other and hold hands

(hold hands and smile at each other)

Let's all hug together and then make peace!

(The family was reconciled, we turn the palm over, the family smiles).

Educator: Guys, look, the whole family is smiling again, everything is fine with them, they have reconciled. Where do you think the family lives?

Children: In my house.

(A paper white house is superimposed on the palm, with windows for each finger).

Application "Beautiful house".

Educator: Guys, look how sad the house is. What do you think should be done to make the house cheerful and beautiful?(Children express their guesses). Let's decorate it and make it beautiful. The children and the teacher decorate the house.

Educator: Well done boys! Look how beautiful and festive the house turned out for the family. Let's tell a poem about the house for everyone.

Children and teacher:

Houses are different

Brick, frame.

With iron balconies;

There are even snow

Just like the real ones.

But the best is mine

I live in it

With my family.

Reflection.

Guys, who came to visit us?

Whom did we reconcile with you?

And for whom did we decorate the house so beautifully?

We are so different

Tasks:

1. Educational: to form a skillto distinguish other children by the features of their appearance,behavior,habits;

Correlate the objects of activity with the age of the child;

Use the elements of speech-evidence.

Developing: consolidate the words in speech: baby, child who goes to kindergarten (preschooler), student.

Nurturing: educate the ability to be considerate towards each other.

Material: ball, radio, toy bear; cards with the image of a baby, a preschooler, a schoolchild; cards with the image of a bottle with a pacifier, sliders, rattles, a ball, cars, cubes, a ruler, a briefcase, a pencil case.

Lesson progress

(There is a knock from behind the door)

Educator: Oh, someone came to us(a bear appears).

bear (the teacher beats her, holding a toy):

Hello guys!(children greet) . How many of you are here! You must have a lot of fun and interesting in the garden! I also want to go to kindergarten and play with you! Will you take me with you?(Yes). And now let's get acquainted. My name is Mishutka. And you?

Educator: Guys, get in a circle quickly. Pass the ball to each other and say your name.

Mishutka after meeting : Oh, how many different names, different faces! No, guys, I won't remember all of you! It would be nice if you were all the same, with the same names, voices, faces. Then it would be easier for me to remember you!

Educator: But in our kindergarten, all the children are different and we do not want everyone to be alike, like two drops of water! Why guys? Tell Mishutka what would happen if all children were the same?(Children's answers: parents and caregivers would not distinguish between us, and mother could not take away her child; the teacher would call one child, but everyone would come up; it would not be interesting to play with each other).

Bear: Okay, you've convinced me. Then I will try to remember you, and you will help me with this and, at the same time, check yourself how well you know each other.

Educator: Guys, stand in a circle, and you, Mishutka, stand next to me. Let's play the radio game. For example. Attention attention! A girl was lost in a blue dress, white tights, pink shoes on her feet, she loves porridge and always eats it all, etc.(the game continues until all the children are found).

Bear: What good fellows you are! Never made a mistake!

caregiver : Now you understand, Mishutka, how good it is when everyone is different: names, habits, and hairstyles? Life around becomes more interesting! Mishutka, do you know that children are big and small and they need different objects and toys? Let's go and see.

(Children come to the table where the cards are.)

Educator: We have a lot on the table different pictures, look. This card shows a baby, a child who was born very recently. And this child that goes to kindergarten, he's older than a baby. And this is a student. And here are the cards on which various objects and toys are depicted. Now let's play the game "Who needs what?" You have to pick up objects and toys that are suitable for children of different ages.

(Children choose cards and correlate them with each other)

caregiver : You see, Mishutka, how the children coped with the game! Well done!

Bear: Okay, but can you distinguish each other by voice? After all, you are all different and you have different voices.

Educator: Now you will see! Guys, let's play the game "Guess who called?" Get in a circle(with the words “We drive, we dance, guess who is calling?” The children call the driver).

Educator: You see, Mishutka, it is interesting for us to play and study together, because we are all so different. Here are some!

Bear: Thank you guys, I learned a lot today. You are all so different, but I was very interested with you. Can I be friends with you?

Children and teacher: Of course, Mishutka, come visit us again.

Dymkovo horse

Tasks:

Educational: to teach children to feel harmony and beauty, expressiveness of images. Pay attention to the main colors and elements of the pattern that decorate the toys, arouse the desire to decorate the figurine.

Developing: develop a steady interest in folk toys, develop expressiveness of speech, develop creative abilities in children.

Nurturing: educate love for the Motherland, educate interest in folk art, feelings of patriotism, a sense of beauty

Material: houses with painted closed shutters - "the village of Dymkovo", in each house there is a Dymkovo toy; clay toys, stencils, materials for appliqué, audio recording of a folk melody.

Course progress.

Educator. Children, today we will visit the same village. The houses there are not the same as we have in the city, but wooden, patterned, carved. This village is located on the banks of the Vyatka River. This village is unusual, it is called Dymkovo. And in winter, when stoves are heated, and in summer on cloudy rainy days, and when there is fog, the whole village seems to be in a haze. That is why they called it Dymkovo.

Snow falls softly

Blue smoke curls

Smoke comes out of the chimneys

As if in a haze all around

Blue gave.

And a big village

Dymkovo was nicknamed.

Educator. Unusual clay toys appeared here in ancient times. They were unlike other toys because they were made from clay. From a small piece, from a ball, it turned out either a duck, or a cockerel, or a horse.

Here we are with you and see who lives in these wonderful houses. Right now it is early morning, the lights in the houses are lit, they are already visible from afar.(The teacher offers to come closer to the houses, look into the windows, find a toy, examine it).

Here is a smart turkey, he is all right!

The big turkey has all painted sides.

Educator. Do you like turkey? Why is he handsome? What pattern is the toy decorated with(Circles, ovals, lines, dots). What colors were used by craftsmen who prepared the toy?(The teacher draws the attention of children to geometric patterns, notes brightness, color. Then he introduces children to other inhabitants of the village of Dymkovo).

Behind the icy water, the water carrier is a young woman

As the swan swims, it carries red buckets.

(Children are examining the water-carrier, the Teacher offers to note what they liked about it, why it is called that. Gives the task: take a yoke with buckets on your shoulder and walk beautifully, proudly, smoothly to the music).

Sings with overflowing

In the morning wake up all the people.

golden scallop

proudly wears (cockerel)

***

Very slim and handsome

With bangs and fluffy mane.

Can swim and jump.

Eats oats, knows how to laugh.

Jump into water and fire

Faithful to man (horse)

Educator. In the old days, both children and adults were very fond of riding a carousel. Do you want to ride?(Children choose any toy they like and ride with their pet on a multi-colored carousel (multi-colored ribbons are tied on a small pole); each child holds the tip of the ribbon in his hand, the children walk, then easily run in a circle to the music).

Barely, barely, barely

The carousels started spinning.

And then, then, then

Everyone run, run, run.

Hush, hush, don't rush

Stop the carousel.

Educator. Did you know that the Dymkovo toy is bought not only for children, but also for adults as a gift as a souvenir - it is so beautiful, unusual? There is a special workshop for the manufacture Dymkovo toys. Do you want to be masters - craftsmen in this workshop(The teacher invites the children to make an applique from ready-made patterns using horse stencils).

What wonderful horses turned out: bright, beautiful! The village of Dymkovo falls asleep, the lights in the houses go out, evening comes. It's time for us to return to kindergarten.

The cat went to the market

Tasks:

Educational: introduce children to the folk amusement: “The cat went to the market ...”, improve the ability to understand questions and answer them.

Developing: introduce children to poetry, develop a poetic ear.

Nurturing: educate interest in oral folk art.

Material: Cat soft toy, grocery basket (toy), Mmlyazhi products (tomato, cheese, sausage, egg, orange), illustration for nursery rhyme;

Course progress.

Sounds like a meowing cat.

Educator. Guys, whose voice do you hear?Children's answers.

Correctly. This is a cat voice.

Where is the cat? Here is a cat! His name is Murzik.

What is the cat's name? (answer 2-3 children)

Murzik has a basket, let's see what's in it?

Game exercise: "Name the object." (We speak with the children all the items in the basket, summarize with the word “Products”).

Fizminutka:

Like our guys

Feet thumping merrily

Top - top - top,

Top-top-top!

And tired legs

We clap our hands

Clap - clap - clap,

Clap-clap-clap!

Are our legs tired?

Let's sit down for a bit!

Educator. And now I will read you a joke:

The cat went to the market,

I bought a cat pie.

The cat went to the street

I bought a bun for a cat.

Whether to eat

Or take down Borenka?

I'll bite myself

Yes, I'll take Borenka too.

Fun conversation with children:

Educator. Where did the cat go?(children's answers)

What did you buy? (children's answers)

Where did you buy the bun?(children's answers)

With whom did you share?(children's answers)

Well done cat, knows how to share, do you want to play with him?(children's answers)

Let the children play with the toy, take them out of the lesson.

Miracle, miracle Christmas

Tasks:

Educational: expand and deepen children's ideas about ancient Russian customs; expand knowledge about the holiday of Christmas; learn a new carol; enrich the vocabulary with nouns (magi, frankincense, myrrh).

Developing: develop speech, attention, memory, thinking, positive emotions, sensitivity to the native language.

Nurturing: to cultivate respect, interest in Russian traditions, in Russian folklore, a sense of collectivism.

Course progress.

Bells are ringing (audio recording).

Educator. Guys, today I invite you to feel the joy of Christmas!

Christmas haze all around

Bells ring in the darkness

And with them the words sound in harmony:

"Peace on earth and happiness to all!"

- There is no other holiday of love and light in the world that unites all people. Everywhere where people who believe in Christ live, this day is celebrated, both children and adults look forward to it every year.

- Guys, do any of you know what kind of holiday it is - Christmas? What do we celebrate on this day?(Birth of the Christ child)

- That's right, guys! Now we will scroll the magic wheel of history 3 times, and it will tell us a lot of new and interesting things about the holiday! And the wheel of history will be an old Russian spinning wheel.

- Guys, you need to twist and pronounce the magic words: “One, two, three, spinning wheel, help! »

- Who wants to help me turn the wheel of history?

The teacher, together with the child, spins the spinning wheel, pronouncing the magic words.

Educator. Oh look! The spinning wheel gave us a ball! Let's see where he goes.

Examination of the book "Christmas" with three-dimensional pictures.

Educator. Yes, this is the city of Bethlehem! The city where Christ was born. And here is the cave in which animals were hiding from the weather: an ox and a donkey - they warmed the baby with their warm breath. The nursery, in which the animals were fed, became the first cradle of the baby. After the birth of Jesus, the first of the people to bow to him were the shepherds, informed of this event by the appearance of an angel. A wonderful star appeared in the sky, which led the magi to the baby Jesus. She shone over his cave, showing the way.

- Who are the Magi? These are the sages. They presented Christ with royal gifts - gold, frankincense and myrrh.(Myrrh is a fragrant substance that is extracted from a tree. Frankincense is a fragrant tree resin) .

- Guys, what Russian traditions of celebrating Christmas do you know? (Caroling, visiting and inviting guests to their place, people weave a Christmas wreath from spruce branches, winter fun begins, at night, on the eve of the holiday, believers go to church for service).

- As soon as the first day of the holiday came, Christmas time began in Rus', the first mummers appeared on the streets - children, and then adults. Guys and girls dressed up in animals - a goat, a bear, in shepherds. In groups they went from house to house, congratulated on the holiday, wished the best with special carol songs. We will now learn one of these carols. Here listen:

carol, carol,

Give me the pie

Pancakes and sweets

For the joy of children!

- I invite you guys to start Christmas festivities!

- Let's play the Golden Gate game.

Children are divided into 2 teams. One team joins hands and says the words:

Golden Gate

They don't always open.

Saying goodbye for the first time

The second time is forbidden

And for the third time -

We won't miss you!

At this time, the second team moves "snake" one after another. On the last words children give up and those who remain in the circle become in a round dance, the rest continue to play .

Educator. Guys, let's again ask the magic ball and spinning wheel to help us and show the way to the festive table. Sit on your chairs and get ready to say the magic words.

- Oh, something is not spinning the wheel! Guys, the ball tells me what to say that you learned something new in the lesson, what do you remember?(children's answers)

Now let's try again:

One, two, three, spinning wheel, help!

- And here is the festive table, let's go to it and have a tea party with sweets!

Doll Pelenashka

Tasks:

Educational: to consolidate children's knowledge about the folk rag doll; teach children how to make a folk doll Pelenashka.

Developing: Develop creative imagination, aesthetic taste, arouse interest in the manufacture of folk dolls

Nurturing: To cultivate sincere feelings of love for the Motherland, a propensity for work, respect for Russian culture

Material: items of Russian life - a chest, a towel, wooden utensils, nesting dolls, rag dolls; a knot with ribbons and shreds of fabric for making dolls; toy Brownie Kuzya.

Lesson progress

Educator: Hello children! Come visit me! Look how beautiful my room is. So many interesting things here. This room is called the upper room.

In the old days in Rus', as the peasants finished all the work in the fields, they gathered in a spacious hut for gatherings, where they sang songs, danced round dances and played games, made various toys, embroidered, weaved lace and made dolls from shreds of fabric. The dolls were different. They were made by adults and older children. And there are rag dolls in my room. Let's take a look at them.

Dolls are different: amulet dolls protected and saved a person from dangers, play dolls - children played with these dolls, ritual dolls - these dolls were placed in a prominent place in the hut, rituals were performed with them.

Look, all dolls have no eyes, nose, mouth. They are faceless. What does it mean?

Children: They are faceless.

Educator: They were made faceless on purpose. It was believed that evil forces could not move into such dolls and harm a person.

Oh guys, we forgot to tell you about one more doll. Hear who's crying?

Children: This little baby is crying.(The teacher and the children approach the cradle where the Swaddle lies).

Educator: We didn't talk about this doll. She is called Pelenashka, a charm doll, she protects small children from everything bad.

Excuse us, doll, that we forgot about you. Guys, what can we do so that the doll does not cry?

Children: We can take pity on her, shake her.

Educator: And can we make the same diaper dolls for her, so that she would not be sad?

Children: Yes we can.

Educator: Well then, get to work. Now we are going to make diaper dolls.(The teacher approaches the table, where there are shreds of fabric, threads) . Oh, there are not all shreds and ribbons. Maybe they got lost? And the magic knot was gone.(The teacher is looking for a bundle) . Nowhere, what to do?(Kuzya comes in with a bundle in his hands) .

Kuzya. Hello, I'm a brownie Kuzma, I guard the house, and I like order in everything. Is this your bundle?

Educator: Yes, mine, I lost it.

Kuzya: (gives a bundle to the teacher) Take it, lose no more. And what lies there?

Educator: I'll show you now(unties the knot, puts the pieces of fabric and ribbon on the table) .

Kuzya: Rags, ribbons, why do you need it?

Educator: Kuzenka, and now the guys and I will make dolls from fabric. Stay with us and we will teach you.

Kuzya: I will gladly stay.

Educator: And now Kuzenka, help me, while I tell the children how to make dolls, you lay out the ribbons and shreds on the table.

And you guys, look and listen to how we will make a doll.

I take a strip of white fabric, fold it in half and roll it tightly into a roller. I tightly pull the roller with a red thread, because the red color is protective, protective. Then I put on a scarf on the roller. Now I wrap the roller in a diaper and wrap it with a ribbon. The diaper is ready.

Well, now you tell me where you will start the work(children tell the procedure for making a doll).

Well done, you remember everything. Get in and get to work(in the course of work, the teacher approaches the children, helps).

Guys, show me your dolls.

Kuzya: What beautiful dolls turned out, well done. And I, too, did not lag behind you, look at what kind of doll I have.

Educator: Well done Kuzya. Did a good job. Guys, repeat again what the dolls are called.

Children: Swaddles.

Educator: Well done, you've done a great job! Well, now you can rest. Let's sing a lullaby for our dolls, shake them.(Children after singing the song put the dolls in the cradle).

Guys, look. Swaddling is no longer crying, why?

Children: Because we made her a lot of girlfriends and sang a lullaby.

Kuzya: It's good for you, but it's time for me to go home. Goodbye!(Kuzya leaves).

Educator: Guys, did you like visiting me?

Children: Yes, I liked it, I learned a lot of interesting things.

Entertainment for children "Meeting Maslenitsa"

Tasks:

Educational: introduce children to the traditions of the Russian people, continue to acquaint children with various genres oral folk art.

Developing: to promote the development of friendly relationships between parents, children and educators.

Nurturing: to cultivate love for Russian folk traditions, to involve parents in the life of the kindergarten.

Material: costumes of Skomorokh, Baba Yaga, Shrovetide, Bear for adults, audio recordings of the songs “If there was no winter”, “White snowflakes”, “Dancing”, a rope, a dish of pancakes.

buffoon : I am a cheerful buffoon,

I walk all over the world

I know everything in the world

I came to you to have fun and have fun,

Meet the Maslenitsa holiday!

Guys, do you know what holiday is today? It's called Shrovetide. In late February or early March, Maslenitsa has long been celebrated in Rus' - the holiday of the end of winter and the welcome of spring. Today we are seeing off the winter.

You are winter-winter

All roads covered

All roads, all paths

No drive, no pass!

We'll all go in circles

Let's dance and sing together!

Round dance to the song "If there was no winter"

buffoon : We open Shrove Tuesday, the fun begins! Meet Maslenitsa is coming!

Under musicBaba Yaga rides on a horse.

Baba Yaga : Here I am! Hello guys!

What are you laughing like foals?

I have been appointed Shrovetide!

Cheer up, praise me!

buffoon : Some kind of strange Maslenitsa we have, something is wrong here! Can we drive her away?

Baba Yaga : Do you want to drive Shrove Tuesday?

This is not for you to chew bagels!

Even though I'm retired

And I don't go to work

And to be strong and dexterous,

I'm doing a workout!

Who can compete with me?

Let's compete now...

Game - competition "Tug of war"

Baba Yaga: And now - a game, not entertainment,

A game with a sporting value,

Jump as high as you can

You can jump over the roof!

Children jump in place and scattered

buffoon : Interesting, this is the first time I see such a Maslenitsa. Some strange, untidy ...

Baba Yaga: Dget off me, you're tired!

I call Shrove Tuesday, I come to you for a week.

I brought a lot of dirty tricks, a whole basket of bad things!

Oh what am I?

Brought pancakes and sweets

A whole basket of joys.

buffoon : Guys, look, it's Baba Yaga in disguise!

What are you watching, friends, we can not hesitate!

We are surrounding Grandma Ezhka, we know something about her!

The outdoor game "Grandma Ezhka" is being held

Children stand in a circle, hold hands. "Grandma-Hedgehog" stands in the middle of the circle. Children begin to tease "Grandma-Hedgehog":

- Grandmother-Hedgehog, bone leg.

She stoked the stove, cooked her leg,

Went out on the porch

Ate a man.

And then he says

Grandmother Yozhka : "My stomach hurts."

And he begins to twist the broom in a circle above the ground. Children must jump so that the "Grandmother-Hedgehog" does not hit them with a broom.

buffoon : Go away, Shrove Tuesday! We need a real one!

Baba Yaga: Do not drive me away, I will no longer be mischievous! Can I stay with you to have fun, to meet Maslenitsa!

buffoon : Well, guys, let's allow Baba Yaga to stay on our holiday? Well, stay, just be good! Come on, guys, let's all call the real Maslenitsa together:

Maslenitsa-wryneck,

We welcome you well:

Let's have fun and play

Let's sing songs loudly!

Hurry up to us

Bring the red spring

Take away the fierce winter from us!

Carnival comes to the music .

Pancake week : Hello kids!
girls and boys!
Thank you for calling.
Our holiday is great
We are not allowed to stand

Sit in a sledge together,

Ride along the track!

The game "Sanochki" is being held

Pancake week : Guys, I didn’t come to you alone, I brought Mishka Toptyzhka with me. He slept in his lair all winter, and now he has woken up and wants to play with you.

An outdoor game "At the bear in the forest" is being held

Bear: I am a clubfoot bear, I beckon the children with my paw.

I invite you to play, to dance in the clearing.

Round dance to a spring song

buffoon : Wide Maslenitsa,

We praise you

We ride on the mountains

We eat pancakes.

Like Shrove Week

Pancakes flew out of the oven.

Maslenitsa, treat,

Give everyone pancakes.

Pancake week : I brought you ruddy, hot, tasty pancakes, only it's cold outside, pancakes are waiting for you in groups, guys.

I had a lot of fun

I loved all the guys

But it's time to say goodbye

What to do, things are waiting!

Maslenitsa leaves

buffoon : It's time for us to say goodbye to Maslenitsa, which means the end of Winter!

Go away, winter! Come spring!

Farewell winter! Farewell, Shrovetide!

Let's go to the group to eat pancakes!

Mushroom kingdom, berry state

Tasks:

Educational: consolidate knowledge about mushrooms and berries, features of appearance, places of growth.

Developing: to activate vocabulary on the topic; develop attention, thinking, visual perception; development of general and fine motor skills, coordination of speech with movement.

Nurturing: foster respect for the environment; develop curiosity.

Lesson progress:

Educator: Guys, you know that our earth we live on is round. The earth revolves around the sun and therefore the seasons have their own sequence. After winter comes spring, then summer, then autumn.

The game is held all year round. Children stand in a circle, take turns “slapping” the names of the seasons, following the sequence.

Educator: Today we are going to the forest.

We walked into the forest, walked, came to the clearing.

Hello dense forest, full of fairy tales and miracles...

Meets Lesovichok with a basket of mushrooms and berries.

Lesovichok: Mushrooms are unusual plants, they have no branches, no leaves, no flowers.(looking at the picture). What do mushrooms have? Leg, hat, mushroom roots. Fungi reproduce by spores. Spores are small particles that hide in mushroom caps. When the mushrooms mature, the spores fall to the ground. Young mushrooms grow from spores. Mushrooms get water and nutrients from the ground through the roots - strings. People who go to the forest for mushrooms are called mushroom pickers. Edible mushrooms are very tasty and healthy. They can be boiled, fried, marinated, dried.

- Each mushroom has its own house where it grows. Boletus mushroom grows in pine and spruce forest. They grow up in families. Oilers grow in the pine forest, the hat of the butter dish is slippery, as if greased with oil.

What mushroom did we find under the aspen? Which one is under the birch?(children's answers)

But in the thick grass grew chanterelles - red chanterelles. Hey, what is this miracle stump? All strewn with mushrooms. These are mushrooms, they grow in large families on stumps.

- In the clearing we saw a beautiful mushroom: red with white spots. This is fly agaric. When the fly agaric grows old, the edges of its cap will turn up and it will turn into a saucer. It will rain, there will be water in the saucer. Not simple - poisonous. A fly will drink this water and die. Therefore, they call him Amanita.

Finger gymnastics "For mushrooms".

Top top. Five steps, there are five mushrooms in the box.

Amanita muscaria is a dangerous mushroom.

And the second is a fox, a red-haired sister

The third mushroom is a wave, a pink ear.

And the fourth mushroom is morel, a bearded fat man.

The fifth mushroom is white, eat it boldly.

"Riddles-Riddles".

Lesovichok arranges pictures of mushrooms on the flannelgraph.

Listen to my riddles and name rather guesses.

This mushroom lives under the spruce, under its huge shadow.

Wise bearded old man, resident of the forest - ... (boletus)

***

I am growing in a red cap among aspen roots.

You will see me a mile away - I'm called - ... (boletus)

***

The brothers are sitting on the stump. All - freckled rascals.

These friendly guys are called ... (honey mushrooms)

***

In the forest, to the delight of people, among young pines,

A fungus grows in a shiny dark hat ... (oil can)

In thin dresses at the edge, girlfriends lead a round dance.

Dresses - striped silk: red, white, pink, satin.

On an autumn day at the edge of the forest, how beautiful you are ... (waves)

***

They wear red-haired berets, they bring autumn to the forest in summer.

Very friendly sisters - golden ... (chanterelles)

***

Near the forest on the edge, decorating the dark forest,

Grew motley, like Parsley, poisonous ... (fly agaric)

Fizminutka "Raspberry".

- And now I invite you to raspberries.(To the music, the children stand in a circle, sing a song and perform movements according to the text of the song).

Berries are small juicy fruits of shrubs and herbaceous plants (pictures of berries are placed on the flannelgraph). What do berries have? Root, stem, leaves and fruit. Strawberries love a lot of light, so they can be found in sunny clearings. Lingonberries are harvested on dried marsh hummocks. Cranberries grow in the swamp.

Small children sit under the leaf on each branch.

The one who picks up the kids

The hands will be smeared and the mouth. (Blueberry)

***

We'll bend down to the ground

To fill boxes.

We move the stems -

Collecting lights. (Strawberry)

***

I'm red and sour

She grew up in a swamp.

Ripe under the snow

Well, who knows me? (Cranberry)

***

Red beads hang

They are looking at us from the bushes.

Love these beads

Children, bees and bears. (Raspberry) .

And so our trip to the forest came to an end. I give you my box. We collected a lot of berries and mushrooms here. Come visit the forest. But remember simple rules picking berries and mushrooms.

- do not pick, do not trample on poisonous mushrooms - forest dwellers need them.

- cut the mushrooms carefully so as not to damage the mycelium.

- do not pull out the bushes of berries.

- collect only familiar berries and mushrooms.

I want to live too

Tasks:

Educational: Introduce children to the Red Book, protected plants and animals.

Developing: To give children an idea that people, poorly knowing nature, have killed many plants and animals, that as a result of the deterioration of the ecological situation in nature, wild animals continue to die on our planet.

Nurturing: cultivate love for nature and native land.

Vocabulary work:

Red Book, reserve, mycelium, fry.

Lesson progress:

caregiver : Guys, there are a lot of different plants and animals in our country. Among them there are those of which there are very few left. That's what they call rare. Rare animals and plants in our country, and in other countries too, are protected by law. But unkind people often break this law. Man is often very cruel to plants and animals. Very often people do not spare them, destroy them for their own purposes. Some creatures suffer because of beautiful fur, others because of delicious meat, and still others because people are afraid of them. Gradually, plants and animals remain less and less.

People thought: how to stop this disgrace, to prevent the disappearance of a single living being.

Tree, grass, flower and bird

They don't always know how to defend themselves.

If they are destroyed

We will be alone on the planet.

And so the scientists decided to publish the Red Book. But why red and not some other color? Because red is the color of danger! Attention! It's like a red traffic light warning "Caution! Trouble might happen. This is what the Red Book of Russia looks like(Show).

It tells which animals and plants are in danger.

Take a look at these pictures.(Show). They depict animals, birds, insects that need protection. There are few of them left in Russia.

In the old days, people wisely used the gifts of nature. They never killed females and cubs, released young fish and fish with eggs from the nets, cut down only old and diseased trees.

Unfortunately, nowadays people have forgotten about these good traditions of their ancestors.

But the wonderful thing is that a person knows how to correct his mistakes. In addition to the Red Book, people came up with nature reserves. What is a reserve? The reserve is a place where nature has the right to live according to its own laws. And a person does not interfere with them, occasionally comes to this place as a guest. Everything is protected in the reserve: herbs, mushrooms, birds, fish and all living things. What do you think, is it only necessary to protect nature in nature reserves? (Answers of children). That's right, you need to protect nature in any place. Let's remember the rules of nature conservation.

1. In nature, remember what you see.

2. Walk along the paths.

3. Do not break tree branches.

4. Do not trample on flowers, herbs.

5. Do not shout, do not turn on loud music.

6. Do not climb into bird nests.

7. Do not catch insects.

8. Do not destroy mycelium.

9. Do not catch fry and frogs.

10. Do not tear cobwebs.

11. Do not leave unextinguished fires.

12. Do not ruin anthills.

How can we help rare plants and animals?(Answers of children). Let us ourselves never offend them ourselves and let them not be offended by others. We will tell everyone we know about defenseless plants and flowers.

Is on the ground huge house

Under a blue roof

Sun, rain and thunder live in it,

Forest and sea surf.

Birds and flowers live in it,

Cheerful sound of the stream.

You live in that bright house.

And all your friends.

Wherever the roads lead,

You will always be in it.

The nature of the native land

This house is called.

Please tell us what new things we learned today(children's answers) .

Without memory, there are no traditions; without traditions, there is no culture; without culture, there is no education; without education, there is no spirituality; without spirituality, there is no personality; without personality, there is no people as a historical personality.

In the last decade, almost all countries of the world have seen an intensive growth of national consciousness.

Our country is no exception in this matter. This is connected with the problem of restoring ethnic identity, which was largely lost at the end of the 20th century.

The changes that took place in our country led to the fact that:

the concepts of true values are lost, there are no feelings of patriotism and philanthropy;

the ideals of a man - a worker, a warrior - the defender of the Fatherland, disappeared.

family and household traditions, customs, respect and reverence for elders, secrets of mutual respect and “cord” in the family are forgotten;

girls, carriers of the tribal way of life, are indifferent to their mothers and their own children, they bring up their children as slaves of momentary pleasures.

How, by what means can we accelerate the growth of national consciousness and revive the lost values.

It is folk culture that is able to revive the continuity of generations, to convey to the younger generation moral principles, spiritual and artistic values, and the preschool period of childhood is favorable for familiarization with its origins. Researchers of folk art M.A. Nekrasova, N.P. Sakulina, T.L. Shpikalova, E.A. Flerina and others note that it is the inclusion of a preschool child in various activities based on the material of folk art that is one of the main conditions for the full-fledged moral and aesthetic education of a child and the development of his artistic and creative abilities. Speaking about folk art, N.P. Sakulina wrote: “Folk decorative art meets the interests of preschool children, provides rich food for their artistic perception, contributes to the development of their aesthetic experiences and first aesthetic judgments.

Having studied the scientific idea of teachers about the importance of folk culture for the revival and restoration of the interrupted connection of times, I came to the conclusion that it is necessary to familiarize preschoolers with the life-giving source of folk wisdom.

The absence of a section on moral and aesthetic education in the program of L.A. Wenger "Development" prompted me to create my own system of work, which is aimed at the comprehensive development of the child's personality, the formation of his spiritual culture through moral and aesthetic education and the development of his artistic and creative abilities.

When developing a system of work, it was taken into account mandatory minimum on the formation of moral and aesthetic qualities and artistic and creative abilities of preschoolers.

A distinctive feature of my system is that the composition “Family” is used in the implementation process, consisting of six life-size puppets in Russian folk costumes, which contributes to familiarizing preschool children with the origins of folk culture. After all, it is in the family that the child begins to discover the world and comprehend himself in a vast, frighteningly unknown space.

The system of work includes:

Diagnosis of formation spiritually - moral qualities and creative abilities of children;

Creation of a subject-spatial environment;

Organization of the circle "Our skillful hands";

Interaction with the family in order to develop interest in the spiritual and moral education of children.

On the initial stage, relying on the recommendations of L.S. Kuprina and T.A. Budarina, we designed a “folk culture zone” - a “hut”. In the free room of the kindergarten, he built a wooden frame. Here, they “laid down” the stove, made wooden benches and tables, laid self-woven rugs. Most of the exhibits are relics of my maternal family and household items collected by me in the village of Mezenskoye Sverdlovsk region in which I was born. The “hut” now has beaten-out antique curtains, a cradle, spinning wheels, a goddess, a cast-iron pot, a tong, a samovar, wooden spoons, pots, kitchen utensils, and embroidered towels.

An important attribute of the "hut" is the puppet composition "Family" in Russian folk costumes. The costumes were created on the basis of reliable ethnographic data according to the patterns - patterns of Russian folk costumes that existed from the end of the 18th to the beginning of the 20th centuries.

Introducing children to family and everyday traditions, customs, respect and reverence for elders, the secrets of mutual respect and "cord" in the family should begin in the family. The main educator in the family is the family!

Thus the idea of creating a “doll family” was born. Dolls accompany us all our lives, they not only entertain, but also teach. Dolls are accessible, understandable, interesting to all children. That's why I decided to create not one or two dolls, but a whole family - the image of the family that raised me.

Our dolls cause only positive emotions.

"Father"- an aged man with a beard, possibly in a hat, in a sleeveless shirt, a shirt with rich embroidery, bast shoes on his feet.

"Mother"- with a very kind face, dressed in a red sundress, on her shoulders - a rich scarf, on her head - a kokoshnik embroidered with pearls.

"Oldest Son"- to become youthful, a playful smile on his face, a shirt like a groom's, striped ports, bast shoes on his feet.

"Eldest daughter"- must be modest, with downcast eyes, in a cotton sundress, she must have an apron with embroidery, a rich bandage on her head.

"Younger son"- the face is childish, the figure is clumsy, so the clothes seem "big".

"Lalka"- this is a doll - a "twist" in a patchwork quilt.

Folk costume is a kind of cultural language that introduces children to Russian traditions, a certain way of life, the role and tasks in the family of a man and a woman.

This system is being implemented within the circle "Our skillful hands".

When selecting children in a circle, she took into account, first of all, the interest of children in folk decorative art, age and mental capacity children obtained as a result of diagnostic studies.

Classes of the circle are held in the "hut" using the composition "Family".

The entire learning process is creative, research and educational. The introduction of elements of the game into the learning process allows classes to take place lively and emotionally. Through games, children get acquainted with the concepts of "family", "genus", "relatives". (See Appendix No. 1)

Dolls "live" in a peasant "hut". They love to communicate with the guys very much, meet guests in the "hut" and often come to the group themselves. These dolls are the children's favorites. Children take them for their friends and value friendship with them. Dolls are carriers of folk wisdom, they know a lot of Russian folk tales, songs, sayings. Children love to listen to them. Classes with the participation of dolls of the composition "Family" are always complex and rich in content. Children are engaged in them various types activities, they learn new things, reinforce what they have learned, acquire certain knowledge and skills, and the dolls, in turn, actively stimulate them, provoke them with jokes. Dolls take out unfamiliar, strange and interesting objects for children from the “old” chest, and fairy tales, riddles, and books appear from there.

Dolls, like any person, can sometimes have a bad mood, they can be preoccupied with something, and then the guys come to the aid of their friends, calm them down, make them laugh, share their “secrets”, prepare surprises for them. The dolls cheered up, smiled, and praised the guys. The praise that a child receives for his sympathy stimulates his desire to give joy to others and be happy from this.

But the educational effect of their use may be lost if there is no systematic work. Therefore, the communication of children with members of the "Family" is realized in festive - playing, educational, labor and other types of children's activities. The wider the sphere of communication of children with dolls, the more they will experience positive emotions, the faster they will learn the material, the faster they will form knowledge moral standards, aesthetic ideals, labor skills and communication in general.

Family culture forms the spiritual life of the child, lays the foundation for intellectual and emotional development, brings up a variety of needs and abilities, promotes co-creation of children and adults. Therefore, I pay special attention in my work to strengthening ties with parents. I achieved that parents became not outside observers, but active participants in the pedagogical process. They take part not only in the holidays, where they play roles, read poetry, participate in games, but also actively discuss issues of education at our meetings in the Gorenka parent club

When assessing the formation of social and moral qualities in children, I use the diagnosis of T.M. Bondarenko, and to assess creative abilities, I use the diagnosis of S.T. Komarova, O.A. Solomennikova.

Analysis of the latest diagnostics proves that in the course of the introduction of the system of work, the level of formation of spiritual and moral qualities and creative abilities of children has increased.

Children have become more benevolent, learned to respect another person, show respect for the world around them, become kinder and more merciful.

Children are passionate about the process of creativity, their work is original, they can easily move from one idea to another.

Our pupils demonstrate highly developed social, moral and creative qualities at city competitions.

They are the winners of the competitions:

In the city of Moscow (International competition) - works on tapestry;

"New Year's toy" 1st place and "The beauty of God's world" certificates for 2nd place;

Received certificate of honor for participation in the city competition "Craftsmen of Nyagan" for the 20th anniversary of the city from the "Museum and Cultural Center" for creative works on weaving "Tapestry";

Diploma for participation in the city exhibition of applied arts "Craftsmen of Nyagan" for the Day of Russia (action Nyagan Arbat) for products made of dough plastics, the composition "Merry" flour salts ";

My composition "Family" was awarded a diploma of the 1st degree of the Committee on Culture and Art of the city of Nyagan and a diploma of a participant in the exhibition "Craftsmen of Nyagan" as part of the "Days of Slavic Writing" and the 1st city competition - the festival "Games and Toys"

I distribute my knowledge on the formation of spiritual and moral qualities among preschoolers among the colleagues of the city.

I work on familiarizing children with the origins of folk culture in close contact with public organizations with the "Center of Applied Arts and Crafts" I am a donor to the Nyagan Museum and Cultural Center in the accumulation of funds.

The system gave an effective result and can be used by teachers preschool institutions for the formation of spiritual and moral qualities and the development of creative abilities I consider my topic relevant, since 2008 was declared the year of the family. Introducing children to the origins of folk culture is a joy, it is a labor that brings priceless fruits.