Barkers form positive attitude to nature, ideas, about the unity of the world and its laws.
Sunshine, gear up!
Red - show yourself!
Get out of the clouds
I'll give you a bunch of nuts! (16)
Pestushki and nursery rhymes- got its name from the words "to nurture", amuse, which means to nurse, raise. Walk for someone, carry on your arms. The term "pestun" was equivalent to the later word "educator", it is found on the pages of chronicles.
Pestle and nursery rhymes are short poetic sentences that accompany a child in the first months of life. So, having unwrapped the awakened child, the mother or grandmother, stroking him, say:
Pulls, pulls,
And in the legs - walkers,
And in the hands - grabbers,
And in the mouth - a talker,
And in the head - the mind.
Having put the child on her knees, shaking him, the mother sings:
Jump, jump, jump!
Young breast
Went on the water -
Found a young lady.
When a child is doused with water after bathing, they say:
From the goose - water,
From the swan - water,
And with Yefim all the thinness! (16)
To replace the pestles and nursery rhymes at 3-4 years old, the child comes jokes - small funny tales, stories or expressions that give a humorous touch to speech.
Tilly, Tilly, Tilly, Bom!
Cat's house caught fire.
Running chicken with a bucket
Fills the cat's house.
Introduction fantastic elements, non-fictional material, when ducks can play pipes, cockroaches chop wood, etc. contribute to the development of imagination, fantasy, the ability to look at things from an unusual perspective.
The child grows up and at the age of 5-6 he already spends most of his time on the street with his peers. In the children's environment, the child masters the ways of self-expression of his personality, self-affirmation, which naturally affects the formation of his self-esteem, self-control and self-regulation of his behavior and mood. One of the most famous means of developing these aspects of a child's personality are folk games (16)
2. The other component is a game- an inexhaustible source, a reservoir of cheerfulness, joyful knowledge of oneself and the world around. In various folk games ah, there are opportunities for educating children in activity, dexterity, initiative, and creative invention. The game satisfies the child's thirst for physical action, spiritual communication and provides abundant food for the work of the mind, heart and imagination, the ability to overcome failures, experience failure, stand up for oneself is brought up.
The educational value of the folk game can hardly be overestimated. In them, children develop physically, improve their motor skills, learn a system of norms and rules of behavior, obey and take responsibility.
Folk games are usually figurative. But this image is not static. This happens due to the fact that the game has its own case, an event, it makes up the game, it is this that the child experiences. Folk games are simple and extremely finished. Song, word and movement are organically connected in them. These are “The kite and the mother hen”, “At the bear in the forest”, “Geese-swans” and others.
Feature of children's folk game - beginning, which precedes the game. This counting rhymes. The counting table introduces into the game, helps the distribution of roles, serves the self-organization of children.
"The peas rolled on the dish,
You drive, but I won't."
« Draw” also applies to the game beginning. It is used in those games where you need to split into two parties.
« Black Horse
Stayed under the mountain
What horse
Grey-haired or golden-maned?
Observations show that modern kindergarten pedagogy has discarded this meaningful part of children's games. Game preludes are replaced by the distribution of roles and parties by adults. This is seen as the loss of the most valuable traditions of the folk game.
A number of children's games are based on the connection of song with movement. This dance games . In these games, the action is carried out in rhythm, in words and texts. Here the child dramatizes what is sung in the song:
"Loaf", "Vanya walks", "Golden Gate".
In the practice of education, folk games do not occupy their proper place. The modern technique has dismembered the song, rhythm, word, movement, action merged with each other in folk games.
Folk games with songs are often held only on music lessons. Choruses, counting rhymes are either completely forgotten, or have moved into the realm of exercises in speech. The folk game is deprived of its essential qualities, and therefore it has become less interesting for children.
It is necessary to return folk games to kindergarten children in their true form and meaning, and also to turn to the instructive traditions of these games.
Along with collective games great importance attached individual games with a doll. The doll is for the child in in a certain sense a person who can be looked after, fed, cradled, punished, etc. You can make a doll yourself, as it was done in the old days, from scraps and threads, from waste material, you can sew an apron for the doll yourself, sew on a button. Of course, for such activities, the organization of a certain environment is necessary (6)
3. We refer to the next component creation of a special environment in kindergarten, getting into which, the child can feel like in a Russian folk tale, play with household items, get acquainted with traditional folk crafts.
The Russian Hut Museum became such an environment. The creation of a hut is not the creation of a museum atmosphere, but the possibility of introducing children into a special, original world of peasant life. You can pick up the objects that surround children in the hut, feel the warmth of wood or the cold of metal, compare the weight of a birch bark and a cast iron. There is a stove with benches and a chest, rocker arms and tongs, objects of applied art and children's crafts. In the hut, children play, do crafts, and spend holidays. All activities here take place with such an emotional response that you begin to believe in the special energy of antiques.
4. The game beginning is especially brightly shown in Russian national holidays. Folk holidays is one of the brightest and most effective forms of work with children. They are associated with human labor activity, with seasonal changes in nature, important events and dates for the people.
Any national holiday begins with its expectation. Children are more than adults waiting for the holiday, because they are pleased with the festive atmosphere itself: gifts, beautiful clothes, guests. Therefore, children must know exactly what and when the holiday will take place, what is its meaning and difference from others, what each child will do so that the holiday not only takes place. Preparation for the holiday subordinates educational and educational tasks. The holiday is a kind of review of achievements in work, study and other activities.
5. Folk crafts- this is a combination of labor and creativity in the folk cultures of nations, ethnic groups, regions. Russian folk, artistic crafts are the subject of our national pride. His contribution to the treasury of world culture is original, unique and priceless.
The need for young children bright colors, colorful motifs, can be largely satisfied by the introduction of folk art into the kindergarten setting. visual arts. Russian folk art is extremely diverse in terms of subjects, motifs, and techniques. Originating in artistic crafts, it rises to the level of art in artistic painting Palekh, Mstera, constituting our national wealth. This wealth lies in the Khokhloma, Zhestov painting, the craftsmanship of the Vologda lacemakers, in the toy craftsmanship of Dymkov, Gorodets, and in many other ways.
Children's fine art is in many ways similar to what we see in folk art. A bold combination of colors, so loved by children, simplicity of form - we find all this in a folk toy, in a carving ornament, in embroidery. And all this is close and accessible to children.
Kindergarten has ample opportunities to engage in various crafts. This work brings up industriousness in children, develops skills and abilities, teaches how to use the material appropriately, Satisfies the needs of children's imagination, develops creativity and arouses great, genuine interest.
Judging by the objects that have come down to us from the depths of the distant past, people have always strived for beauty, creativity, decorating their home, everything that surrounded them in work and life.
Folk fine art lives in everyday life, surrounds us, and to this day. It is worth taking a closer look at the objects around us, and we will find in them a lot of decorative, artistic. It is necessary to teach children to see this, to skillfully draw their attention to the beauty of the things around us, and gradually the children themselves will follow this path (13)
4. Familiarization of preschoolers with the historical, cultural, national, geographical, natural and ecological originality of their native region involves regional component.
Getting acquainted with his native city, its sights, the child learns to realize himself living in a certain time period, in certain ethno-cultural conditions and at the same time to join the riches of national culture.
1.3. Stages of introducing children to the origins of Russian folk culture.
Introducing children to the origins of folk culture takes place in all age periods: early age, younger, middle and older preschool age.
It is well known that at each age stage the development of a preschooler has its own range of images, emotions, habits that are assimilated by him and become close and irreplaceable.
IN early age in sounds and colors, the world of the native family appears before the child. The child hears the voice of a loved one, feels his even calm heartbeat and breathing, feels attention to himself from an adult.
Lullabies evoke a feeling of psychological security in the child, thereby exerting a therapeutic effect on him. A positive emotional background is created due to the fact that these songs are performed in a quiet, even voice, melodiously and drawlingly.
With the help of parents, he clarifies the name and location of different sense organs and body parts: “Show me where you (mother's) eyes, nose, ears, etc. are. The child makes the simplest physical exercise: sipping, flexion and extension of the legs and arms. Often adults accompany these exercises with folk pestles and nursery rhymes.
This type folklore has such an organization of the text that allows you to include the name of a particular child in it.
Dybok, Dybok
Soon Sashenka (Mashenka, Pashenka) is a year old.
Use diminutive suffixes:
"Bayu Masha my."
So the word of the mother evokes a certain idea of maternal affection, stimulating the emotionally positive development of the child. He rejoices, laughs, actively strives to repeat the movements that give him so much pleasure.
At an early age, the child first gets acquainted with folk games: "Magpie", "Ladushki", etc. In addition to the joy and pleasure that these games bring, they simultaneously contain the “lessons” of life, and these lessons are simple, interesting, and entertaining. The goat butts the one who does not drink milk. In Soroka, porridge goes to all fingers, except for the little finger: “You didn’t carry water, you didn’t chop firewood, you didn’t cook porridge” (23.26)
In the program of social development of preschool children, L.V. Kolomeychenko, the ideas about folk culture that children in different age groups of the kindergarten master are defined.
In junior preschool age the child masters the initial ideas about some attributes of Russian traditional culture: dwelling (hut); its device (floor, walls, ceiling, roof, windows), household items (stove, table, bench, cradle), home stuff, dishes (bowl, pot, spoon, samovar); domestic animals (cat, cow, rooster); musical instruments (whistle, tambourine); holidays (New Year, Maslenitsa); toys (matryoshka, horse, doll); songs, rhymes, fairy tales.
Distinguishes and names designated attributes and some of their functions in life and in pictures;
With pleasure, he joins in playing nursery rhymes, pestle, driving round dances, performing dances, and participating in holidays.
Shows positive emotions in the process of perception of Russian folk tales, melodies;
Reflects the impressions received in a specially organized activities: visual, speech, musical, labor, game.
During middle preschool age, differentiated ideas about individual attributes of Russian traditional culture: farmstead (hut, barn, bathhouse, barn, well), the main types of traditional labor (building a house, growing and harvesting crops, cooking, clothing), objects of labor (axe, saw, spinning wheel, spindle), household items (chest, yoke), dishes (cup, dish, vase, cup, tub, korchaga), costume (shirt, sundress, jacket, belt, scarf, kokoshnik, bast shoes, felt boots, zipun), pets ( goat, cow, dog, horse, chickens, geese, ducks), national cuisine (pancakes, pies, cabbage soup, Easter cakes, honey, jelly), folk holidays (Cabbage, New Year, Christmas time, Maslenitsa, Magpies, Palm Sunday);
understands moral value folklore (proverbs, sayings, fairy tales), folk holidays;
Shows a positive attitude towards the heroes of folk tales, focuses on them in assessing his behavior;
Establishes the simplest connections between the well-being of a person and his attitude to nature, to work;
Shows interest in household items, traditional utensils, works of folk art;
Knows how to correlate the influence of nature and social factors on the phenomena and situations described in proverbs, sayings, fairy tales;
Shows empathy, sympathy for the heroes of Russian folk tales;
With pleasure she performs folk songs, dances, dances, listens to the game on folk instruments;
Strives to participate in traditional holidays;
Shows interest in dressing up in Russian traditional costumes;
Carefully treats the surrounding objects of folk life, costume, works of folk art;
Uses the information received in specially organized and independent activities: visual (sculpting, drawing, applique of household items, plants, vegetables, individual elements of the pattern), labor (cooking fruit drinks, salads), constructive (building a hut, well), musical (performing folk songs, dances, round dances, listening to folk music), games (participation in round dance, outdoor, didactic games; inclusion of roles, performance of plots on the themes of Russian folk tales).
At senior preschool age acquires differentiated knowledge about the purpose of the hut, its decoration; features of materials used in the construction of dwellings, the manufacture of household items; about the regular arrangement of things in the house; about the functions of buildings (shed, barn, bathhouse); about various types of labor (agriculture, weaving, construction, pottery, blacksmithing), their purpose, the tools used; about national clothes; about the importance of nature in human life; about folk art, its varieties (oral, decorative-applied, musical); about pagan and Christian holidays;
Able to establish relationships between seasonal changes and types of people's work; between the quality of labor and its result; between different types of folk art;
Shows a steady interest in various objects of Russian traditional culture;
Focuses on highlighting the aesthetic principle in the perception of works of Russian folk art;
Realizes the aesthetic and moral value of works of Russian folk art, Russian nature;
Guided in his behavior by the rules and norms reflected in oral folk art;
Knows how to wear traditional clothes;
Carefully treats household items, works of folk art;
Possesses the skills of folk painting, is able to determine the specifics of its individual types;
Knows the accessible language of folklore works;
Knows how to tell folk tales, it is appropriate to use proverbs, sayings;
Proficient in playing musical instruments(tambourine, whistle, rattle, triangle);
Possesses performance skills folk dances, singing;
Prefers to use the attributes of Russian folk culture in independent activities.
Shows interest in the history of his city, region.
Has differentiated ideas about his region as part of Russia, about the history of hometown, about its famous people, main attractions, traditions, people's work;
Shows concern for cleanliness, order in his microdistrict, city;
Feels a sense of satisfaction from being born and living in his native city, shows a need to transfer information about him (17)
2. Psychological and pedagogical foundations for the acquisition of the cultural heritage of the people by children .
Biological bases of development of a child of senior preschool age.
By the senior preschool age develops and strengthens the whole body child. Acquisitions in the development of coordination of movements are very great: in the field of balance, dexterity. Children have more precise movements of the hand and fingers. This gives them the ability to perform relatively complex movements in games, in drawing.
The intensive development of the structure and brain functions. Significantly increased performance nervous system . Although the process of excitation still prevails over the process of inhibition, the inhibitory function becomes more and more stable.
Speech in children of older preschool age is already rich in vocabulary, this is influenced by the already quite developed left hemisphere . Children of this age are already guided not by the object, but by the word that this object denotes. Secondary signal connections are becoming more and more persistent and strong (24)
The older preschooler continues to improve sensations, perception, auditory sensitivity . It is children of this age who are able to perceive music and learn it.
Activities and personal development.
The influence on the child from adults and peers is carried out mainly in the process of activity. Organizing activities, adults give advice on the plot of games, drawings. Only by performing joint activities, children communicate and enter into various relationships with each other, which form the basis of the children's society, contributing to the development of the personality of its members.
The leading activity of preschoolers 5-6 years old is the game. The main type is a role-playing game. In it, children reflect the diversity of reality around them. For older preschoolers, the plots of games are extremely diverse. The game can last several hours, and even for several days.
Game activity influences the formation of the arbitrariness of mental processes. The game develops arbitrary attention and arbitrary memory.
The conditions of the game require the child to focus on the objects included in the game situation, on the content of the actions being played and the plot. The need for communication, for emotional encouragement forces the child to purposeful concentration and memorization (24)
game situation affects the development mental activity preschool child.
A support for thinking is an object - a substitute. Gradually, play actions with objects are reduced, the child learns to think about objects and act with them mentally.
The experience of playing and especially real relationships of a child in a plot-role-playing game forms the basis of a special property of thinking that allows you to take the point of view of other people, anticipate their future behavior and build your own behavior on the basis of this.
In the studies of L. S. Vygotsky, it was proved that role-playing has a certain significance for the development imagination. Children learn to identify objects and act with them, create new situations in their imagination (5)
Imagination is formed in the game. In older preschoolers, the most vivid imagination is manifested in drawing, in composing fairy tales and rhymes. The imagination of preschool children is largely involuntary. The subject of imagination becomes what greatly excited the child. By the senior preschool age, a deliberate imagination is formed, guided by a pre-set goal. It is formed in the process of development of productive activities. Productive activities in children of senior preschool age rise to a high level. In connection with the growth of the capabilities of the small muscles of the hands, there is an improvement and complication in drawing and modeling. The child acquires the ability to understand the task set by the teacher, to independently follow the instructions. This leads to the intensive development of the volitional and emotional qualities of the child's personality, organization, discipline develops.
Psychologist D.B. Elkonin, in his writings on the game, argue that the game also affects personal development the child as a whole. Through the game, he gets acquainted with the behavior and relationships of adults, which become a model for his own behavior. And in it he acquires basic communication skills, the qualities necessary to establish contact with peers (33)
The game has a great influence on the development speech. The game situation requires from each child included in it a certain level of development of verbal communication. The need to communicate with peers stimulates the development of coherent speech. In the works of M.I. Lisina, the game is considered as a leading activity for the development reflective thinking.
Reflection is the ability of a person to analyze his own actions, deeds, motives and correlate them with universal human values, as well as with the actions, deeds and motives of other people (28)
In the works of D.B. Elkonin, devoted to the game, it is determined that in preschool childhood the child has to solve increasingly complex and diverse tasks that require the identification and use of connections and relationships between objects, phenomena and actions. In playing, drawing, sculpting, designing, when performing educational and labor tasks, he not only uses learned actions, but constantly modifies them, obtaining new results. Developing thinking gives children the opportunity to foresee the results of their actions in advance, to plan them (33)
The value of the game in development is invaluable memory. The memory of a preschooler is mostly involuntary. This means that the child most often does not set himself the conscious goal of remembering anything. Memorization and recollection occurs independently of his will and consciousness. They are carried out in the activity and depend on its nature. The child remembers what was paid attention to in the activity, what impressed him, what was interesting. Given the leading nature of the game, psychologist A. R. Luria concludes that it is significant for the development of voluntary memory in preschoolers. The quality of remembering objects, pictures, words depends on how actively the child acts in relation to them, especially in the game (21)
In the works of A. A. Lyublinskaya, devoted to child psychology, it is proved that children of senior preschool age first begin manage their attention, consciously direct it to certain objects and phenomena. As the planning function of speech develops, the child becomes able to organize his attention in advance on upcoming activities, to form verbally what he should be guided by. However, although preschool children begin to acquire voluntary attention, involuntary attention remains predominant throughout preschool childhood. It is difficult for children to concentrate on monotonous and unattractive activities for them at the time. As in the process of playing or solving an emotionally charged productive task, they can remain attentive for a long time. The elements of the game used in the classroom, productive activities, frequent changes in the forms of activity, allow you to maintain the attention of children at a sufficiently high level (22)
3. Introducing children to the origins of Russian folk culture.
3.1. Stages of work on introducing children to the origins of Russian folk culture.
By senior preschool age mental development the child undergoes significant changes associated with:
The development of a number of mental processes (memory, attention, thinking, imagination)
Sufficiently high degree of mastery of speech;
The accumulation of a certain stock of ideas about the world.
Thanks to this, the child has the opportunity to go beyond the limits of directly perceived reality, mentally step over the border of the immediate environment and suddenly see and understand that the world turns out to be much wider and more diverse. than he thought before.
We built our work on introducing children to the origins of folk culture in three stages.
The purpose of the first stage:
Diagnosis of children's ideas about Russian folk culture
Studying subject environment.
Analysis of methodological support on the topic.
To study children's ideas about folk culture We compiled a questionnaire that included the following questions:
1. What folk games do you know? What do you like to play?
2. What national holidays do you know? What holidays do you especially like? How?
3. Do you like needlework? What would you like to teach your friends?
4. How do you understand the proverb “Work feeds, and laziness spoils”?
5. What does “A lot of snow - a lot of bread” mean?
6. What folk song would you like to sing?
7. What sights of our city would you like to show to the guests?
You worked criteria for the diagnostic card:
High level .
1. Uses nursery rhymes, jokes, proverbs and sayings, riddles, counting rhymes, figurative expressions in active speech.
2. Knows folk signs, knows how to correlate what he saw in nature with folk omens and make appropriate inferences.
3. Knows epic and fairytale heroes knows how to recognize them in works of fine art.
4. Takes a meaningful and active part in Russian folk holidays. Knows the names of the holidays and knows how to explain what kind of holiday it is and when it happens.
5. Knows how to play mobile and round dance folk games.
6. Oriented in history, traditions, everyday life Russian people.
7. Knows the features of his region.
8. Has an idea about folk crafts. Has practical experience with different material(dough, fabric, sawdust, plant seeds, waste material)
9. Shows interest in folk culture.
Average level.
1. Knows nursery rhymes, jokes, riddles, counting rhymes, uses them in speech.
2. Knows folk signs and notices them in everyday life.
3. Knows the names of some folk holidays and takes an active part in them.
4. Knows Russian folk games and knows how to explain the rules of some of them.
5. Knows some elements of the history, traditions and life of the Russian people.
6.Knows some features of his native land.
7. Has practical skills in working with various materials.
8. Shows interest in individual elements of folk culture.
Low level .
1. Knows folklore and sometimes uses its components in speech.
2. Knows folk signs.
3. Knows the names of some holidays, but takes a passive part in them.
4. Knows 2-3 folk games and knows how to explain the rules for them.
5. Has a fragmentary idea of the history of Russia and his region.
6. Has elementary skills in working with various materials.
7. Shows no interest in folk culture.
As a result, we received the following data: In 100% of children low level presentations on this topic. Children do not know counting rhymes, sayings, proverbs. Folk games - at the level of finger games "Magpie", "Ladushki". National holidays include New Year and Birthday.
Having studied subject environment, we found out that:
There is no center in the group room that would help children to more fully and visually get acquainted with the history of life and the way of life of Russian people.
There are no didactic games on the topic.
There is no selection of material on folklore, folk games, folk signs and observations.
Little visual material.
"Development" by L. A. Wenger
"The program of social development of children of preschool age" Kolomeichenko L.V.
When analyzing Regional Program L. V. Kolomeychenko, we found out that little attention is paid to folk holidays, it is not spelled out how to involve parents and people of the older generation in introducing children to the origins of folk culture.
When analyzing the methodological support, it should be written that the MDOU as a whole is working to familiarize children with the origins of folk culture, but at the same time:
There are no thematic, long-term plans on this topic;
There are no developed abstracts of lessons on folk culture;
There is no system for planning work with children to familiarize them with the origins of folk culture;
There are few consultations for pedagogical workers of MDOU on artistic education children;
There is not enough methodological literature on folk culture and introducing children to its origins;
There is no purposeful interaction between educators and MDOU specialists on this topic.
Parent survey showed that all parents understand the need to link generations, the importance of historical knowledge of their roots, but:
find it difficult to use what methods and techniques to convey historical knowledge to preschool children;
cite lack of time;
due to their youth, the parents themselves do not have enough knowledge on this topic, and grandparents live far away.
The data from the first stage allowed us to determine tasks of the second stage of work:
1. To form a feeling of love for the Motherland based on the study of national, cultural traditions.
2.Create conditions for the perception of a holistic picture of the world.
3. To develop the ability to perceive and analyze Russian folklore, develop speech, enrich vocabulary.
4. To instill labor skills and abilities through artistic and productive activities. Familiarize yourself with the products of various folk crafts.
5. Carry out purposeful work on physical education through folk outdoor games.
6. Introduce folk signs and teach them to see them in nature.
7. To acquaint with the peculiarities of the native land.
Working on the tasks of the second stage, we relied on the program of O. L. Knyazeva "Introducing children to the origins of folk culture" and the manual for the implementation of the state program "Patriotic education of citizens of the Russian Federation for 2001-2005". G.N. Danilin "To a preschooler about the history and culture of Russia"
Our work was aimed at the development of the child as a whole and was built on the following principles:
1. Humanization of educational work with children. This principle guides parents and teachers to the main universal value - the personality of each child and adult, his freedom and dignity.
Humanization provides orientation to the most important universal concepts - love for the family, native land and fatherland.
2. The principle of the integrity of the pedagogical process. This principle ensures the unity of education, training and development.
3. The principle of completeness, provides for the entry of children into all accessible worlds in the process of mastering all the main types of children's activities, learning about national culture, life and national traditions.
4. The principle of cooperation between the teacher and parents. This principle is based on the close interaction of teachers and parents, when parents act as partners, active participants in the educational process.
Nami was developed a long-term work plan on the topic: "Introducing children of senior preschool age to the origins of Russian folk culture", in which we included the following sections:
History and life of the Russian people
Folk holidays
Folklore
Folk games
History of the Land
We gave priority to classes in which children not only got acquainted with history, but also could immediately apply their knowledge in practical or productive activities. In such classes, folk songs are heard, and everyday scenes from the life of Russian people are played out, and the craft is mastered. All this is accompanied by Russian proverbs and sayings.
Along with classes new form organizations were holidays: calendar, folklore, ritual. The holiday is, as it were, the result of work on a particular topic. Here, children demonstrate what they have learned, what they have learned. A theatrical performance is being prepared for the holiday, parents are invited, who become not just observers, but direct participants in the holiday. Together with children, they lead round dances, play folk instruments, and make costumes. Such holidays always end with tea drinking from a real samovar.
On walks played a special role observations for changes in nature, establishing links between some phenomena and others.
For example, “September 14 is the beginning of Indian summer; if the first day of Indian summer is clear, then autumn will be warm"
Many signs acquired over time form of proverbs and sayings:
"A lot of snow - a lot of bread"
“Snow will inflate - bread will arrive, water will spill - hay will be collected”
"September is cold, but full"
The children and I not only analyzed the meaning of proverbs, but also composed them themselves:
"Autumn - rain asks"
"Frost at the door, dress warmly"
"January is gray and frosty, one joy is the New Year"
This is how the idea of creating album of children's verbal creativity.
In this album, we have collected fables, riddles, fairy tales, drawings for nursery rhymes and sayings invented by children.
An obligatory part of the walk was folk games:
"Gardener"
"In the eagle"
" Bear"
"In canvases", etc.
For children it is very important how organized subject environment that surrounds them. Therefore, we have tried to make this environment accessible to their perception and understanding, so that it satisfies their needs as fully as possible. We started by dividing the group space into centers, and together with our parents, we began to replenish the nature center with exhibits and arrange a photo album.
In the needlework center, natural and waste materials were collected for crafts with children.
The center of didactic games began to replenish with author's didactic games.
We enriched the theatrical center with stylized Russian costumes and puppets for acting out scenes from fairy tales.
The subject environment has been enriched technical means. There was a slide projector with many filmstrips, a record player. Fairy tales began to sound not only in the performance of the teacher, but also with musical accompaniment.
To work with parents We have chosen the following forms of interaction:
1. Parent meetings in an unconventional form on the topics: "What toys does a child need?", "The role of a father in raising a child."
2. Conducting joint classes and exhibitions with children.
3. Visual types of work: information stands, folders - movers.
4. Joint holidays.
5. Excursions.
6. Weekend club "Permyachok".
These are the methods and techniques used by us in the work of the second stage.
Search activity results.
Diagnosis of children's ideas about Russian folk culture.
Study of the subject environment.
Analysis of methodological support.
Results of interaction with parents.
Children know, love and know how to play Russian folk games.
Use Russian folklore in active speech.
They take an active part in public holidays.
They know epic and fairy-tale heroes. Recognize them in works of fine art.
They know the history of the Russian costume, its elements.
They are able to distinguish between products of different folk crafts.
Having studied the state of the subject environment at the third stage of work, we found that the group space is divided into "Centers"
Center for Nature and Experimentation
Center for crafts and needlework
book center
theater center
Didactic Games Center
Sports Complex
Corner "Russian hut"
"Find the Extra"
" What changed"
"Recognize the elements of the pattern"
"Patchwork"
"Weaver"
"Make a Pattern"
The center of crafts and needlework is rich in various materials. These are fabric, yarn, paper of different grades, waste material, samples of crafts that children can do on their own, with a teacher and even parents, both in a group and at home. In this center you can always see an exhibition of works.
The theater corner has two new screens for table theater and performances with puppets "Bi-Ba-Bo".
But the “Russian hut” corner is of particular pride and value. Bast shoes, yokes, baskets, cast-iron pots, a real samovar, objects of folk and applied arts were placed here.
The interior of the hut is used by us for plot - role playing in which children act out scenes from the past of the Russian people. Here, Russian folk songs sound differently, the meaning and artistic value of folk tales are better understood. The atmosphere of the hut awakens the imagination of children and encourages them to their own creativity.
As part of enrichment methodological support work on introducing children of senior preschool age to the origins of Russian folk culture, we have developed thematic and long-term plans. They included the following Topics:
Who are we? Where? Where are our roots?
We are Russians. Our Motherland is Russia.
Folk calendar.
How was a hut built in Rus'? The device of the Russian hut.
Perm Territory is a forest region.
Bread is the head of everything.
In the mountain.
"You can't put your mind on a thin head."
"How masters live on our street."
What did they wear in Rus'?
"Winter is not summer, she is dressed in a fur coat."
New Year in Rus'.
"The frost has come - take care of your ear and nose."
Why are we called Uralians? Visiting the Mistress of the copper mountain.
"Long evenings - skillful hands"
Folk musical instruments.
Our Kama is a beauty and hard worker.
folk heroes is the pride of the country.
Mother's heart better than the sun warms.
"Rook on the mountain - spring in the yard."
Folk toys.
"To joke is to make people laugh."
Our countrymen.
We play forgotten games.
About fathers and grandfathers.
"A man without a homeland is like a nightingale without a song"
IN individual conversations, consultations, at parent meetings through joint holidays and excursions, we convinced parents of the need for daily attention to children's joys and sorrows, proved how right those who support the cognitive interest of children, their desire to learn new things, find out the incomprehensible, the desire to delve into the essence of objects, phenomena of reality.
As a result, parents became allies of teachers and active participants in group affairs.
Exhibitions were held together with parents in the group:
"Autumn Fantasy"
"Beauty will save the world"
"Gift to Santa Claus"
“Here they are - golden hands”
Together we visited the Perm Museum of Local Lore. visited art salon"Sudarushka" and the Perm Fair "Folk Crafts". We got acquainted with the first city children's library named after Lev Kuzmin, who turns 80 this year. In an unconventional form began to pass parent meetings, in which parents took part in the master class: "Weaving Russian sashes", "Girl's kokoshnik", "Loaf, loaf"; there was a tasting of national dishes.
Together with our parents, we celebrated the “Pokrov”, “Svyatki”, “Shrovetide”; held "Bogatyr fun"
Consequently, parents realized that they are raising their children by their own example, that every minute of communication with the child enriches him, shapes his personality, that not a single upbringing or educational task can be solved without fruitful contact between parents and teachers.
These are the results of the third stage of our work,
conclusions
Thus, the experimental work carried out by us showed that the familiarization of children of senior preschool age with Russian folk culture is possible, necessary and accessible under the following conditions:
complex use of different pedagogical methods: visual, practical, verbal, in their interaction in the conditions of the implementation of the active approach;
close interaction with the emotional, moral, aesthetic, physical development child;
creation of an objective environment conducive to the introduction of the child into the world of folk culture, life and traditions;
organization of joint work with parents in the positions of partnership and cooperation.
Organization of the subject environment;
Activation of the dictionary by means of folklore;
Folk ritual holidays;
Excursions;
Organization of complex classes;
Reading fiction;
Listening to records;
Viewing filmstrips;
Games: didactic, plot, round dance, mobile;
Playing folk instruments;
Different kinds productive activity;
Dramatization;
observation in nature;
Organization of exhibitions.
Consequently, the sooner they join the sources of folk culture, the richer, more educated, more spiritual their inner world will be.
Literature
Bogacheva I. V. My Fatherland is Russia! / M., 2005 /
3. Voroshnina L. V. “Artistic and speech activity of children in kindergarten” /
4. Voronova V. Ya. Creative play senior preschoolers / M., Education, 1981 /
5. Vygotsky L. S. "Imagination and its development in childhood" Development of higher mental functions / M., Moscow State University, 1970 /
6. Goricheva V. S. "Dolls" / Yaroslavl, 1999 /
7. Danilina G. N. “To preschoolers - about the history and culture of Russia” / manual for the implementation of the state program “Patriotic education of citizens of the Russian Federation for 2001-2005 /
8. Dal V.I. Dictionary living Great Russian language T 3 / M., 1955 /
9. Zatsepina M.B., Antonova T.V. "Folk holidays in kindergarten" / M., 2005 /
10. Zabylin M. Russian people: its customs, rituals, legends, superstitions and poetry / Riga, 1991 /
Kataeva L. I. "My world" correctional and developmental classes with preschoolers. / M., 2000 /
Karachunskaya T. N. "Museum pedagogy and visual activity in the preschool educational institution" / M., 2005 /
"How to teach children to love the Motherland / manual for the implementation of the state program" Patriotic education of citizens of the Russian Federation for 2001-2005 /
Knyazeva N. A. "Little Permyak" / Perm, 2000 /
Knyazeva O. L. “How people lived in Rus'” / Workbook for classes under the program “Introducing children to the origins of Russian folk culture” / St. Petersburg, 1999 /
Knyazeva O.L.,. Makhaneva M.D Program. "Introducing children to the origins of Russian folk culture. / St. Petersburg 1999 /
Kolomeychenko L.V. Program for social development of preschool children / Perm, 2003 /
Kuzina T. F. "Entertaining pedagogy of the peoples of Russia" / M., School press 2001 /.
Conceptual and terminological dictionary of a speech therapist. / Ed. V.I. Seliverstov. M., 1997/
Lunina G.V. Raising children on the traditions of Russian culture. / M., 2004 /
Luria A.M. "A little book about great memory» / M., MGU, 1968 /
Lyublinskaya A. A. "Child Psychology". Tutorial for students of pedagogical institutes. / M., Education, 1981 /
" My native home". The program of moral and patriotic education of preschoolers. / M., 2000 /
Mukhina V.S. Child psychology / Ed. Vengera L.A. M., 1985 /
The folk calendar is the basis for planning work with preschoolers. /Plan - program 2004/
Folk art in the education of children. / Under the editorship of Komarova T. S., M., Pedagogical Society of Russia 2000 /
"Patriotic education of preschoolers by means of local history and tourism activities / manual for the implementation of the state program" Patriotic education of citizens of the Russian Federation for 2001-2005 /
Psychological Dictionary./ Under the editorship of V.P. Zinchenko, B.G. Meshcheryakova
"Development of communication in children" / Ed. Zaporozhets A.V., Lisina M.I., M., Pedagogy, 1974 /
Russian folklore "From a joke to an epic" / M., 1991 /
Salty dough. Fun modeling. / M., Profizdat 2002/
Utkin P. I., Koroleva N. S. "Folk art crafts" / M., 1992 /
Elkonin D. B. "Psychology of the game" / M. Pedagogy, 1978 /
Perspective plan.
September.
1. Who are we? Where? Where are our roots?
Family talk. The concepts of "Family big and small", "Kin"
Cooperative activity.
1. Consideration family albums.
2. Compilation of the photo album "Professions of our parents"
3. Drawing up a group passport.
4. Didactic games: “What first, what then”, “Who belongs to whom”, “What does who need”
5. Entertainment "Our friendly family"
6. Drawing "Portrait of my family"
2. We are Russians. Our homeland is Russia.
Talk about the Great and ancient land Russia. Concepts: "history", "ancestors", "Motherland".
Cooperative activity:
1. Reading the book: "The Birth of Rus'"
2. Reading the book: "Young Russia"
3. City on the Kama.
Expansion and clarification of knowledge about the history of the native city, its sights.
Cooperative activity:
1.Bus tour of the city.
2. Didactic game "Journey".
3. Drawing: "This is my city."
4. Creation of a microdistrict layout.
4. People's calendar. "September-pilot", Holiday "Autumn".
Signs, proverbs, sayings about autumn. Summing up the results of work in dachas and gardens.
Cooperative activity:
1. Viewing the filmstrip "Autumn Tasks".
2. Modeling from dough: “Apple tree with apples”, “Bunch of grapes”.
3. Application "Fruit Basket"
4. Cooking vinaigrette.
5.Exhibition "Generous gifts of autumn"
6. Learning folk games: "Gardener", "Wattle"
7. Dramatization of "Dispute of vegetables"
8. Puppet show. Fairy tale: "Puff"
Parent participation.
1. Help in the design of photo albums.
2. Drawing up a family tree.
3.Organization of a city tour.
4. Participation in the design of the exhibition: "Generous gifts of autumn."
5. Participation in the Autumn festival.
October.
1. How was the hut built in Rus'? The device of the Russian hut.
Acquaintance with the hut chopped by its components: red corner, woman's kut, upper room, light room, canopy, barn, tower.
Cooperative activity.
1. Modeling from plasticine: "The hut for Mashenka."
2. Considering photos and illustrations with towers and huts.
3. Didactic game: "Make a tower."
4. Learning a folk song: "Oh, you, my canopy, canopy ..."
5. Excursion to Khokhlovka.
6. Creation of the layout "Russian Village"
2. Perm region is a forest region.
Clarification of ideas about the natural wealth of the native land.
Cooperative activity.
1. Application from sawdust: "The animals of our forests."
2. Drawing: "Autumn Ural forest."
3. Excursion to the park.
3. Bread is the head of everything.
A conversation about the ancient ways of harvesting bread. Proverbs and sayings about labor and bread.
Cooperative activity.
1. Viewing filmstrips: "Spikelet", "Warm Bread"
2. Modeling from dough: “Pletyonka with poppy”, “Cockerel” (dough + ears of wheat)
3. Learning the poem "Glory to Bread" (S. Pogorelovskiy)
4. Reviewing the album "Where did the bread come from"
5. Excursion to the store - bakery "Briosh"
6. Learning the game "Pie".
4. Folk calendar. Holiday "Cabbage"».
Riddles, proverbs, sayings about cabbage. Sauerkraut.
Cooperative activity.
1. Learning folk songs: "I'm sitting on a pebble ...", "Vesya, veysya, my cabbage ..."
2. Learning folk games: "Wattle", "Pie"
3. Staging of the joke "Goat Methodius."
4. Preparation of salad "Autumn Mosaic".
5. Reading the book "Where cabbage soup is, look for us there."
Parent participation.
1.Organization of an excursion to Khokhlovka.
2. Participation in the holiday "Cabbage."
3. “Oh, my cabbage” (Salted cabbage tasting and exchange practical advice by its salting.)
4. Participation in the joint lesson “Bread is the head of everything”
November.
1. “It is better to see once than hear a hundred times.”
Excursion to the local history museum.
2. "In the upper room"
Acquaintance with household utensils: fork, cast iron, poker, cradle, spinning wheel.
Guessing riddles about household items.
Cooperative activity.
1. Playing out the fairy tale "Porridge from an ax"
2. Learning the lullaby "Oh, lyuli, lyuli, lyulenki ..."
3.Papier - Mache "Dish".
3. People's calendar. "Titmouse Day".
Signs, proverbs about birds. Clarification and expansion of knowledge about winter feathered friends,
Cooperative activity.
1. Application "Wonder Bird" (Floral arranging).
2. Origami. Collective work: "Bird's dining room".
3. Drawing "Woodpecker".
4. Hanging feeders on the site.
5. Learning the poem "Feeding Trough" (R. Bukharaev.)
4. "You can't put your mind on a thin head."
A conversation about intelligence and stupidity (on the example of sayings and proverbs).
Acquaintance with Russian folk tale: "About Phil." Word game "Filya and Ulya".
Parent participation.
1. Organization of excursions to the local history museum.
2. Joint production of bird feeders with children.
3. Entertainment "Mind is good, but two is better."
December.
"How craftsmen live on our street."
Cooperative activity.
1. Reading books: “How a shirt grew in a field”, “How fabrics are woven and threads are spun”, “About blacksmiths and forges”.
2. Making a collection of fabrics.
3. Painting of the spinning wheel.
4. Weaving from paper "Tuesok".
5. Making grain dolls.
6. Learning Russian folk songs: “Spinning wheel”, “In the forge”.
7. Didactic games: "Make a pattern", "Domino"
8. Reading the works of Jani Radari “What do crafts smell like?”, “What color are crafts?”.
9. Excursion to the art salon "Sudarushka".
2. What did they wear in Rus'?
Acquaintance with the Russian national costume. History of folk costume; its elements (poneva, zipun, dushegreya, sundress, shirt, cap).
Cooperative activity.
1. Sewing a sundress for a doll.
2. Weaving sashes.
3. Cross stitch.
4. Excursion to the studio.
5. A story about the history of the needle.
6. Learning folk songs "Valenki", "Red Sundress"
7. Folk game "Sandals".
3. "Winter is not summer, she is dressed in a fur coat."
Acquaintance with proverbs, signs about the characteristic features of winter.
Learning folk games.
Cooperative activity.
1. Learning poems about winter, reading thin. works on this topic.
2.Paper plastic: "Bouquet for the Snow Maiden."
3. Drawing with a candle “Patterns on glass”.
4. Excursion to the winter forest.
5. Learning Nar. songs "Like thin ice ..."
4. New Year in Rus'.
A story about the celebration of the New Year in Rus'. Learning carols, songs, games.
Cooperative activity.
1. Reading biblical stories.
Review of the Bible for Children.
Making crib dolls.
Making Christmas decorations.
Modeling from the test of candlesticks.
Parent participation.
1.Organization of an excursion to the winter forest.
2. Participation in the New Year's holiday.
3.Group decoration.
4.Round table: « Family traditions celebration of the New Year.
January.
1. Folk calendar. Christmas time.
The tradition of celebrating holy days. Caroling, divination, songs, dances, games, refreshments.
Cooperative activity.
1. Learning Nar. games: "Ring, ring ...", "Two Frosts".
2. Dramatization of the joke "Bear and Goat".
3. Making masks for caroling.
4. Folk holiday "Kolyada has come - open the gate."
2. "The frost has come - take care of your ear and nose."
What is a fairy tale? We learn to see good and evil, to distinguish between truth and fiction, lies and fantasy. Reading and making up stories.
Cooperative activity.
1. Drawing illustrations for the fairy tales "Moroz Ivanovich" (Odoevsky), "Snow Maiden" (Russian folk)
2. Learning the verse - I "Visiting the Snow Maiden."
3. Listening to fragments of N.A. Rimsky-Korsakov’s opera The Snow Maiden.
3. Why are we called Uralians? Visiting the Mistress of the copper mountain.
Acquaintance with the geographical position of the Urals, with minerals.
Cooperative activity.
1. Viewing the filmstrip "Silver Hoof".
2. Drawing "How I imagine Ural mountains" (coal)
3. Experimentation "Formation of salt crystals".
4. Excursion to the Museum of Local Lore.
5. Excursion to the Kungur ice cave.
4. "Long evenings - skillful hands."
Acquaintance with ancient Russian headdresses: women's, girl's, men's. (cap, kichka, cap, bonnet)
Cooperative activity
1. Making a girl's headdress (crown), decorating it with beads, beads, braid.
2. Viewing the filmstrip "Enough to beat the thumbs."
3. Consideration of the thematic album.
Parent participation.
1. Joint holding of the holiday "Svyatki".
2. Organization of excursions to the Museum of Local Lore.
3. Master class "Magic hook" (crochet).
4.Organization of an excursion to the cave (Kungur)
February.
1. Folk musical instruments.
A story about folk musical instruments: bell, horn, balalaika.
Cooperative activity.
1. Listening to music performed by an orchestra of folk instruments.
2. The game "Noise Orchestra"
3. Making bells from waste material "Gift of Voldai".
2. Our Kama is a beauty and hard worker.
The significance of the river for the city. Poems of Permian poets about the river.
Cooperative activity.
1. Experimenting with water: "What floats and what sinks."
2.Paper construction: "Raft"
3. Folk heroes are the pride of the country.
Acquaintance with epics and epic heroes. Using the examples of legends to show the beauty, wisdom, strength, courage of the Russian people.
Cooperative activity.
1. Consideration of paintings: "Three heroes" (Vasnetsov).
2. Reading the book "Russian antiquity".
3 "Horse for the hero" (Floral arranging).
4. Chasing "Bogatyr Shield".
5. Exhibition of crafts "Together with dad."
6. Family entertainment "Come on, good fellows."
4. People's calendar. "Maslenitsa Praskoveika - we welcome you well."
Acquaintance with the national holiday. The story of Shrovetide week. Calls, songs, games.
Cooperative activity.
1. Making dolls from straw.
2. Designing from paper "Red Sun".
3. Learning Nar. games: "Burn, burn brightly ...", "The capture of the winter town."
4. Learning songs: "Pancakes", "Here, the winter is passing."
5. Learning the invocations: "Sun-bucket ...", "Ay, ay, let's go ...".
6. Staging the fairy tale "Gingerbread Man"
Parent participation.
1. Participation in the entertainment "Come on, good fellows."
2. Participation in Maslenitsa.
3. Round table: "The role of the father in the upbringing of the child."
March.
1. Mother's heart - warms better than the sun.
Mother woman. The meaning of a woman on earth. Proverbs and poems about mother.
Cooperative activity.
1.Competition of joint creativity: "Here they are - golden hands."
2. Exhibition of portraits: "My mother".
3. "Flowers for Mom" (Mosaic from eggshell).
4. Learning songs and poems about mom.
5. Staging of the fairy tale "Gift".
2. "Rook on the mountain - spring in the yard."
Signs of spring. Proverbs, sayings, riddles about spring. The influence of spring on the life of the animal and plant world.
Entertainment "Spring, spring, what came."
3. Folk toys.
The history of the emergence of folk toys. Clay toys, wooden toys,
rag, straw.
1. Making dolls-spins "Wedding couple".
2. Application "Russian beauty-Matryoshka".
3. Viewing the filmstrip "Toy Story".
4. Creation and examination of a collection of folk toys.
5. Entertainment "Matryoshka has a birthday"
4. Folk calendar. "Come, larks to us."
Acquaintance with the Magpie holiday, with the signs of this holiday.
Cooperative activity.
1. Designing from paper "Birds of Paradise".
2. Learning bird calls.
3. Modeling from the test "Larks".
4. Learning Nar. songs: "Larks", "Spring-Red".
5. Reading the book "Where the White Crane Lives" (V. Flint).
Parent participation.
1. Participation in the craft competition "Here they are, some golden hands."
2. Participation in the celebration of International Women's Day.
3. Master class "Dolls of our great-grandmothers."
4. Round table: "What toys does a child need?"
April.
1 "To joke a joke - to make people laugh."
Acquaintance with boring tales, tongue twisters, teasers.
Cooperative activity.
1. Word game "Confusion".
2. Reading the fairy tale "Confusion" (K.I. Chukovsky).
3. Folklore holiday "Laughter and fun."
2. Our countrymen.
Acquaintance with the works of Perm writers for children.
Cooperative activity.
1. Organization of an exhibition of books by Perm writers.
2. Excursion to city library L. Kuzmina.
3. Consideration of the magazine N. A. Knyazev "Little Perm".
4. Creative living room "Poetry of the Kama region".
3. Journey on the golden-maned Miracle Troika.
Acquaintance of children with the image of a horse in Russian folk arts and crafts.
Cooperative activity.
1. Modeling "Horse-Fire".
2.Excursion to the hippodrome.
4. Christ is risen, truly risen.
Folk calendar. Easter holiday. rites of tradition. Acquaintance with ritual food, games and entertainment.
Cooperative activity.
1. Modeling from the test "Stand for the egg."
2. Painting Easter eggs.
3. Drawing "Willow branch"
4. Folk games, the attributes of which are eggs.
Parent participation.
1.Organization of an excursion to the library.
2. Participation in the celebration of Easter.
3. Organization of excursions to the Hippodrome.
4. Participation in the creative lounge.
May.
1. We play forgotten games.
Introduction to different types of draws. Rhymes. Children's old games.
2. About fathers and grandfathers.
Conversation about the Victory Day. Country heroes.
Cooperative activity.
1. Looking at photos from magazines, family albums about the war.
2. Viewing the filmstrip "Our great holiday."
3. Drawing "Salute over the city."
4. Reading thin. literature on this subject.
3. “A man without a homeland is like a nightingale without a song».
The final conversation about the past of the native land. Songs and poems about the Motherland.
Competition of connoisseurs: "Love and know your native land."
4. "Goodbye spring, hello red summer."
Acquaintance with the traditions of folk festivals on the Trinity. A story about the symbol of Russia - a birch, poems, songs, riddles, round dances.
Cooperative activity.
1. Drawing "This is my Motherland."
2. Learning the round dance “There was a birch in the field ...”
3. Decoration of birch on the site.
4. Entertainment "Fair at the green Christmas time."
Parent participation.
1. Participation in the competition of experts "Love and know your native land."
2. Participation in the fair at green Christmas time.
3. Participation in the lesson "About fathers and grandfathers."
Introducing children to the origins of Russian folk culture.
Duvanova Natalya Alexandrovna,
senior educator
Childhood is the heyday of a person's life. This is the time when a child is like a flower that stretches its petals towards the sun. Children are very sensitive to every word spoken by adults. Therefore, the task of adults is to instill in children a love for beauty, to develop in kids such qualities as kindness, a sense of camaraderie, to introduce children to the origins of Russian folk culture. The old saying goes: "Everything new is well forgotten old."
A person always distinguishes his own culture as special, the first with which, as a rule, he gets used to, gets used to, which he absorbs, as they say, "with mother's milk." This is probably why, sooner or later, a person still begins to look closely at the culture of the past. Today, one can see a revival of interest in national culture, in the rites and customs of our ancestors, in their traditions.
The value of the culture of one's own people, the ability to understand it, the desire to join in its further development can become the basis for an active creative activity a person, if you acquaint him with his native culture from early childhood.
The teachers of our kindergarten in their work with preschoolers to familiarize themselves with Russian folk culture and art set themselves the following goal:formation of the basis of the artistic culture of the child, through familiarization with the origins of folk culture and folk traditions.
Tasks:
To form the foundations of national self-consciousness and love for the Fatherland;
Develop interest in native Russian traditions;
To acquaint with a significant part of the cultural experience of our ancestors: housing, household items, crafts, folklore, traditions and arts and crafts;
To develop the decorative creativity of children on the basis of the assimilation of folk art;
Get to know the features national costumes the peoples of the Volga region;
To introduce children to the richness of Russian speech, to expand their vocabulary;
To carry out the relationship of fine arts with oral folklore.
Based on the fact that important condition the development of children's creativity, maintaining children's interest in the culture of their ancestors, is a developing environment, the teachers of our kindergarten pay special attention to enriching the content of the developing environment.
Maintaining cognitive interest in preschool requires the use of different forms and working methods, including museum pedagogy. The organization of activities in mini-museums provides for the inclusion of the child in a variety of games, theatrical performances, visual activity, as well as holding museum activities. Working with the exhibits of the museum is fraught with great opportunities, brings the child closer to the outside world.
There is a mini-museum "Russian hut" in the kindergarten. Meetings and gatherings are held here, here you can get acquainted with pearls folk wisdom and just drink tea from a samovar.
Mini-museum "Kurochka-Ryabushechka" - The purpose of which is to expand children's understanding of the world around them, to introduce kids to pets using the chicken as an example, with fairy tales about it, to develop speech, to form an emotional attitude towards animals.
Mini-Museum "Our Motherland - Russia" - The purpose of which is to acquaint children with the history, culture, natural features of our country (their village, region), the education of patriotism, acquaintance with folk crafts, with the life of Russians at different times, with historical and memorable places. Develop speech, form an idea of \u200b\u200bhistorical time.
To conduct directly educational activities with children on the formation of aesthetic taste, the desire to express themselves in artistic activity equipped with an art studio "Rainbow", where children are introduced to various types arts: graphics, painting, sculpture, arts and crafts. In the art studio, corners of folk crafts of Russia have been created - Dymkovo toys, Golden Khokhloma and Gzhel.
A theater studio was created. Involving a child in participation in theatrical games, we help children cope with emotional experiences, make up for the lack of communication, and organize their leisure time. Children are introduced to the world of theatrical performances by participating in the dramatization of short literary works using various types of theater. The content of theatrical games is based on children's songs, nursery rhymes, fairy tales. Finished performances are shown to relatives and friends of our artists.
Folk art in educational educational work with children is used by preschool teachers in various activities:
In an integrated form: both during the GCD, and in the process of independent activities of children.
Immersion of children in a diverse aesthetic environment, thanks to the practical activities of creating various crafts, decorations, studying folklore, allows you to instill in children a sense of beauty.
All children's works on arts and crafts are presented in the form of various exhibitions, both in the foyer of the kindergarten and in group exhibitions. The exhibition "Art Salon "Magic Chest"" is open in the music hall
Acquaintance with musical folklore is carried out both during the GCD in music, and at other GCD. In everyday life, at leisure and in the process of folk holidays held with children. So it has already become a tradition to hold "Carols", "Maslenitsa", "Trinity", "Easter chimes", "Gatherings".
At such holidays, children perform Russian folk songs: play, dance, various dances. The fervent melodies of these works delight with their fun, cheerful character.
When holding ritual holidays, we draw the attention of children to the principles of making and wearing a Russian costume, conversations are held about the correctness of carrying out certain ritual actions. Holding thematic conversation is very important when introducing children to the traditions and culture of the people.
Parents take an active part in introducing children to traditions and folk culture. They are initiators and active participants in replenishing the developing environment of the kindergarten with handicrafts and exhibits in the museum, show interest in educational process are directly involved in a variety of activities.
Folk art is a pure and eternal source. It has a beneficial effect on children, develops their creativity, equips them with knowledge, brings beauty to children. Introducing preschoolers to the products of folk craftsmen, folk traditions, folklore, folk songs, dances, games, we try to introduce children to folk culture, help them enter the world of beauty, developing them Creative skills.
Communication with folk art enriches the soul of the child, instills love for his native land. Folk art preserves and passes on to new generations national traditions and the forms of aesthetic attitude to the world developed by the people.
Contact with folk art enriches the child, brings up pride in his people, maintains interest in its history and culture.
List of used sources.
Alyabyeva E.A. "Let's play in the profession", 2014 book 1., book 2.
"A child in kindergarten" No. 1, 2014 p.75.
"A child in kindergarten" No. 6, 2015 With. 55.
Shorygina T.A. "Conversations about professions" M., 2012
Internet resources.
Without memory, there are no traditions; without traditions, there is no culture; without culture, there is no education; without education, there is no spirituality; without spirituality, there is no personality; without personality, there is no people as a historical personality.
In the last decade, almost all countries of the world have seen an intensive growth of national consciousness.
Our country is no exception in this matter. This is connected with the problem of restoring ethnic identity, which was largely lost at the end of the 20th century.
The changes that took place in our country led to the fact that:
the concepts of true values are lost, there are no feelings of patriotism and philanthropy;
the ideals of a man - a worker, a warrior - the defender of the Fatherland, disappeared.
family and household traditions, customs, respect and reverence for elders, secrets of mutual respect and “cord” in the family are forgotten;
girls, carriers of the tribal way of life, are indifferent to their mothers and their own children, they bring up their children as slaves of momentary pleasures.
How, by what means can we accelerate the growth of national consciousness and revive the lost values.
It is folk culture that is able to revive the continuity of generations, to convey to the younger generation moral principles, spiritual and artistic values, and the preschool period of childhood is favorable for familiarization with its origins. Researchers of folk art M.A. Nekrasova, N.P. Sakulina, T.L. Shpikalova, E.A. Flerina and others note that it is the inclusion of a preschool child in various activities based on the material of folk art that is one of the main conditions for a full-fledged moral aesthetic education the child and the development of his artistic and creative abilities. Speaking about folk art, N.P. Sakulina wrote: “Folk decorative art meets the interests of preschool children, provides rich food for their artistic perception, contributes to the development of their aesthetic experiences and first aesthetic judgments.
Having studied the scientific idea of teachers about the importance of folk culture for the revival and restoration of the interrupted connection of times, I came to the conclusion that it is necessary to familiarize preschoolers with the life-giving source of folk wisdom.
The absence of a section on moral and aesthetic education in the program of L.A. Wenger "Development" prompted me to create my own system of work, which is aimed at the comprehensive development of the child's personality, the formation of his spiritual culture through moral and aesthetic education and the development of his artistic and creative abilities.
When developing the system of work, the obligatory minimum for the formation of moral and aesthetic qualities and artistic and creative abilities of preschoolers was taken into account.
A distinctive feature of my system is that the composition “Family” is used in the implementation process, consisting of six life-size puppets in Russian folk costumes, which contributes to familiarizing preschool children with the origins of folk culture. After all, it is in the family that the child begins to discover the world and comprehend himself in a vast, frighteningly unknown space.
The system of work includes:
Diagnosis of formation spiritually - moral qualities and creative abilities of children;
Creation of a subject-spatial environment;
Organization of the circle "Our skillful hands";
Interaction with the family in order to develop interest in the spiritual and moral education of children.
At the initial stage, based on the recommendations of L.S. Kuprina and T.A. Budarina, we designed a “folk culture zone” - a “hut”. In the free room of the kindergarten, he built a wooden frame. Here, they “laid down” the stove, made wooden benches and tables, laid self-woven rugs. Most of exhibits - relics of my maternal family and household items collected by me in the village of Mezenskoye Sverdlovsk region in which I was born. The “hut” now has beaten-out antique curtains, a cradle, spinning wheels, a goddess, a cast-iron pot, a tong, a samovar, wooden spoons, pots, kitchen utensils, and embroidered towels.
An important attribute of the "hut" is the puppet composition "Family" in Russian folk costumes. The costumes were created on the basis of reliable ethnographic data according to the patterns - patterns of Russian folk costumes that existed from the end of the 18th to the beginning of the 20th centuries.
Introducing children to family and everyday traditions, customs, respect and reverence for elders, the secrets of mutual respect and "cord" in the family should begin in the family. The main educator in the family is the family!
Thus the idea of creating a “doll family” was born. Dolls accompany us all our lives, they not only entertain, but also teach. Dolls are accessible, understandable, interesting to all children. That's why I decided to create not one or two dolls, but a whole family - the image of the family that raised me.
Our dolls cause only positive emotions.
"Father"- an aged man with a beard, possibly in a hat, in a sleeveless shirt, a shirt with rich embroidery, bast shoes on his feet.
"Mother"- with a very kind face, dressed in a red sundress, on her shoulders - a rich scarf, on her head - a kokoshnik embroidered with pearls.
"Oldest Son"- to become youthful, a playful smile on his face, a shirt like a groom's, striped ports, bast shoes on his feet.
"Eldest daughter"- must be modest, with downcast eyes, in a cotton sundress, she must have an apron with embroidery, a rich bandage on her head.
"Younger son"- the face is childish, the figure is clumsy, so the clothes seem "big".
"Lalka"- this is a doll - a "twist" in a patchwork quilt.
Folk costume is a kind of cultural language that introduces children to Russian traditions, a certain way of life, the role and tasks in the family of a man and a woman.
This system is being implemented within the circle "Our skillful hands".
When selecting children in a circle, she took into account, first of all, the interest of children in folk decorative art, age and mental capacity children obtained as a result of diagnostic studies.
Classes of the circle are held in the "hut" using the composition "Family".
The entire learning process is creative, research and educational. The introduction of elements of the game into the learning process allows classes to take place lively and emotionally. Through games, children get acquainted with the concepts of "family", "clan", "relatives". (See Appendix No. 1)
Dolls "live" in a peasant "hut". They love to communicate with the guys very much, meet guests in the "hut" and often come to the group themselves. These dolls are the children's favorites. Children take them for their friends and value friendship with them. Dolls are carriers of folk wisdom, they know a lot of Russian folk tales, songs, sayings. Children love to listen to them. Classes with the participation of dolls of the composition "Family" are always complex and rich in content. On them, children are engaged in various activities, learn new things, reinforce what they have learned, acquire certain knowledge and skills, and the dolls, in turn, actively stimulate them, tease them with jokes. Dolls take out unfamiliar, strange and interesting objects for children from the “old” chest, and fairy tales, riddles, and books appear from there.
Dolls, like any person, can sometimes have a bad mood, they can be preoccupied with something, and then the guys come to the aid of their friends, calm them down, make them laugh, share their “secrets”, prepare surprises for them. The dolls cheered up, smiled, and praised the guys. The praise that a child receives for his sympathy stimulates his desire to give joy to others and be happy from this.
But the educational effect of their use may be lost if there is no systematic work. Therefore, the communication of children with members of the "Family" is realized in festive - playing, educational, labor and other types of children's activities. The wider the sphere of communication of children with dolls, the more they will experience positive emotions, the faster they will learn the material, the faster they will develop knowledge of moral standards, aesthetic ideals, labor skills and communication in general.
Family culture forms the spiritual life of the child, lays the foundation for intellectual and emotional development, brings up a variety of needs and abilities, promotes co-creation of children and adults. Therefore, I pay special attention in my work to strengthening ties with parents. I achieved that parents became not outside observers, but active participants in the pedagogical process. They take part not only in the holidays, where they play roles, read poetry, participate in games, but also actively discuss issues of education at our meetings in the Gorenka parent club
When assessing the formation of social and moral qualities in children, I use the diagnosis of T.M. Bondarenko, and to assess creative abilities, I use the diagnosis of S.T. Komarova, O.A. Solomennikova.
Analysis of the latest diagnostics proves that in the course of the introduction of the system of work, the level of formation of spiritual and moral qualities and creative abilities of children has increased.
Children have become more benevolent, learned to respect another person, show respect for the world around them, become kinder and more merciful.
Children are passionate about the process of creativity, their work is original, they can easily move from one idea to another.
Our pupils demonstrate highly developed social, moral and creative qualities at city competitions.
They are the winners of the competitions:
In the city of Moscow (International competition) - works on tapestry;
"New Year's toy" 1st place and "The beauty of God's world" certificates for 2nd place;
A certificate of honor was received for participation in the city competition "Craftsmen of Nyagan" for the 20th anniversary of the city from the "Museum and Cultural Center" for creative work weaving "Tapestry";
Diploma for participation in the city exhibition of applied arts "Craftsmen of Nyagan" for the Day of Russia (action Nyagan Arbat) for products made of dough plastics, the composition "Merry" flour salts ";
My composition "Family" was awarded a diploma of the 1st degree of the Committee on Culture and Art of the city of Nyagan and a diploma of a participant in the exhibition "Craftsmen of Nyagan" as part of the "Days of Slavic Writing" and the 1st city competition - the festival "Games and Toys"
I distribute my knowledge on the formation of spiritual and moral qualities among preschoolers among the colleagues of the city.
I work on familiarizing children with the origins of folk culture in close contact with public organizations with the "Center for Applied Arts and Crafts" and I am a donor to the Nyagan Museum and Cultural Center in the accumulation of funds.
The system gave an effective result and can be used by teachers of preschool institutions for the formation of spiritual and moral qualities and the development of creative abilities. I consider my topic relevant since 2008 was declared the year of the family. Introducing children to the origins of folk culture is a joy, it is a labor that brings priceless fruits.
Project stage:
Project underway
Objective of the project:
Introducing children to the origins of Russian folk culture.
Project objectives:
1. To improve the professional knowledge of teachers in introducing children to the origins of Russian national culture.
2. To increase the efficiency of working with children to familiarize themselves with folklore and use it for the development of all components of oral speech.
3. To develop a steady interest in works of art and arts and crafts.
4. Introduce Russian folk art (games, round dances, songs, nursery rhymes, fairy tales, etc.) in various types of children's activities;
Results achieved:
During the implementation of the project, we came to the conclusion that such activities, games, productive activities unite children general impressions, experiences, emotions, contribute to the formation of collective relationships.
Based on the results of the work, we consider our achievement: the creation of an atmosphere of goodwill, mutual understanding, and a rich developing environment in the group. As a result of introducing children to folklore, we were convinced in practice that folk art is the richest source of cognitive and moral development children.
Social significance of the project:
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 imagination, bright artistic folklore images attract the attention of the child, bring him joy and at the same time have their educational impact on him.
Activities carried out within the framework of the project:
In the course of the project, the children got acquainted with the customs and traditions of the Russian people, with household items throughout the year. Project implementation activities included:
- Reading Russian folk tales
- Use of Russian folk songs and dances.
- Learning nursery rhymes, calls, lullabies
- The use of toys and handicrafts.
- Carrying out outdoor games, finger gymnastics using elements of folklore.
- Listening to CDs with Russian folk tales.
- Board - printed games (puzzles): (based on fairy tales and nursery rhymes).
- Use of different types of theaters (table, finger, etc.).
- Examination of illustrations in children's literature.
Project scope:
Children of primary preschool age 24 people;
- parents of children;
- musical director;
- educators.
Resources spent:
1. Selection of methodical, fiction.
2. Tailoring of Russian folk costumes for young children.
3. Selection of visual material (illustrations, photographs, sketches).
4. Selection of works of Russian folk art (rhymes, jokes, fairy tales, sayings, etc.)
5. Creation of conditions for holding open events(design of a group room, music hall, replenishment of the mini-museum "Russian hut").
6. Exhibitions of books, crafts of folk art.
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 educate complete person who loves his parents, his home, his country, respectful of other peoples.
Research in the field of preschool pedagogy and psychology indicates that it is at preschool age that the basic foundations of personality are laid. Raising patriotic feelings present stage The development of society obliges preschool educational institutions to develop cognitive interest, love for the Motherland, its historical and cultural heritage.
For preschool education, the issues of developing a creatively active personality, its spiritual potential are especially relevant. That is why it is important to include various types of artistic creative activity in the life of a child. It is in them that every child can express himself most fully and realize his creative activity.
One of the most important means of aesthetic education and the formation of an active creative personality is folk art. Folk art summarizes ideas of beauty, aesthetic ideals, the wisdom of the people, which are passed down from generation to generation. Through folk art, the child learns the traditions, customs, features of the life of his people, joins his culture. Folk art is rich in rhythms and repetitions, it carries specific images, paints, accessible and interesting to the child, which is the basis for awakening and strengthening the emotionally positive attitude of children towards him.
Formulation of the problem: If you introduce children, starting from an 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 the number of talents that have been and will be admired 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 the deep wisdom and creative potential of the Russian people.
4. to promote the development of the best features of the Russian character in children.
5. to form a sense of national dignity.
Project implementation timeline: 09.15 – 05.16.
Expected results:
Children know 3-4 nursery rhymes, fairy tales, riddles, songs,
Name 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.
Topic of the lessonTasks
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.
(A paper white house is superimposed on the palm, with windows for each finger).
Application "Beautiful house".
Educator: Guys, look how sad the house is. What do you think should be done to make the house cheerful and beautiful?(Children express their guesses). Let's decorate it and make it beautiful. The children and the teacher decorate the house.
Educator: Well done boys! Look how beautiful and festive the house turned out for the family. Let's tell a poem about the house for everyone.
Children and teacher:
Houses are different
Brick, frame.
With iron balconies;
There are even snow
Just like the real ones.
But the best is mine
I live in it
With my family.
Reflection.
Guys, who came to visit us?
Whom did we reconcile with you?
And for whom did we decorate the house so beautifully?
We are so different
Tasks:
1. Educational: to form a skillto distinguish other children by the features of their appearance,behavior,habits;
Correlate the objects of activity with the age of the child;
Use the elements of speech-evidence.
Developing: consolidate the words in speech: baby, child who goes to kindergarten (preschooler), student.
Nurturing: educate the ability to be considerate towards each other.
Material: ball, radio, toy bear; cards with the image of a baby, a preschooler, a schoolchild; cards with the image of a bottle with a pacifier, sliders, rattles, a ball, cars, cubes, a ruler, a briefcase, a pencil case.
Lesson progress
(There is a knock from behind the door)
Educator: Oh, someone came to us(a bear appears).
bear (the teacher beats her, holding a toy):
Hello guys!(children greet) . How many of you are here! You must have a lot of fun and interesting in the garden! I also want to go to kindergarten and play with you! Will you take me with you?(Yes). And now let's get acquainted. My name is Mishutka. And you?
Educator: Guys, get in a circle quickly. Pass the ball to each other and say your name.
Mishutka after meeting : Oh, how many different names, different faces! No, guys, I won't remember all of you! It would be nice if you were all the same, with the same names, voices, faces. Then it would be easier for me to remember you!
Educator: But in our kindergarten, all the children are different and we do not want everyone to be alike, like two drops of water! Why guys? Tell Mishutka what would happen if all children were the same?(Children's answers: parents and caregivers would not distinguish between us, and mother could not take away her child; the teacher would call one child, but everyone would come up; it would not be interesting to play with each other).
Bear: Okay, you've convinced me. Then I will try to remember you, and you will help me with this and, at the same time, check yourself how well you know each other.
Educator: Guys, stand in a circle, and you, Mishutka, stand next to me. Let's play the radio game. For example. Attention attention! A girl was lost in a blue dress, white tights, pink shoes on her feet, she loves porridge and always eats it all, etc.(the game continues until all the children are found).
Bear: What good fellows you are! Never made a mistake!
caregiver : Now you understand, Mishutka, how good it is when everyone is different: names, habits, and hairstyles? Life around becomes more interesting! Mishutka, do you know that children are big and small and they need miscellaneous items 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 making 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 to their place, people weave a Christmas wreath from spruce branches, winter fun begins, at night, on the eve of the holiday, believers go to church for service).
- As soon as the first day of the holiday came, Christmas time began in Rus', the first mummers appeared on the streets - children, and then adults. Guys and girls dressed up in animals - a goat, a bear, in shepherds. In groups they went from house to house, congratulated on the holiday, wished the best with special carol songs. We will now learn one of these carols. Here listen:
carol, carol,
Give me the pie
Pancakes and sweets
For the joy of children!
- I invite you guys to start Christmas festivities!
- Let's play the Golden Gate game.
Children are divided into 2 teams. One team joins hands and says the words:
Golden Gate
They don't always open.
Saying goodbye for the first time
The second time is forbidden
And for the third time -
We won't miss you!
At this time, the second team moves "snake" one after another. On 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 of 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: foster respect for the environment; develop curiosity.
Lesson progress:
Educator: Guys, you know that our earth we live on is round. The earth revolves around the sun and therefore the seasons have their own sequence. After winter comes spring, then summer, then autumn.
The game is held all year round. Children stand in a circle, take turns “slapping” the names of the seasons, following the sequence.
Educator: Today we are going to the forest.
We walked into the forest, walked, came to the clearing.
Hello dense forest, full of fairy tales and 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 in large families on stumps.
- In the clearing we saw a beautiful mushroom: red with white spots. This is fly agaric. When the fly agaric grows old, the edges of its cap will turn up and it will turn into a saucer. It will rain, there will be water in the saucer. Not simple - poisonous. A fly will drink this water and die. Therefore, they call him Amanita.
Finger gymnastics "For mushrooms".
Top top. Five steps, there are five mushrooms in the box.
Amanita muscaria is a dangerous mushroom.
And the second is a fox, a red-haired sister
The third mushroom is a wave, a pink ear.
And the fourth mushroom is morel, a bearded fat man.
The fifth mushroom is white, eat it boldly.
"Riddles-Riddles".
Lesovichok arranges pictures of mushrooms on the flannelgraph.
Listen to my riddles and name rather guesses.
This mushroom lives under the spruce, under its huge shadow.
Wise bearded old man, resident of the forest - ... (boletus)
***
I'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, in our country there are a lot of different plants and animals. 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.
nature native land
This house is called.
Please tell us what new things we learned today(children's answers) .
