Knyazev, introducing preschoolers to Russian folk culture. Introducing children to the origins of Russian folk culture

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

10.Thematic planning:

11. Information resources

12. Pedagogical conditions

13. Perspective plan of work with parents

1. Diagnostic criteria for assessing knowledge on the assimilation of the program

15. List of references

16. APPENDIX. Methodological support.

EXPLANATORY NOTE.

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

This program is based on the program of O.L. Knyazeva, M.D. Makhaneva "Introducing children to the origins of Russian folk culture". In addition, the program is significantly complemented by classes in the design of natural materials and integrated arts and crafts classes. This program "Introducing children to the origins of Russian folk culture" is a specialized program for the aesthetic education of preschool children, effectively contributing to the spiritual and intellectual development aimed at familiarizing children with the best traditions decorative and applied art, development of creative abilities of children, acquaintance with the history of folk art. This program is based on the concept of aesthetic education and the development of artistic and creative abilities of children, which are based on the principles of nationality, the integrated use of different types of art. 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. The educational material provided for by the program is distributed in a certain sequence, taking into account age and individual features 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 crafts. Lessons are arranged from simple to complex. Attached is a summary

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:

• The program has been developed and is being implemented in accordance with the general concept of DOW focused on the formation of the child sustainable value orientation towards self-identification as creative personality that preserves and develops the traditions of national culture. Introducing children to traditional Russian culture is seen as an activity that meets the needs modern man, opening the way to the knowledge and self-realization of one's own personality, contributing to the development of a positive model of behavior as a citizen, patriot, successor of the national cultural tradition.

Program goal:

Active involvement of children in cultural traditions of the Russian people through the activation of the cognitive activity of preschoolers when introducing children to the Russian national culture.

Program objectives: Educational:

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

Developing:

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

Tutorials:

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

Program construction principles:

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

Areas of work:

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

Components of patriotic education:

• Content (children's ideas about the world around)
• About the culture of the people, their traditions, creativity
• On the nature of the native land and country and human activities in nature
• About the history of the country, reflected in the names of streets, monuments
• On the symbolism of the native city and country (coat of arms, anthem, flag)
• Emotionally motivating (emotionally positive child's feelings about the environment the world)
• Love and affection for family and home
• Interest in the life of the native city and country

• Pride in your country's accomplishments
• Respect for the culture and traditions of the people, for the historical past
• Admiration for folk art
• Love for native nature, for native language
• Respect for the worker and the desire to take part in the work
• activity (reflection of attitude to the world in activity)
• productive activity
• Musical activities
• cognitive activity

Expected results:

• Awakening interest in the history and culture of their homeland.
• Expanding the horizons of children through the museum of rag dolls and everyday life, created by teachers and parents.
• Widespread use of all kinds of folklore.
• Combining the efforts of teachers and parents in organizing work to familiarize them with the Russian national culture.

Increasing the competence of parents on the organization of work on familiarization with the Russian national culture.

Methods:

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

The program provides for various types of classes - game classes, memory development classes, speech development classes, music lessons fine arts and manual labor.

Syllabus.

The main thematic areas of the program:

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

Thematic planning:

	Subject
	Activity-game Visiting the Hostess
	Lesson-game “Work in the field and at home. Autumn preparations for the future "		Acquaintance with autumn holidays and related folk customs. Explanation of the meaning of the Russian proverb: "Prepare the sleigh in the summer, and the cart in the winter." Familiarization of children with methods of harvesting vegetables and fruits, mushrooms, their storage, placement of blanks in a Russian hut. Design of the exhibition "Merry Garden". Holding the harvest festival "Autumn" folk games: “Like grandfather Egor”, “Clutzer”, “Drake”.
	Lesson-game we ask in our hut		To prepare children for a new form of work - classes in the "Russian hut", to interest them, to acquaint children with the exposition "Russian Life", its Mistress, to acquaint them with the arrangement of things and objects of Russian life; enrich the vocabulary of children through sayings, proverbs, give the first ideas about the customs associated with receiving guests.
	Occupation-game The stove is like a mother (Without a stove, a hut is not a hut)		To acquaint children with the device of the Russian hut, its main attraction - the Russian stove. To give an idea that the oven in the hut performed several functions: they cooked on it and in it, prepared food for the winter - they dried mushrooms, berries and fruits, baked bread, slept, were treated, even steamed, heated; tell about the construction of the furnace and the secrets of the stove-makers. Enrich the vocabulary of children with sayings, proverbs, riddles about the Russian stove and kitchen utensils.
	Occupation-game of antiques»		Continue introducing children to museum exhibits. Vocabulary activation: stove, tong, poker, yoke, household utensils. Give an idea of ​​how it was used in the economy. To form figurative speech, use sayings, proverbs, riddles in colloquial speech. Cultivate interest in folk life.
	Occupation-game around the head "		To give children knowledge about the cultivation of bread by peasants and baking bread in the oven. To acquaint with the tools of labor of a peasant, a grain grower. Continue to introduce

		proverbs about bread, explain the meaning of word expressions incomprehensible to children. Give an idea about the preparation of dough and the method of baking products from it, fix the names of some products: pretzel, vitushka, kulebyaka, gingerbread, bun. Expand the children's vocabulary with new words: scythe, sickle, mill, harrow, spikelet, tub. Cultivate respect for the work of the grain grower.
	Lesson-game "Village Wooden world»	To acquaint children with the dwelling of the Russian people. With the way the dwelling was built: to arouse interest in traditions, respect for elders. Carry out vocabulary work: hut, log, moss, window trim. To enrich the speech of children with sayings, proverbs in Russian. Raise interest in the knowledge of the past.
	Lesson-game What dishes will tell about themselves	To acquaint children with the origins of Russian folk art associated with the image of traditional Russian kitchen utensils, dishes, show samples and manufacturing technology of wooden spoons
	Occupation-game Gen. Hut, house, parts of the house. Their purpose"	To acquaint children with the dwelling of the Russian people. With the way the dwelling was built: to arouse interest in traditions, respect for elders. Carry out vocabulary work: hut, log, moss, window trim. To enrich the speech of children with sayings, proverbs in Russian. Raise interest in the knowledge of the past.
	Quiz Grandma's Chest	Continue to acquaint children with women's crafts: embroidered napkins, towels, folk costumes, home decorations. Remember the names of hats, shoes. To consolidate knowledge about Russian folk crafts, and their use in decorating a person's life. Cultivate respect and respect for antiquities.
	Activity-game Living antiquity(utensil)	Continue to acquaint children with household items with kitchen utensils. Introduce children to Russian cuisine. Expand the vocabulary of children through the names of dishes, utensils: cast iron, tong, cauldron, lid, pot, bowl. Develop cognitive activity.
	Occupation-game Working hands do not know boredom	Introduce children to agricultural tools. works. Vocabulary work: sickle, scythe, saw, mallet, plow, rake, hammer, tongs, anvil, plowshare, blacksmith, grain grower. Give the concept of crafts: a blacksmith, a grain grower. Introduce children to fairy tales "Spikelet". Form in children research qualities. Develop curiosity. To cultivate respect for the work of the collective farmer.
	Lesson-game Evenings	To give the children an idea of ​​what place the tools of labor occupied in the past in processing

	long hands skillful. needlewomen		linen, wool, fiber products. Vocabulary work of children: spinning wheel, spindle, comb, brush, rattle. To form cognitive qualities in children. Cultivate industriousness.
	Activity-game Lullaby song		Continue introducing children's folklore.
	Occupation-game bath "	"Russian
	Activity-game house is the best"		Introduce children to special peasant estate, the traditions of the collective construction of a Russian house; to introduce into the everyday life of children some words that are not currently used, related to the house, the estate, to show the relationship of today with the times gone by.
	The history of the holiday "Christmas"		Give the concept of "Christmas": how they prepare and spend, in honor of which the holiday is held. Instill in children a sense of patriotism. Develop cognitive activity. Raise interest in Russian culture
	Activity-game This is how we used to dress ( Folk costume: sundress, shirt)		Continue to acquaint children with national clothes. Compare Russian clothes in the old days. Find similar and distinctive features suits. Vocabulary work: caftan, sundress, shirt, kokoshnik, boots, Develop colloquial speech. Cultivate tolerance. Presentation "Clothes of our ancestors." The book "From the history of clothing"
	Lesson-game From the history of the costume - shoes (Gen. Shoes: bast shoes, felt boots)		Continue to acquaint children with national shoes. Compare Russian clothes and shoes in the old days, find similar and distinctive features. Vocabulary work: bast shoes, felt boots, chuni, boots, Develop colloquial speech. Cultivate tolerance.
	"Folk crafts"		To give an idea to the children what place the tools of labor occupied in the past in the processing of flax, wool, fibrous products. Vocabulary work of children: spinning wheel, spindle, comb, brush, rattle. To form cognitive qualities in children. Cultivate industriousness. Introduce children to women and male work: women embroidered, weaved, knitted, spun lace, men wove bast shoes from bast, baskets from wicker twigs, carved dishes from wood. Vocabulary: spindle, spinning wheel, ball, thimble
	Activity-game	Matryoshka
	Activity-game Musical		Continue to acquaint children with Russian folk musical instruments.

	tools. Wooden rattles and spoons.	To form cognitive qualities in children, an interest in the past. Vocabulary work: ratchet, wooden spoons, whistles, balalaika, psaltery,
	Activity-game Raising boys and girls in the family	Continue to acquaint children with the way of life of the Russian peasant family. To acquaint with family relations in a peasant house. Give information about the upbringing of boys and girls in a peasant family.
	Lesson-game "Mother in the house It's warm in the house"	Way of life of a Russian peasant family. Family relations in a peasant house. The role of the mother in the family. Lullaby songs. The meaning of folk proverbs and sayings about the mother (“The righteous mother is a stone fence”, “If my grandmother were, I’m not afraid of anyone”, etc.). Children and their role in the family. Development of independence of peasant children. Drawing up the story "My mother" Making a postcard for mom.
	Occupation-game Hostess assistants	Continue to acquaint children with museum exhibits. Vocabulary activation: stove, tong, poker, yoke, household utensils. Give an idea of ​​how it was used in the economy. To form figurative speech, use sayings, proverbs, riddles in colloquial speech. Cultivate interest in folk life.
	What kind of holiday is "Maslenitsa"?	To acquaint children with the national holiday "Pancake week". Give an idea about some customs, about the folk calendar of the Russian people. Give an idea why earlier people the rooks were warmly welcomed in the spring, and what it was connected with. Instill in your child an interest in traditions. Raise interest in Russian culture. Cultivate tolerance in children
	Lesson-game "Steam above, steam below - this is a Russian samovar"	Continue to acquaint children with household items, kitchen utensils, the origin of the samovar. Introduce children to Russian cuisine. Samovar as a symbol of national culture. The history of the samovar. Acquaintance of children with the history of samovar making and the traditions of Russian tea drinking. Formation in children of an understanding of the holiday as an opportunity to spend independently, fun and interesting with friends free time. Develop cognitive activity. Presentation "Samovar"
	Lesson-game From a splinter to an electric lamp	Introduce children to a kerosene lamp. To give an idea of ​​how it works, how people used to live without electricity. Enrichment of children's vocabulary: splinter, candle, kerosene lamp, electricity, kerosene, torch, soot. Presentation Life in Rus' "Flax and splinter". Develop an interest in knowledge. Build qualities in children

		research. Cultivate curiosity
	"Annunciation"	To acquaint children with the holiday "Annunciation". Give an idea about some customs, about the folk calendar of the Russian people. To give an idea why people used to say: “On this day, a girl does not weave a braid, and a bird does not build a nest,” and what it was connected with. Instill in your child an interest in traditions. Raise interest in Russian culture. Cultivate tolerance in children
	Lesson-game Animals in Slavic mythology	To give an idea to children what place animals occupied in Slavic mythology. Dictionary work of children: eagle owl, falcon, owl, quail, golden eagle. Folk Games: "Kite", "Raven", "Sparrow"
	Ditties, invocations, teasers	Carrying out the holiday "Larks". Learning spring calls "And the spring is red", "Larks". Folk games: "Kite", "Raven", "Sparrow"
	Activity-game Easter games
	"My family is my fortress"	Introduce the concept of "pedigree (genealogical) tree" into the arsenal of children's communication, introduce them to the terms of kinship, ancient and modern ideas about the family hierarchy, to give a general idea of ​​​​how to maintain a family chronicle.
	Children's toys in the old days	Keep introducing the kids
	Friendship and brotherhood is more precious than wealth	Continue to acquaint children with the Russian holiday "Russian Birch". To expand the horizons of children about folk traditions of culture. Develop a desire to participate in folk games. Cultivate a sense of national pride for your people, for your homeland, where you live.
	Love your land and sing	To give a concept about the holiday "Ivan Kupala": how gifts are collected, how the holiday is celebrated, in honor of which the holiday is held. Instill in children a sense of patriotism. Develop cognitive activity. Raise interest in Russian culture.

Informational resources:

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

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

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

Pedagogical conditions:

• Accessibility, gradual complication (performing the simplest actions smoothly leads to the development of more complex specific techniques)
• Consistency (classes are based on the learned material, familiar techniques are gradually fixed in new topics)
• Integration with other methods of preschool education
• Coordination of the thematic plan with calendar holidays
• Accounting for individual characteristics and characteristics of the team as a whole
• Information support (it is impossible to be limited only to the process of cognition, it must be accompanied by the communication of certain information)
• A sufficient level of teacher skill (knowledge of the history and traditions of Russian national culture, knowledge of basic forms)

• The presence of preliminary and preparatory stages.

Material support of the program:

To implement the program, you need:

• Spacious and bright room for GCD, conversations, didactic games. It should have shelves for exhibition works, literature, didactic material, for storing work in progress of children, materials for practical exercises: drawing paper, cardboard, fabrics, etc.
• Dressing room with a set of costumes for holidays, fairs, gatherings. Costumes are created both directly in the classroom and at home with the help of parents.
• Scenery for decorating the "fair square" and "hut" during holidays in the assembly hall or on the street.
• Inventory for folk games.
• Illustrative material, methodical literature.
• Tape recorder, audio and video recordings on the subject of the program.

Perspective plan of work with parents

		Lullaby in the life of a child	Consultation
		Christmas gatherings	joint event
		Holding Russian national holidays, entertainment, leisure activities is one of the conditions for fostering interest, love and respect for Russian national culture	Consultation
		"Maslenitsa"	Holiday
		"Annunciation"	Lesson in the preparatory group
		"Love your land and sing"	Holiday

Bibliography:

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

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

Synthesis. 2006.

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

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

Diagnostic methods:

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

Related article

"Introducing children of primary 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 the traditions and customs of the Russian people helps to cultivate love for the history and 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 fairly 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, which is determined by the peculiarities of the human psyche, which, unlike the psyche of animals, is focused not so much on adapting to environmental conditions, but on changing, transforming nature, natural habitat in accordance with subjective interests, goals. , people's needs.

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 most extensive and fertile prerequisites are being created for improving the culture of the mind, the culture of feelings, and a variety of forms of emotional response to communication, to the assessment of its effectiveness, arises.

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.

Special 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 individual and society, realizing, above 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 an important moment 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 are 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 roots ethnic cultures based on the knowledge of the identity and uniqueness of each people, the introduction into the practice of working with children of the pedagogical experience accumulated by one or another people, in order to eliminate the assimilation of cultures as a phenomenon characteristic of the process of absorption of one culture by another.

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 opportunities. The resolution of this contradiction is the development of play activity as the leading one in preschool age. The main feature of the game is its conventionality: 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.

Generally, mental development 3-year-old children are 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-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. The younger preschooler is attracted by 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 layout 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 creative development child. 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: gaming activity, cognitive activity, productive activity, familiarization with folklore, artistic speech and musical activity.

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 throughout the entire period of familiarization with the origins of Russian folk culture in order 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. At the 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 activities.

The game as the leading activity in preschool age involves familiarity with games. different peoples, using them in various forms of communion. 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: performing 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, the creation of the following conditions is of great importance:

• 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 of a family club, art workshop, joint holidays, holding a day open doors and etc.).

In practice, these conditions were specified as follows. Pedagogical technology is implemented in the system: used folk games, fairy tales, legends, etc. 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 of cognitive development of a 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, allowing to reveal the potential of the individual, to master the culture and the world around the child, to apply the knowledge gained 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 a cognitive interest" .

The project method comprehensively implements such pedagogical principles as independence, cooperation between children and adults, taking into account the age and individual characteristics of children. The method is based on the idea that 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 significant research, creative plan problems/tasks 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 obtained data, 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, project activities in kindergarten will be from the beginning of the project to its completion in the nature of joint collective creativity of the teacher and children.

Bibliography

1. Belkina V.N., Zakharova T.N. Features of project activities in a preschool educational institution. Yaroslavl Pedagogical Bulletin - 2011 - No. 4 - Volume II
2. Garanina N.K. Introducing preschoolers to folk culture by means of arts and crafts (in the conditions of a museum of a preschool institution): abstract of a dissertation for the degree of candidate of pedagogical sciences: specialty 13.00.02 /Theory and methods of training and education by area and level of education/ > / Garanina Natalia Konstantinovna; [Institute of Art Education of the Russian Academy of Education]. - Moscow: 2010. - 21 p.: ill.; 21 cm
3. 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
4. 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.
5. Mamontov S.P. Fundamentals of cultural studies. 2nd ed. M.: Iz-vo ROU, 1996, - 272 p.
6. 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
7. Tolpykin V.E., Tolpykina T.V. Culturology: a textbook for universities. 2nd ed., isp. And extra. M.: Expo, 2010. - 432 p.
8. 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.

The problem of introducing children to the origins of Russian folk culture is one of the most relevant due to the fact that it is of great importance in the formation of the traditions of the Russian people, folk culture, and customs.

We live in an interesting and difficult time, when we begin to look at many things differently, rediscover and re-evaluate many things.

First of all, this refers to our past, which we know very superficially.

What cared, pleased and disturbed the Russian people, what did they do, how did they work, what did they dream about, what did they tell and sing about, what did they pass on to their children and grandchildren? To answer these questions today means to restore the connection of times, to return the lost values.

To do this, we turned to the origins of Russian folk culture and, above all, folklore. After all, the content of folklore reflects the life of the people, their experience, sifted through the sieve of centuries, spiritual world Russian man, his thoughts, feelings, experiences.

The urgency of this problem is also expressed in the need of our society to resist the negative phenomena of the social environment in which the younger generation is being formed.

IN"Federal target program for the development of education"

talks about the need to educate a cultural, creative personality,

able to further find its place in a complex, constantly changing reality, about the emergence of a need for education moral basis the rising generation.

Folk origins turned out to be the support for the formation of the foundations of morality, which took shape over the centuries, for centuries was close and understandable to every Russian.

Folk art, as a part of material culture, has permanent moral, aesthetic, cognitive value.

Absorbing the historical experience of many generations, it is of great importance for the development of the individual. The works of folk art contain a special educational value that influences the formation of patriotic feelings.

The value of children's folklore lies in the fact that with its help an adult easily establishes emotional contact with a child, emotional communication. Interesting content, richness of fantasy, bright artistic folklore images attract the attention of the child, bring him joy and at the same time have their educational impact on him. Acquaintance with children's folklore develops interest in folk singing, fosters artistic taste, develops the child's speech, forms his moral habits, and enriches children's knowledge of nature. Bright, original, accessible in form and content, incantations, sentences, teasers are easy to remember and can be widely used by children in games. They amuse the child and at the same time teach behavioral skills. Affectionate talker folklore works causes pleasure not only in children, but also in adults who use the figurative language of the folk poetic creativity to express their care, love. For a child, folk art is accessible and understandable, and therefore interesting.

The main goal of introducing children to the origins of Russian folk culture, we have set ourselves the following:

Deeper study of the culture of the native land and use their knowledge in familiarizing children with the origins of Russian folk culture;

To educate the personality of a child with a basic culture, to form his cultural needs, emotional responsiveness.

Having defined the goal, we set ourselves specific tasks:

cultivate love for the motherland, to native land and his stories

to attach to the culture and traditions of the Russian people, to bring up the best qualities inherent in it: diligence, kindness, mutual assistance, sympathy

nurture respectful relationships with other children and adults

to teach to understand the role of the family, one's place in the family, to educate future owners(hostess)

develop values ​​for life

build self-esteem as a representative of one's people

develop children's creative and intellectual abilities, artistic taste

introduce rich, figurative native language

enrich the speech of children, develop speech culture

to reveal the effectiveness of the use of small folklore forms in different types of children's activities.

We tried to apply the material on folk art in Everyday life children. We picked up a series of nursery rhymes, jokes, finger games, riddles, proverbs, sayings, round dances, folk games and used them in working with children of the middle group in the classroom, in sensitive moments, dramatization of fairy tales, puppet and table theater.

There were also difficulties, for example, there were no appropriate materials and manuals, the surrounding reality did not give the opportunity for real familiarization of children with folk culture.

This is where parents, grandmothers, and employees came to the rescue.

By common efforts, they began to collect material in the corner of the old Russian way of life. Made a portable stove(due to lack of space) , placed household utensils, towels, towels, embroidery...etc.

Items are placed here folk arts (Gorodets, Khokhloma, Dymka, Gzhel, etc.) . This was due to the fact that it was in such an environment that I wanted to acquaint children with folk crafts throughout Russia.

Now in"hut" began to carry out activities to familiarize children with oral folk art and arts and crafts, to sing folk songs, ditties, chants.

In the future, arrange gatherings with tea drinking from a samovar, treats with cookies"larks" etc.

Folk toys and games with them brought great joy to children. Of particular interest were bright matryoshkas. We tell kids about beauty, brightness, and features of a toy. Gradually bring to the understanding of the concept"folk toy" . Older children got acquainted with its masters, the history of its origin. children younger age we introduce household items, their names, purpose, ways of working with them, and explain to older children the historical continuity with modern counterparts. For example, a torch-kerosene - an electric lamp, a roll-cast iron - an electric iron.

In addition, we show the dependence of the use of objects on lifestyle and place of residence.(the poor - with a torch, the rich - with candles; in a wooded area more wooden utensils, and in places rich in clay-clay) .

The organization of such moments implies the activity of the children themselves, since they need to guess what this or that object was for, how it was used. To help children, we make riddles, use proverbs, sayings.

We pay special attention to expanding the active vocabulary of children, taking into account the fact that often outwardly similar objects have different names(pot, jug, bench, stool..)

For greater accessibility(especially for toddlers) oral folklore works"hut" placed a painted bed with a baby doll. This is how lullabies, nursery rhymes, jokes are played.

To interest children, we use the reception of the presence of a game character. These can also be toy animals, most often found in folklore works: a cat, a dog, a cockerel ..., and fairy-tale heroes, and puppet theater characters.

Of course, be sure to include surprise moments(a chest with fairy tales, guests came, a magic chest ...) , play tricks(we go on a visit, overcoming various obstacles, traveling on different modes of transport, helping a well-known character, preparing gifts for someone, transformations, etc.)

In order to introduce children to enough complex concepts, for example, about the role of rituals and traditions in people's lives, about the meaning of sayings and folk signs, we use an excellent technique - a dialogue between the educator and the game character. The educator performs, as it were, a connecting role between the children and the game character. The character, depending on the situation, can act as an expert who teaches children, or vice versa - children teach a stupid or lazy, playful or fairy-tale character. On such examples, as a rule, educational tasks are also solved. game character doesn't always behave the best way: can be moody, naughty, impolite. Teaching and reasoning with him together with the educator, the children are affirmed in positive behavior, ways of communication.

IN"hut" more interesting and better quality began to take place joint activities to get acquainted with folk arts and crafts. The forms are diverse: integrated, by design, thematic, collective work, organization of exhibitions, folk holidays, entertainment. To increase the efficiency of mastering the technique of drawing, modeling, applications, we use games, game techniques and exercises.(see above) . It is imperative to admire the work done, praise the children, thank them for their work. It is important to learn to analyze your work and the work of your comrades. To do this, together with the children, we hang out the finished works, expose them so that each child, having found his work, can compare it with other works, see the advantages and disadvantages. The forms of analysis can be different: the choice of works on the questions of the educator, the comparison of the pattern on the object and the drawing, etc. d.

Practical experience has shown that when selecting folklore material, it is necessary to take into account the age capabilities of children. For children of primary preschool age, the so-called"small folklore forms" - nursery rhymes, riddles, counting rhymes, short tales. In middle age, along with the complication"small forms" , more and more place should be given to folk tales, proverbs, sayings. With older children, in addition to more complex folklore material, you can use such a form of work as a conversation.

After the completion of a certain segment of the work done, it can be said that the children became interested, their working capacity increased, they began to use proverbs and sayings more and more boldly not only in the classroom, but also in free activities.

The results of the diagnostics showed that the efforts made by the joint work of the educator, music worker, parents.

In our work, of course, we rely on the help of parents, we try to cooperate with them. Therefore, starting to work on the topic, we made a plan of work with parents:

1. Organize consultations on the following topics:

“Where to take the baby on a day off?”

"The role of folk art in the moral education of children"

"Oral folk art is a storehouse of folk wisdom"

2. Involve parents in collecting household items to decorate a corner"huts" in kindergarten

3. Sewing by parents of elements of the Russian folk costume(skirt, kokoshnik, apron)

4. Hold a parent meeting"Gatherings at the samovar" with a discussion of joint work to familiarize children with the origins of Russian folk culture

5. Parents, together with their children, take part in exhibitions and competitions held at the preschool educational institution.

Experience has shown how difficult it is to convey even a short folklore work to the understanding of children, since in sayings, incantations, nursery rhymes, words are often used that have not been found in modern speech for a long time.(sulfur wutitsa, drowned little children, a thief-thief climbed into the barn, climbed into the window, fell into a basket ..) . This requires visual aids.

That is why the organization of a subject-developing environment is so necessary. Therefore, it is impossible to stop there, it is necessary to engage in further replenishment."huts" items of folk life, details of folk clothes, figurative toys-characters, dolls, attracting both employees and parents.

Continue work on the selection of books with folklore works, including folding books and coloring books, cassettes, CDs, as well as costumes, attributes for theatrical performances, sets of postcards, illustrations for nursery rhymes, proverbs, and fables.

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. The upbringing of patriotic feelings at the present stage of the development of society obliges preschool educational institutions to develop cognitive interest, love for the Motherland, its historical and cultural heritage.

For preschool education, the issues of developing a creatively active personality, its spiritual potential are especially relevant. That is why it is important to include a variety of artistic activities in a child's life. creative activity. 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. promote development in children best features Russian character.

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: Amazing! Now listen to the following riddle:

Guess who is it?

Kind, strong, clever, brave.

I'm waiting for your answer guys

Well done! Certainly…

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 "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.

(Paper is superimposed on the palm White House, 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 on carousels. 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.

Right. 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, people weave a Christmas wreath from spruce branches, winter fun begins, at night, on the eve of the holiday, believers go to the temple 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 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 festive table, let's go to him 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 will 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 .

Maslenitsa : 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

Maslenitsa : 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.

Maslenitsa : 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: develop respect for 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 wonders...

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 big 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'm 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. (Raspberries) .

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) .

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

Part I. The history of the appearance of the program, forms and methods of its implementation

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

In the 2nd junior group

In the middle group

In the senior group

In the preparatory group for school

Part III. Applications.

1. "Always honor the traces of the past"

2. "The fish is looking for where it is deeper, and the man - where it is better" (places of residence, housing construction)

3. "Visiting is good, but home is better" (life and main activities of Russian people)

4. "What is the spin - such is the shirt on it" (the history of men's and women's clothing)

5. "The trouble is, if the shoemaker starts the pies, and the pieman makes the boots" (the history of men's and women's shoes)

6. "Not according to Senka hat" (the history of hats)

7. "No joke when the stomach is empty" (the history of Russian cuisine)

8. Russian samovar and tea drinking in Rus'

9. Calendar (time history)

10. Agricultural calendar

11. There is no move without signs (folk signs)

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

13. Russian folk crafts

Ceramic art products ("Dymka", "Gzhel", "Skopinskaya ceramics")

Artistic wood products (Russian carving, Khokhloma)

Lucky (Fedoskino, Palekh, Mstera, Kholuy)

Metal art products (finift, filigree, Zhostovo)

bone lace

14. Russian folk toy (toy story, matryoshka, doll)

15. Russian bell

16. Russian troika

17. Russian song (lullaby, ditties)

18. Dictionary of folk words

Foreword

It is no secret that at present no specialist in the field of preschool psychology and pedagogy can give a precise definition of what an "educational program" is. The problem is that the same term refers to both comprehensive programs that include the content of education in all major areas of child development, and training programs in individual areas (for example, teaching computer literacy, foreign language, etc.). The latter are increasingly referred to as "portion" programs. However, the introduction of such a differentiation does not remove a number of problems: how and whether it is necessary to combine several partial programs, how and whether one or another partial program can be connected to a complex one, etc. There are no ready-made answers to such questions yet, and their decision remains with each specific teaching staff, because. only he knows the contingent of his pupils, the professional capabilities of specialists, financial reserves, regional specifics, which largely influence the priorities in the overall strategy for the development of preschool education. However, the interest and desire of preschool institutions to introduce portion programs is growing every year. This, apparently, is explained by the fact that their implementation is quite easily carried out in the form of additional services; the proposed directions for the development of children are attractive to parents and distinguish a preschool institution from a number of others, positively affect its rating during certification. In addition, they can be used not only in a preschool setting, but also in club, studio work with preschool children. Therefore, despite all the difficulties and problems, it is necessary to ask the question: how should the direction and content of children's development, which is the basis of portion programs, be determined at present?

A comparative analysis of the complex "Program for the upbringing and education of children of preschool age" (1989), which was recently mandatory for all preschool institutions, with foreign counterparts in terms of their content aimed at the cognitive development of children shows that the domestic program needs to be revised, mainly with point of view of changing the number of classes, the form of their conduct, specific methods, principles of material acquisition. As for its sections related to the physical development of children, artistic and aesthetic, musical and theatrical activities, a significant number of teachers have been bringing their creative finds and additions to the content and methods proposed in the program for many years. On this topic a lot of methodical literature and magazine publications. Children usually enjoy these activities. In many kindergartens, relevant circle work is being carried out or Additional services, are arranged sport competitions and holidays, competitions and exhibitions of children's works, etc. It is important that the efforts of teachers in these areas of children's development give a good, visible result.

In addition, in recent years, several new comprehensive programs have appeared (for example, "Rainbow", "Development", "Golden Key", etc.), which are successfully used in many preschool institutions. In them, the main directions of the development of children received updated content and methodological support.

Thus, it can be stated that in recent years Russian system Pre-school education has undergone certain positive changes in terms of content renewal.

The more obvious became the vacuum formed as a result of the fact that the section "Moral education" seemed to fall out of the "Program for the upbringing and education of children of preschool age". This section, of course, bore a clear imprint of an ideological orientation ("Friendship of the Peoples of the USSR", "The Image of Lenin", "Feast of November 7", etc.). However, neither in the new comprehensive programs, nor in any of the portions, the problem of moral and patriotic education of children is practically not touched upon at all.

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

The concept of "internationalism" is also interpreted ambiguously. Internationalism can act as an opposition to national patriotism and, for example, manifest itself in the form of an association of people on the basis of one religion ("All people are brothers in Christ"). This means that a Christian is a citizen of the universe and can reject the division of people into countries, races, nationalities.

Internationalism can also manifest itself in the idea of ​​overcoming the linguistic disunity of people. Let us recall, for example, the possibility of switching to common language"Esperanto".

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

Patriotism is a feeling of love for the Motherland. The concept of "Motherland" includes all conditions of life: territory, climate, nature, organization public life, features of language and life, however, cannot be reduced to them, and they do not replace it. The historical, spatial, racial connection of people leads to the formation of their spiritual likeness. The similarity in the spiritual life leads to communication and interaction, which gives rise to creative efforts and achievements that give a special identity to culture.

In their history, many peoples carry out spiritual and creative accomplishments that endure centuries: ancient Greek art, Roman law, Germanic music, etc. Each nation brings its own, and each achievement of the people is common. That is why the national genius and his work are the subject of special patriotic pride and love: the life of the national spirit finds concentration and embodiment in his work. Genius creates from himself, but also for all his people.

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

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

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

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

Based on the foregoing, for our program "Introducing children to the origins of folk culture" we have chosen the following priorities.

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

Secondly, folklore in all its manifestations (fairy tales, songs, proverbs, sayings, round dances, etc.) should be used more widely. it is he who contains all the values ​​of the Russian language. In oral folk art, special features of the Russian character, its inherent moral values, ideas about goodness, beauty, truth, courage, diligence, and fidelity have been preserved. Introducing children to sayings, riddles, proverbs, fairy tales, we thereby introduce them to universal moral values. In Russian folklore, the word and musical rhythm, melodiousness. The nursery rhymes addressed to children, jokes, calls sound like an affectionate saying, expressing care, tenderness, faith in a prosperous future. In proverbs and sayings, various life positions are briefly and aptly assessed, human shortcomings are ridiculed, and positive qualities are praised. A special place in the works of oral folk art is occupied by a respectful attitude to work, admiration for the skill human hands. Due to this, folklore works are the richest source of cognitive and moral development of children.

Third, great place in familiarizing children with folk culture, folk holidays and traditions should occupy. It is here that the finest observations are focused on the characteristic features of the seasons, weather changes, the behavior of birds, insects, and plants. Moreover, these observations are directly related to the labor and various aspects of human social life in all their integrity and diversity.

And, lastly, familiarizing children with folk decorative painting, which captivates the soul with harmony and rhythm, allows you to captivate children with national fine arts.

Thus, educational goal Programs - introducing children to all kinds of national art - from architecture to painting and ornament, from dance, fairy tales and music to theater.

This is the strategy for the development of the child's personal culture as the basis of his patriotic feelings and love for the Motherland.

Now the national memory is gradually returning to us, and we are starting to relate to ancient holidays and traditions, folklore, art crafts, arts and crafts in which the people, having sifted through the sieve of centuries, left us the most valuable thing in a new way.

This is not to say that teachers did not understand this before. However, the standard "Program for the upbringing and education of children in kindergarten", as a guide and the main document for educators, did not include such tasks. True, already in the younger groups, it provided for the familiarization of children with folk toys (pyramid, matryoshka, liners, wheelchairs, rocking chairs, fun toys, etc.), kids were introduced to Russian folk games, round dances, folk songs, nursery rhymes, tongue twisters, fairy tales, riddles.

In addition, the "Program" included tasks to introduce children to the arts and crafts of Khokhloma, Gorodets, Dymkovo, Kargopol, Filimonovo toys. From age to age, the tasks of listening to and reproducing folklore works, perceiving the brightness of color images of folk arts and crafts, expressiveness of the transfer of game actions in combination with the word became more complicated.

However, it is no secret that the ideas of kindergarten graduates about Russian culture were fragmentary and superficial. What's the matter? Perhaps this happened because in the "Program" the tasks of introducing preschoolers to their native culture were formulated too generally. For example, "... to cultivate love for the Motherland, hometown, village", "... to introduce some products of folk applied art ...", etc. At the same time, the means and methods for solving these problems remained completely unmarked, and the educator had almost no relevant materials and manuals. Surrounding reality(especially in the city) also did not give the opportunity to really introduce children to folk culture.

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

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

And how to convey to the understanding of urban children the features of peasant labor? In practice, such a task, by the way, provided for by the standard program, was solved formally, not meaningfully associated with natural phenomena, rituals, proverbs and sayings. And this is quite understandable, because. Most of the teachers themselves do not know well the traditions and customs, the history of folk culture, they are not imbued with a sense and understanding of its antiquity and greatness.

Therefore, in order to teaching staff any preschool educational institution had the opportunity to creatively develop the proposed version of the program; in addition to organizational and methodological methods of pedagogical work, long-term plans and notes of classes, materials from a variety of literary, historical, ethnographic and art history sources are presented as an appendix. Access to such literature in full, adaptation of many texts written by professionals is very difficult for most teachers living in different regions of Russia. In addition, familiarity with these materials (Russian holidays and traditions, features of housing, clothing and cuisine, arts and crafts, etc.) will also be expedient from the point of view of expanding the personal base of the personal culture of teachers involved in the education and development of preschool children .

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

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