Oral folk art as a means of developing the lexical and grammatical structure of speech in preschool children. Oral folk art as a means of developing the speech of preschool children Works of oral folk art for children

Oral folk art as a means of developing the speech of children of primary preschool age

Student of the BIF KemSU Etkova I.A.

Early childhood is the foundation of a child’s overall development. It is in the early years that the foundations of health and intelligence are laid. The main event in the intellectual development of a child is considered to be the mastery of speech, since it is through speech that the child learns the world, and it is with the help of speech that all mental processes develop; memory, attention, imagination and thinking. It is necessary to take care of the full formation of speech from early childhood, so that the child will be able to overcome difficulties in the future with the complex tasks awaiting him.

Every parent looks forward to their child speaking so that mom and dad can fully communicate with him. How to get a child to talk is a problem that worries many parents. You need to constantly talk to the child, even if it seems that he does not react to it in any way. We need to talk about everything that surrounds us, everything we see.

One of the main means of education in early preschool age is oral folk art - an invaluable gift of folklore. Whether we like it or not, folklore has been part of our lives since birth, in melodious lullabies, nursery rhymes, fairy tales, proverbs and sayings, riddles, etc. But we have in our hands the richest didactic material on which we can raise a child, how a complete personality, without any problems with speech, memory and thinking, you just need to correctly use the experience of our ancestors. Let the child constantly hear beautiful, correct speech.

Oral folk art is a special type of art, that is, a type of spiritual exploration of reality by a person with the goal of creatively transforming the surrounding world according to the laws of beauty. From early childhood, oral folk art, which contains inexhaustible opportunities for the development of speech skills, allows one to encourage cognitive activity and speech activity. Folklore is not only an opportunity to touch history, but also an accessible, fun form of child development and upbringing.

The works included in the golden fund of folkloristics are multifaceted and carry a huge educational meaning. Character traits and thinking inherent to the people are reflected and historically preserved in these works. It is through oral folklore that a child, growing up and learning his native language, receives his first ideas about the culture of his people. Oddly enough, but using folklore in communication with a child helps make it more intense emotionally and aesthetically.

A. P. Usova, teacher-researcher, focused on the fact that “oral folk art contains a wealth of educational material, using which we introduce the child to the wider world of human activity, reveal life in new features and images”

Every nation has many nursery rhymes, riddles, sayings, and songs that make it possible to use them when communicating with a child without edification or morality, and to teach him using folklore forms. All works of oral folk art that are understandable and accessible to a child are actively used by teachers in games and activities, because they contribute to the development of goodwill and friendliness towards their peers. Nursery rhymes, jokes and songs cause an emotional outburst in the child of the need to contact an adult, to repeat after him those movements and sounds that he cannot yet perform or say on his own. Children are especially attracted to poetic works that are distinguished by clear rhyme, rhythm and musicality. An adult needs to master the techniques of folk art, and when communicating with a child, skillfully weave them into everyday life. In any situational game it is easy and appropriate to use folk art, for example, when feeding, washing, dressing, putting to bed, during the play activity “Bayu-bayu-bainki”, “Pussy, pussy, pussy, scat”, etc. When pronouncing a nursery rhyme, it is best to accompany it with actions, somehow demonstrate it, play it out. So, the well-known nursery rhyme “Water, water, wash my face” is appropriate to use when washing a baby. Thus, he easily remembers the poem, and he himself can reproduce it in play with dolls and easily makes contact, performing a hygienic procedure. Nursery rhymes with the pronunciation of the child’s name make him happy and want to repeat them. During the adaptation period, you can use nursery rhymes “Who is good here?”, “Okay, okay!”. The child remembers how his mother and grandmother played with him, began to listen and stopped crying. And if you combine a nursery rhyme and movements together, it can turn out to be a wonderful game. Such games include finger games that develop fine motor skills, promoting the development of speech: “Finger - boy, where have you been?”, “Magpie - white-sided was cooking porridge”, and round dance games “Cap”, “Bubble”, “Sly Fox” ”, etc. During games, children want to be the main character (fox, bear, wolf) and this is where counting rhymes come to the rescue, which serve for a fair distribution of roles “Tili - Tili”, “The cat walked along the bench”, etc. It is good to use the method of staging folk works, which helps to achieve the utmost understanding of the content and development of the speech “Chicken - Rabushka”. Children's folklore teaches them to play.

Just like nursery rhymes, perky and inviting calls attract the attention of children. They contribute to the formation of a caring attitude towards nature, the ability to notice and name natural phenomena, perceiving them emotionally. At the same time, the child’s speech also develops, becoming colored with bright emotional colors. Children repeat with pleasure: “Sunshine, sunshine”, “Rain, rain, have fun”, “Cucumber, cucumber”.

Folklore influences the spiritual development of a child, his imagination, and teaches certain moral standards. Folklore helps awaken a child’s interest in people, in the world around them, and in understanding the concepts of good and evil, love and hate. So, for example, a fairy tale, by likening animals to people, shows a child the norms of behavior in society, and fairy tales develop not only imagination, but also ingenuity. Children of this age like Russian folk tales: simple content, familiar characters that evoke a feeling of sympathy, a simple, accessible form of presentation. The child learns many new words and figurative expressions from fairy tales, his speech is enriched with emotional poetic vocabulary. Tales about animals lay the correct ideas about the world. And from the life of animals, the child learns how human life works. All fairy tales teach something, the relationships of people, the structure of the world. Why are there so many repetitions of “Kolobok”, “Zayushkina’s hut”, “Fox with a rolling pin”, “Teremok”, etc. in Russian folk tales, because this is a powerful tool in the development of a child’s speech. We adults would like our child to have a good memory and be able to retell what we have read. But after reading a fairy tale, the child is able not only to retell it, but is also able to speak in poetry. And if you play along with the child and break down the fairy tale by role, then the child’s imagination will run wild.

An important task of speech development in preschool age is the development of diction in a child. There are children who are excessively hasty in their speech, and some, on the contrary, draw out their words. And in folklore, people found special exercises that help children improve their diction. There are a lot of such poems that are built in the form of a dialogue, and the dialogue is emotional, with some kind of reinforcement in the form of joy at the end “Vanya - Vanechka”, “Over the bumps - over the bumps”, etc. When the child has learned to pronounce the words, he begins play with them, i.e. complex words to repeat in a row, “Sasha walked along the highway and sucked on a dryer, Cuckoo bought a hood, ....” Tongue twisters and sayings not only develop diction, but also memory, thinking and expressiveness of speech. And also proverbs and sayings teach folk wisdom that has been tested for centuries and has not lost its relevance in our time. Proverbs and sayings are figurative, poetic, they have a lot of personifications, apt definitions, they can be chosen to almost any situation. A child, using sayings and proverbs in his speech, can learn to clearly formulate his own thoughts and feelings, learn to color his speech, develop the ability to creatively use words, figuratively describe objects, giving them a vivid description.

We must not forget about songs, because the musical part of folklore is irreplaceable. Lullabies are an amazing genre that helped our distant ancestors, and close previous generations, to calm their babies, take care of their developing psyche, and pass on folk wisdom from the cradle. In addition to the simple function of putting the child to sleep and calming down, a lullaby also provides a lot of developmental information, a sense of protection, warmth, which will also be a bridge to relationships in the future; a close connection is established between the child and the parent for many years. If you look into the depths of centuries, many texts contained some kind of projection of the future child. For boys, for example, they sang how he would become a hero, a warrior. This coded the child a little for the future. In addition to lullabies, there are all kinds of chants and refrains. Some rhymes can be sung in the round dance games “Carousel”, “We, now let’s go...”, “Loaf”. Song lyrics also influence the upbringing of a child. Despite its small volume, the lullaby contains an inexhaustible key of educational and educational opportunities.

Another small form of oral folk art, in which the characteristic features of objects and phenomena are given in a condensed form, is a riddle. Riddles teach children associative thinking.

After all, learning and knowing the native language is the main acquisition of a preschooler, and everything possible must be done to ensure that the child’s speech is rich and varied, so that he understands the meaning of words and can use them for their intended purpose. A large vocabulary will help him in further studies at school and will contribute to the aesthetic, moral, and mental development of the baby. K.D. Ushinsky also said that “the native word is the basis of all mental development and the treasury of all knowledge.”

Any baby, when born, cannot speak, does not know the language, but after a few months he begins to actively understand and respond to the words and intonations of adults. A child’s speech development plays a big role in the overall development of a preschooler. Gradually, step by step, he learns to speak - masters the ability to pronounce certain sound combinations. As a child's pronunciation abilities increase, his ability to understand the speech of others also increases. And after some time, pronouncing words and then linking them together into sentences and phrases, the child masters the ability to clearly and consistently express his thoughts.

The ability to speak is based on the ability to hear, listen, and think, which prepares children to isolate the meaning of words. In order for the child to speak well and master his native language, and not experience difficulties in speaking and understanding words, the teacher must help in the main task - to master the language and speech. Here

Folklore in its diversity will be a huge helper and source in this development for the teacher: riddles, nursery rhymes, counting rhymes, lullabies.

The educational, cognitive and aesthetic significance of folklore is enormous, as it expands the child’s knowledge of the surrounding reality, develops the ability to subtly sense the artistic form, melody and rhythm of the native language.

In recent years, along with the search for modern models of education, interest in folklore has been growing, and the best examples of folk pedagogy have been revived. Folklore is one of the effective means that hides enormous possibilities. Preschoolers easily perceive works of folklore because they contain humor that children understand, didacticism that is not imposed, and familiar situations from life.

Through oral folk art, a child not only masters his native language, but also, mastering its beauty and brevity, becomes familiar with the culture of his people and gets his first impressions about it.

In the theory of preschool education, issues of perception of folklore in various aspects were considered by researchers and practitioners of such famous teachers as K.D. Ushinsky, O.I. Kapitsa, G.S. Vinogradov, A.P. Usova, E.A. Flerina, G. .Guchene, M.Yu.Novitskaya, R.P.Bosha, A.E.Shibitskaya, N.F.Samsonyuk and others. All of them noted the children’s interest in works of oral folk art.

The influence of folklore on the speech of preschool children, its imagery and expressiveness was noted by R.P. Bosha and N.N. Nasrullaeva.

Based on the research of teachers, linguists, psychologists, such as L.S. Vygotsky, D.B. Bogoyavlenskaya, A.V. Zaporozhets, O.S. Ushakova, we can confidently assert that the younger preschool age is a period of special sensitivity to the sound side of speech, to language, to figurative expressions, to the characteristics of the characters and main characters of fiction, including folklore.

Children of this age are able to observe images, for example, of fairy tales and imitate heroes and characters in works of art.

Purposeful and systematic use of works of folklore will make it possible to lay the foundation for the psychophysical well-being of a child, which determines the success of his overall development in the preschool period of childhood.

Folklore is truly irreplaceable in the upbringing and development of children; it develops children’s speech, influences the spiritual development of a person, introducing the child to folk culture on his imagination. From childhood we will help him experience the life of his people and instill in him a love of history.

Literature

Alekseev, E.E. Folklore in the context of modern culture / E.E. Alekseev. - M.: Knowledge, 1988. – 232 p.

Anikin, V.P. Russian folk tale / V.P.Anikin. - M.: Education, 1997. – 321 p.

Barskaya, N., Kryukova, S. And enters like a peahen (Elements of folklore in kindergarten classes) // Preschool education. - 1994. - No. 12

Bartasheva, N. Don’t be afraid of Barmaley (about the role of fairy tales in the life of a preschooler) // Preschool education. - 1994. - No. 9. - P. 66 - 68.

Vasilenko, V.M. Folk art: Selected works on folk art of the 10th-20th centuries. / V.M.Vasilenko. - M.: Education, 1994. – 485 p.

Golovina, M. Give impetus to improvisation // Art at school. - 1994. - No. 1. - P. 8 - 12.

Melnikov, M. N. Russian children's folklore: textbook. aid for students ped. institute for specialists / M.N.Melnikov. - M.: Education, 1987. – 240 p.

Sokolov, Yu. M. Russian children's folklore / Yu. M. Sokolov. - M.: Knowledge, 1991. – 297 p.

Mastery of the native language and speech development is one of the most important acquisitions of a child in preschool age, therefore this problem is considered in modern preschool education as the general basis for the upbringing and education of children.

Vygotsky wrote: “There is every factual and theoretical basis to assert that not only the intellectual development of a child, but also the formation of his character, emotions and personality as a whole is directly dependent on speech.”

In the theory and practice of preschool education, it is traditionally stated that oral folk art awakens children’s first figurative ideas about the Motherland and its culture; gives the right spiritual and moral guidelines, contributes to the maximum disclosure of the individuality and creative abilities of preschoolers, therefore in my practice I pay special attention to this problem.

One of the little-studied areas can be considered the use of oral folk art in order to develop the lexical and grammatical structure of the speech of preschool children. Russian folk tales, nursery rhymes, jokes, as the most interesting and relevant folklore genres for preschoolers, can be considered the optimal content of artistic, speech and play activities.

It should be noted that in these types of activities favorable conditions are created for improving the lexical and grammatical structure of speech, as well as for the child’s verbal self-expression.

Russian folk tales, introducing children to the circle of extraordinary events and transformations that occur with their heroes, express deep moral ideas. They teach kindness towards people, show high feelings and aspirations.

I form the lexical and grammatical structure of preschoolers’ speech through oral folk art in my activities: in the classroom; in games - dramatizations; in communication during sensitive moments and normal conditions, as well as with the help of specialists (speech therapist, music director), parents.

For example, I consider vocabulary work as a system of systematically conducted classes with the goal of forming and expanding children’s vocabulary. While mastering vocabulary, children engage in various types of practical and intellectual activities, learn objects and phenomena of reality, analyze, compare them with each other, learn to abstract properties and qualities, accumulate a vocabulary and expand it through practical mastery of word formation skills.

The first period of training was different in that the children quickly got tired, were distracted, and did not know how to listen to the sound of words, so during the first month the classes were short. More than half of the children experienced a decrease in performance; they worked productively for no more than 10-15 minutes.

The acquired knowledge, speech skills and abilities were reinforced daily by almost all specialists: teacher, speech therapist, music director.

In the process of classes with preschoolers, she clarified and enriched the children’s vocabulary, made their speech grammatically correct, at the same time contributed to the development and increase of interest in works of oral folk art, and revealed their diversity and richness.

As a rule, in the first lessons I give children an idea of ​​the genre features of proverbs and sayings, their differences from other small folklore forms. I also lead children to determine the genre features of a riddle, its differences from a proverb, poem, or fairy tale. Next, the task of clarifying ideas about genre features and the purpose of small folklore forms is solved: nursery rhymes, songs, riddles, tongue twisters, proverbs, then I continue to teach children how to compose fairy tales and stories based on proverbs. On the one hand, this contributes to a deeper understanding of the meaning of the proverb, and on the other hand, it develops in children the ability to correlate the names of the text with the content, and also contributes to the selection of linguistic means in accordance with the genre. Thus, the lexico-grammatical structure of the language develops.

At one of the first lessons, I invite the children to compose a story based on the proverbs “A cowardly bunny and a stump is a wolf” and “Emelya rides for a whole week” in order to find out whether the children understand the meaning and content of the proverbs and whether they know when they should be used. I note that specificity is necessary for stories and fairy tales compiled according to proverbs. Here's an example: “He’s a bunny and he’s afraid of the wolf. The wolf is black and the tree stump is black. That's why he's afraid. The wolf hid. The hare doesn’t see him, but is afraid.” “A man is walking. The other one is waiting for him for a week. He thinks he is on a train. He walks for a long time. And he waits and waits.” “The girl wakes up at night and wants to drink. Goes to the kitchen. There was a coat hanging there, it was dark. The girl thought it was Koschey the Immortal. She got scared and ran. And mom said: “A wolf is a stump for a cowardly bunny.”

Proverbs were learned by heart. She taught and encouraged the use of proverbs, riddles, nursery rhymes, and tongue twisters in communication.

During the lessons, I noticed that in a story, fairy tale, or poem, children perceive metaphor much more easily than in a riddle. This was explained by the fact that the literary text describes a real situation, and the riddle is an allegory.

At the initial stage, I taught children to perceive the figurative content of riddles and explain them. Later I paid attention to the rich, colorful language of the riddle, and taught me to understand the expediency of using expressive and visual means. For example, she offered the riddle “ Grandfather paving a bridge without an ax». Target: activate the verbal dictionary, develop speech memory, cultivate interest in riddles and folk art. She asked: “How did you guess that it was frost? What bridge is he building? Why do they say that?” Then she asked another riddle about Frost, drawing the children’s attention to what he was doing? What will Frost do?

After analyzing the second riddle, I ask the children: which of the two proposed riddles did they like better and why? I suggest choosing definitions for the word “frost” and remembering other riddles on this topic. Riddles were learned by heart.

Later, when the children have mastered the genre features of metaphorical riddles, I invite them to come up with riddles about objects and phenomena of reality themselves. Let me give you a few examples:

“Flying across the sky, flapping its wings” (bird).

“Prickly, prickly, like a thorn” (hedgehog).

“The sun that burns every evening” (lamp).

When preschoolers have already accumulated a certain stock of proverbs and sayings, I suggest they choose the appropriate proverb according to the content and idea of ​​a certain fairy tale, for example, in a lesson on reading a fairy tale “ Three piglets" After reading the text, she turned to the children: “Tell me briefly, what is the fairy tale “The Three Little Pigs” about? Remember the proverbs that would fit this fairy tale.” The children named the following: “Any craftsman is feared”, “A friend in need is a friend in need”, “What goes around comes around.”

I conduct the following classes in order to help children understand the figurative meaning of words and phrases (metaphors, phraseological units), to lead them to understand the etymology of words and expressions. For example, I tell the children: “In our language there are many words that denote objects (table, nose) and actions performed (put, chop, hack). But if you combine such words in one expression (“Hack on the nose”), then they will have a completely different meaning. Notching on the nose means remembering. Or this expression - “ hang your head" How do you understand it? How can you say it differently? For each lesson I always use humorous pictures and drawings, both for frontal work and individual work (handouts).

In my activities, I strive to ensure that the heard sayings and riddles are included in the active vocabulary of children, encouraging them to use them in everyday life.

Ensuring the principle of changing types of activities, I include finger gymnastics and outdoor games in classes. Children often organized the proposed games and exercises on their own during walks or during free time. In these moments, I note the positive aspects, since children’s acceptance of the speech exercises we propose is another step towards mastering the lexical and grammatical structure of speech. Considering the connection between fine motor skills and speech development, various finger gymnastics exercises allowed children to remember the text accompanying the movements and pronounce it, thereby stimulating the initiative of verbal communication and developing cognitive mental processes. Outdoor games and finger gymnastics were based on the material of works of oral folk art. Let me give you an example.

Outdoor game "The Wolf and the Seven Little Goats."

Target: development of positive emotions, consolidation of the ability to pronounce all necessary words accurately and clearly.

According to the counting, a wolf is selected. The wolf sits in the center of the circle, and the kids around dance in a circle and cheerfully say (learned in advance as homework):

The wolf wakes up from the song and noise and runs to catch the kids. Frightened, they scatter in different directions and hide. The wolf tries to catch as many kids as possible. The captured goats are taken to his “forest”.

Finger gymnastics “Dog”.

Finger gymnastics “Cockerel”.

To develop literate speech using prepositions and verbs, I use dramatizations for this purpose. For example, we dramatized a fairy tale "Kolobok"

She asked the children to remember what fairy tales, poems, riddles, nursery rhymes, and sayings they know. Then, using this speech material, she worked on developing the skill of forming nouns using diminutive suffixes. For example, from a fairy tale "Kolobok" asked the children to remember all the characters: grandmother, grandfather, hare, bear, wolf, fox, bun. After which the children transformed the words into a diminutive form ( grandma - granny, hare - bunny, fox - chanterelle, wolf - top, bun - bun).

I believe that it is only possible to develop correct literate speech in preschoolers through practical means, which is why I pay great attention to retelling fairy tales. But first I read, and more often I tell fairy tales. I organize the reading so that the children find it interesting. The reader usually wears Russian folk costume. If I read a fairy tale in the evening, we light candles. Quiet music is playing. Sometimes children listen to recorded fairy tales. With such an emotional perception, it is easier for children to retell. They try to speak in complex sentences, choosing words - definitions: “gossip fox”, “cheerful hares”, “brother Ivanushka”, “cunning wolf”. They use prefixed verbs: crossed, ran up, moved, flew away, searched, searched, etc.

The sentences were complete in meaning and intonation. Errors in coordination and control in proposals were not common.

I also widely use games in my work - dramatization, reading works of art and small folklore forms.

When using dramatization games, I encourage children to speak by quietly interfering in their activities and thus directing and improving their speech. Skillfully posed questions encourage them to think, analyze the situation, draw conclusions and generalizations.

Improvement of speech is also closely related to mental development. In the process of working on the expressiveness of characters’ remarks and their own statements, the child’s vocabulary became more active, and the sound aspect of speech was improved. The dialogue of the characters confronted preschoolers with the need to express their thoughts clearly, clearly, and understandably. Their dialogical and monologue speech and its grammatical structure improved, they began to actively use a dictionary of different parts of speech from learned fairy tales, proverbs, riddles, and sayings.

Gradually, the children’s speech became more complete and correct, their vocabulary was enriched, and their interest in fairy tales increased. They became close to the children and penetrated their lives and games. Having well perceived and felt the plot of the fairy tale, the children began to dramatize it. They dressed up, portrayed heroes, conducted a dialogue, conveyed the manner and behavior of the heroes of fairy tales, making extensive use of fairy-tale phrases and expressions, and consistently reproduced the plot. In these games they actively used correct speech. The children's creativity was manifested in the truthful playing out of the plot and roles.

While working on fairy tales, the children enriched their vocabulary, work was done on automating the sounds and introducing them into independent speech. The texts of fairy tales expanded the vocabulary, helped to correctly construct dialogues and sentences, and influenced the development of coherent, logical speech. But it was no less important to educate children’s speech to be emotional, imaginative and beautiful. And this, like nothing else, was facilitated by the work on staging fairy tales. The dramatization of the fairy tale also contributed to the development of the prosodic side of speech: voice timbre, its strength, tempo, intonation, expressiveness.

The results obtained indicate that the use of fairy tales is an effective means of enriching children’s speech and their acquisition of the lexical and grammatical structure of the language. Children's vocabulary has expanded significantly, enriched both quantitatively and qualitatively. A significant role in this was played by their practical mastery of word formation skills (suffixal method, prefixal and suffixal-prefixal). In addition to the nominative (nouns) vocabulary, the percentage of adjectives has increased sharply (bright, dim, sonorous, quiet, beautiful, lovely, golden, magical); participles (washed, running, jumping, running, running away); children began to use prefixed verbs more often (ran, galloped, galloped, left, arrived, came, left, came in); antonyms “The wolf has a long tail, but the hare has a short tail”; “The big mother bear has thick, warm fur, while the little bear cub has sparse and cold fur”; synonyms " Christina is very cheerful, joyful and happy today.”

Thus, in the process of work, the developing potential of oral folk art was selected. The use of questions and riddles, didactic and outdoor games, finger gymnastics and various types of theatrical activities based on folklore material made it possible to optimally organize the process of development of the lexical and grammatical structure of speech in preschool children, i.e. A huge amount of work was done, as a result of which positive dynamics were noted.

​Golubeva Nina Vyacheslavovna, in caregiver
​MBDOU "Kindergarten "Fairy Tale" p. Nikolskoye
​ Municipal municipality "Enotaevsky district"

Course work

Children's creativity is the initial stage in the formation of creative activity. It gives pleasure with its freshness of expression and spontaneity. Creativity, as a children's activity, makes it possible to see a child in a different light and develop children's creative abilities.

One of the types of children's creativity is verbal creativity, which, together with the artistic and aesthetic perception of literary works, the creative nature of performing activity, constitutes artistic and speech activity.

The basis for the development of verbal creativity is oral folk art (folklore). The problem of raising children through oral folk art has been the subject of research in different years of the existence of preschool pedagogy. In the 50s, N.S. studied the role of folk art in the education of preschool children. Karpinskaya, E.I. Tikheyeva, A.P. Usova and others. Continued work on this topic: O.S. Ushakova, N.V. Gavrish, A.N. Ilkova and others.

Using elements of oral folk art as a means of developing speech in preschool children

Bibliography:
1. Abelmas N.V. Lullabies, nursery rhymes, jokes AST Publishing House LLC 2003.
2.Baturina G.I., T.F. Kuzina Folk pedagogy in the modern educational process Moscow “School Press” 2003.
3. Illarionova Yu.G. Teach children to guess riddles Moscow “Enlightenment” 1976.

“Oral folk art in the correction of speech

disorders in preschool children"

T. N. Subbotina, teacher

MBDOU kindergarten No. 37 “Nightingale”, Stary Oskol

Both children and adults are well aware of tongue twisters, funny jokes and other poetic “hype”, which in everyday life is considered to be simple fun. In fact, this poetic “hype” is indispensable in correctional work.

Folklore provides wonderful images of speech, imitation of which allows a child to successfully master his native language. Proverbs and sayings are figurative, poetic, they contain a lot of personifications and apt definitions. Proverbs can be chosen to suit almost any situation.

Oral folk art is necessary for the development of the prosodic side of speech. Children must not only learn their native language, but also master speech perfectly: have sufficient breathing, a normal tempo, a practiced rhythm, a characteristic timbre, and vary intonation.

Folk art is necessary to automate speech sounds. It is also an indispensable assistant in the process of developing coherent speech. Where, if not in fairy tales, games - dramatizations, can we develop monologue and dialogic speech?

It is important that the child distinguishes, analyzes and differentiates phonemes by ear. Folklore will help develop phonemic awareness.

Through oral folk art, we teach children to play, follow the rules of the game, and observe norms of behavior.

Folk art is designed to develop humor and imagination. Not all children with severe speech impairments can adequately relate to jokes or understand figurative expressions. That’s why fables, shapeshifters, and riddles are so needed.

Folklore helps to cultivate a love for folk art. Children should be taught to perceive folklore texts and develop their ability to listen and hear.

Lullabies. The ancestral roots of many forms of children's folklore go deep into history. It all starts with the poetry of nurturing - lullabies, pesters.

Calls are small songs designed to be sung by a group of children. The chant contains not just an appeal to natural elements, but also a range of feelings and experiences expressed in words, rhythm, and intonation. Repeated combinations of the child’s actions with the words of the chant teach him to listen to the sounds of speech, to catch its rhythm and individual sound combinations.

Oh you, rainbow - arc,

You're tall and tight!

Give us some sunshine -

Bell tower.

The saying, by its verbal structure and design, instructs the child to respect every plant in the forest, field, and garden. Each plant has its own definition, an affectionate word. Pay attention to the sound similarity of the words: “turnip” - “cap”, “cabbage” - “vilasta” - “pudasta”, combining the object with its necessary and desirable characteristics. So the child sees with his own eyes what the purpose of the plant is, its healthy, living beauty. Sentences teach children to be attentive to their actions, to check actions by rules, and to strictly follow the rules.

Mother turnip,

Be born strong

Neither thick nor sparse,

To the great tail.

Folklore jokes are small poems of two to four, rarely eight lines. Jokes are characterized by a respectful attitude towards all living things, affectionate words, kind nicknames: kitty - cat, hen - ryabushechka.

The joke invites children to see the funny in life and learn how to convey this funny in words. This is the best way to develop both motor coordination and general fine motor skills. The child learns to coordinate his movements with the rhythm of the joke.

Cucumber, cucumber,

Don't go to that end -

There's a mouse living there

He'll bite your tail off.

Changelings provide the child with the opportunity, through playing with words, sounds, and sound combinations, to grasp the specifics of the sound of speech and its characteristic expressiveness, imagery, and humor.

Like a rooster bakes thresholds in an oven,

The cat is sewing a shirt at the window,

A piglet is pounding peas in a mortar...

Signs are an excellent example of the “agricultural thought” of the people. Knowledge of nature and life experience resulted in proverbial expressions that have survived to this day. Signs in correctional work:

Helps expand children's vocabulary;

Promote the development of auditory memory;

They provide an opportunity to raise children’s interest and relieve tension;

Develop phonemic hearing;

Provide assistance in automating speech sounds.

In March the frost is crackling, but not stinging.

May decorates the forests, summer awaits visitors.

Tongue Twisters. Not every one of us manages to repeat a tongue twister the first time without making a mistake, but a fun word game is captivating. Tongue twisters help to correctly and clearly pronounce difficult-to-pronounce poems and phrases, introduce you to the richness of the Russian language, and new poetic phrases. Each tongue twister has its own play of sounds and words. They do not repeat themselves, this is their secret and charm. These are useful grammatical exercises that train the child in the correct, meaningful use of parts of speech and parts of words, and at the same time pampering, a favorite game of word creation.

The use of tongue twisters helps to consolidate diction and use various pitch, power and timbre sounds.

Tongue twisters are needed for the development of phonemic hearing, the formation of the child’s ability to grasp subtle sound differences, and contributes to the automation of speech sounds.

There is a speck of dust on a blade of grass,

A speck of dust on a blade of grass.

Folk teasing is intended to put the offender in his place, to express his attitude towards unpleasant deviations in behavior, habits, and appearance.

The teaser tends to exaggerate and understate. It teaches you to notice the bad, the unfair, the ugly, to hear words and select them according to their consonance and meaning; it develops sensitivity to absurd life situations. The teaser managed to maintain clarity, rhythm, brevity, and expressiveness.

Antoshka-potato,

straw leg,

Himself from the nails,

Elbow head.

Riddles are an important genre, mastery of which contributes to the mental development of a child. Knowledge of riddles not only develops memory, but cultivates a poetic feeling and prepares the child for the perception of classical literature.

According to the type of structural logical problem, there are five types of riddles:

Riddles with precisely named signs;

Riddles with signs encrypted using allegories;

Riddles with negative comparison;

Riddles with negative comparison and encrypted signs, i.e. content and negation, and allegories;

Combined riddles with precisely named and encrypted features.

There are several types of children's activities in games with riddles:

Making riddles;

Guessing riddles;

Proof of the correctness of the guesses;

Comparison of riddles about different things.

Not jewelry, but silver, not a shepherd, but a flock of sheep.

(Month and stars)

Proverbs and sayings. A saying is similar to a proverb, but unlike it, it is not a complete judgment. A saying is part of a judgment.

He is a fox tail. - Proverb.

He sees a speck in someone else's eye, but does not even notice a log in his own. -Proverb.

Proverbs introduce a child to the brevity, accuracy, and precision of his native language.

In speech therapy work, it is better to use a proverb when developing coherent speech in children. It will be appropriate when working with a story or fairy tale.

Outdoor games and counting rhymes. Counting books are closely related to games. Folk games have a lot of humor, jokes, and competitive fervor. Actions are often accompanied by unexpected funny moments, tempting and beloved by children counting rhymes, drawing lots, and nursery rhymes. Thus, the beginnings make it possible to quickly organize the players and set them up for unconditional and precise implementation of the rules.

Tara - bar,

It's time to go home

Milk the cows

You should drive.

A fairy tale is a purely pedagogical genre, fulfilling the role of a teacher and interpreter of basic moral commandments for a child.

In a fairy tale addressed to children, there are almost no elements of fantasy in the depiction of relationships. Birds, animals and people are represented in life-size, so they defeat their enemies with the help of unusual, fantastic actions.

Corrective work is often invisible, painstaking, and complex.

So that this work is lively, interesting, varied, bright, colorful, imaginative, exciting, fun, highly effective; to strengthen the thread that is called the connection between generations; In order to cultivate interest, respect and love for the living Russian word, we can and should use folk art.

Literature:

1. Anikin V.P. Russian folk proverbs, sayings, riddles and children's folklore. M.: 2007.

2. Astashina M. Folklore in the education of preschool children / M. Astashina // Preschool education No. 3, 2007.

3. Bakhvalova N.I. Pedagogical search for new forms of work on speech development through Russian folklore // Preschool pedagogy No. 8(49) November, 2008.

4. Soboleva A.V. Riddles-savvy: practical work. manual for speech therapists, educators and parents / A. V. Soboleva. M.: GNOM i D, 2000.

5. Chernyadyeva T. Acquaintance of children with small folklore forms / T. Chernyadyeva // Child in kindergarten, No. 4, 2001.

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Project “Multicultural education of children of primary preschool age through oral folk art”

Younger preschoolers are especially attracted to poetic works that are distinguished by clear rhyme, rhythm and musicality. Children, repeating, catch the consonance of the verse. Children of this age like Russian folk tales: simple content, familiar characters that evoke a feeling of sympathy, a simple, accessible form of presentation. To develop the expressiveness of children's speech, works of oral folk art, folk games and toys provide me with invaluable help.

Taking all this into account, I chose the topic for my project “Multicultural education of children of primary preschool age through oral folk art.”

In my work, I paid great attention to raising children through the use of oral folk art.

The project we have developed is designed for one year.

Project participants: children of their group, parents, teachers of our kindergarten.

Next, I indicate the relevance of this project. This topic is very relevant today. With the development of computerization, language began to lose its emotionality. Children have poorly developed speech and poor vocabulary. Therefore, through oral folk art, one not only masters one’s native language, but also masters its beauty and brevity. The child becomes familiar with the culture of his people, customs, traditions, and gets his first impressions of it.

Naturally, the need to use oral folk art in the development of early preschool age is very important, because the child learns a lot of interesting new things. He develops cognitive skills (memory, attention, speech).

Also, the relevance of this topic lies in the fact that during the period of renewal of preschool education, the role of folk culture as a source of spiritual and moral development of children increases significantly.

The next point in the project should be to set a goal.

The goal of the project is as follows: to introduce children of primary preschool age to folk culture through oral folk art. To introduce children 2-3 years old to the beauty of their native word.

Such as:

1. To introduce folk culture, cultivate interest in oral folk art by reading children's literature;

2. Use folk words in different types of activities;

3. Show the beauty of the figurative language of fairy tales;

4. Use theatrical activities in the process;

5. Introduce children to folk culture through play activities.

6. Activate vocabulary through children’s use of words in speech.

7. Increase speech activity, develop visual perception and attention, spatial thinking, body motor skills and fine motor skills, creative imagination.

8. Develop communication skills when children master their native language.

9. Develop the ability to listen, answer the teacher’s questions, and ask questions about the content.

It was also necessary to formulate a hypothesis: Education of children of primary preschool age through oral folk art is necessary for the development of communication skills, increased speech, development of visual perception and attention, and creative imagination.

During the project, the following stages were identified.

1. Preparatory – creating conditions for the implementation of the project

2. Main – implementation of the main activities in the areas of the project.

3. Final – presentation, design of project material, results, conclusions, result. Let's start with the first stage - preparatory. It represents the creation of conditions for the implementation of the project:

Selection of methodological, pedagogical and fiction literature;

Creation of a folk art library;

Creation of a developing environment and a corner of educational games;

Selection of visual aids and illustrations;

Selection of children's music library: music, fairy tales, songs;

Selection of board-printed, didactic, verbal games;

Materials for productive visual activities.

The forms of work were also indicated

1. Daily reading (fairy tales, nursery rhymes, songs).

2. Thematic conversations on oral folk art

3. Folk active and verbal games on walks and in a group

4. Looking at books and illustrations together

5. Didactic games in classes and free activities

6. Theatricalization of folk tales with bi-ba-bo dolls, on flannelgraph, table and finger theater, toy and picture theater

7. Singing folk songs, nursery rhymes, playing musical instruments

8. Entertainment, leisure

9. Drawing, modeling based on folk art

10. Finger games

Working with parents is considered an integral part of the project.

They provided great assistance in selecting fiction, visual and didactic aids, drawing masks based on fairy tales, knitting for finger theater, and selecting a library of children's oral folk art (fairy tales, songs, melodies).

The work would not have been fruitful if not for their help.

To keep parents informed of events, consultations “Russian folklore”, “Use of folklore in working with children of primary preschool age”, etc. were prepared. Also at the final parent meeting I plan to make a report and tell parents about games with children at home, there were folders were created, conversations and entertainment were held on this topic.

Parents also responded kindly to the proposal to bring CDs with lullabies, nursery rhymes, and fairy tales to the group. With the help of parents, we collected a small folklore library for children to read.

What can you say about the work done? Finally we move on to the final stage.

I would like to outline the results of the work done.

We think that the work on folklore that we did in our group did a lot of good.

Firstly, by introducing children to oral folk art, they solved cognitive problems, and this contributed to the development of children's thinking and the enrichment of children's speech.

Secondly, this work made it possible to bring children closer to the culture of the Russian people, to introduce them to customs and traditions passed down from generation to generation.

Thirdly, working with folklore contributed to the development in children of love for their native land and the ability to see and understand the world around them.

Nursery rhymes, fairy tales, games, jokes, chants, lullabies evoke the friendly laughter of children, have a stronger effect on the child than reprimand and punishment, and contribute to the establishment of emotional contact between children.

Parents also showed interest in using small forms of folklore in the development of children at home. They enjoy learning with children and reading nursery rhymes and fairy tales.

From all that has been said, we want to conclude: work in this direction is effective and necessary for the further development of children.

This experience is the completion of work at this age stage.

Speech development of middle preschool children using small forms of folklore

Speech development of middle preschool children using small forms of folklore.

From the work experience of Antonina Aleksandrovna Poddubnaya, teacher of the first category, MADOU TsRR DS No. 350, Chelyabinsk

Why do our children speak poorly? Maybe because we have forgotten how to talk to them? When communicating with their children, parents rarely use sayings and proverbs, but they are the essence of resolving any conflict. Children of preschool age are very receptive to words, they quickly remember and reproduce everything: their involuntary memory is actively “working”, they remember literally everything, without even wanting it.

In preschool childhood, children's social circle expands. Children, going beyond narrow family ties, begin to communicate with a wider circle of people, especially with peers. This requires the child to fully master the means of communication, the main of which is speech.

Unfortunately, parents nowadays, due to difficult social conditions and being too busy, often forget about this and leave the process of their child’s speech development to chance. A modern child spends little time in the company of adults (more and more at the computer or watching TV, and rarely hears fairy tales and stories from parents and educators.

Therefore, a child of senior preschool age has the following problems:

1. Speech consists of simple, common sentences. He doesn't know how to build them correctly. Answers questions in monosyllables (yes, no, good, bad).

2. Insufficient vocabulary, inability to choose a synonym, to name a feature of an object.

3. Uses slang words, advertising cliches in his speech (the result of watching television programs, commercials, non-literary words and expressions.

4. Cannot correctly and competently formulate his question.

5. Unable to construct a monologue, for example, a story on a proposed topic, cannot retell a short text.

6. Does not want and cannot explain his point of view, justify the request, or express protest.

7. Lack of speech culture: does not know how to use intonation, regulate voice volume and speech rate, etc.

8. Poor diction.

Oral folk art has an amazing ability to awaken a good beginning in people. The use of oral folk art in work with preschool children creates unique conditions for the development of speech, thinking, behavioral motivation, and the accumulation of positive moral experience in interpersonal relationships.

All of the above predetermined the choice of the topic of the work experience: “Development of speech in children of middle preschool age using small forms of folklore.”

The purpose of the work experience is: to theoretically substantiate and practically confirm the significance of the use of oral folk art in the development of speech in children of middle preschool age.

The purpose of the work predetermined the need to set the following tasks:

1. Reveal the influence of small forms of folklore on the development of speech in children of middle preschool age;

3. Determine the basic conditions and means of organizing and using small forms of folklore in the speech development of children;

4. Interact with parents on the use of small forms of folklore in speech development.

The novelty of the experience lies in the improvement of the application of methods: planning thematic days, the use of small folklore forms in various types of activities: gaming, educational, during walks, morning exercises, work, routine moments.

As a result of the implementation of the work plan on the topic of self-education, a basis for the development of children’s speech will be formed. If you use oral folk art along with modern teaching methods, then children’s speech will become more expressive, emotional, varied, and their vocabulary will increase.

Methodology for using small folklore forms in work.

For the purposeful and systematic use of small forms of folklore in working with children of middle preschool age, we have identified sections of the topic of self-education, which we plan to work on throughout the year. Also, a plan of thematic events for these sections was drawn up.

Work plan by sections of the topic of self-education

Systematic approach to holding calendar and national holidays

(Formed in a table: Month, Holiday, Types of activity)

October November

“Autumn” 1. Conversation: “Autumn” is a meeting of autumn in Rus' (Appendix No. 1) 2. Exhibition of crafts “Autumn Fantasies” (joint work of parents and children).

3. Solving autumn riddles (Appendix No. 2)

4. “Autumn” games for walks (Appendix No. 3)

5. Introduction to oral folk art on an autumn theme (Appendix No. 4).

6. “Autumn” fairy tales (Appendix No. 5)

7. Autumn Festival (according to the music director’s plan)

December - January

“Christmas” 1. Reading the story by Nellie Gogus “What kind of holiday is Christmas? "(Appendix No. 6)

2. View the presentation “What is Christmas? "(Appendix No. 7 on disk)

3. Introduce children to carols and learn Christmas carols (Appendix No. 8)

4. Reading New Year's fairy tales before bed (Appendix No. 9)

5. “Yuletide games” on walks (Appendix No. 10)

February

“Maslenitsa” 1. Conversation accompanied by a presentation “History and traditions of the Maslenitsa holiday” (Appendix No. 11 on CD) 2. Introduction to Maslenitsa folklore. Learning songs to celebrate Maslenitsa and farewell to Maslenitsa (Appendix No. 12) 3. Reading “Maslenitsa” tales (Appendix No. 13)

4. Celebration “Seeing off Maslenitsa” (according to the music director’s plan) 5. Gatherings: “Russian pancakes are good” (joint work with parents) (Appendix No. 14)

6. Together with parents and children, make a pancake recipe book “Ladushki”.

March

“Larks” (Meeting of Spring) 1. Presentation-introduction to the holiday “Larks” (Appendix No. 15 on CD)

2. Consultation for parents: “What kind of holiday is “Larks”? "(Appendix No. 16)

3. Acquaintance with oral folk art “chants”, sayings, signs, learning chants suitable for the holiday (Appendix No. 17)

4. Making and baking “Larks” (Appendix No. 18) 5. Entertainment: Performing the ritual of welcoming spring (Appendix No. 19)

April

Easter 1. View the presentation “Easter - the Holy Resurrection of Christ” (Appendix No. 20 on CD)

2. Artistic creativity: “Painting Easter eggs” (Appendix No. 21)

3. Introduction to proverbs and sayings about Easter (Appendix No. 22)

4. Exhibition of illustrations of old postcards with sayings for Easter (methodological piggy bank on the topic of self-education p. 39) 5. Acquaintance with ancient Russian folk games with Easter eggs (Appendix No. 23)

6. Design of the album “We are celebrating Easter” (joint work of children and parents)

May

Summing up the topic of self-realization. Preparing of report.

A preschool educational institution is the first and most responsible link in the general education system. Mastery of the native language is one of the most important acquisitions of a child in preschool age. It is preschool childhood that is especially sensitive to speech acquisition. Therefore, the process of speech development is considered in modern preschool education as the general basis for the upbringing and development of children. In this regard, the problem of developing the speech of preschool children through Russian folklore is of particular importance today.

In our time, a process of simplification and impoverishment of the Russian language is observed everywhere, its beauty and imagery are disappearing. The vocabulary of most adults and children is extremely small and primitive. The child largely depends on adults. It’s wonderful if adults fill a child’s life with the light of kindness and affection, spiritually enrich the environment in which he grows up, and lay the preconditions for high human principles. What can develop and enrich children’s speech and their spiritual environment? This is Russian folklore. Folklore lovingly and wisely teaches a preschooler, introduces him to the high moral culture of his people

Thus, introducing a child to folk culture should begin from early childhood. Folklore is a unique means for transmitting folk wisdom and educating children at the initial stage of their development. Gradually, children develop an internal readiness for a deeper perception of works of Russian folk literature, their vocabulary is enriched and expanded, and the ability to master their native speech.

With the help of small forms of folklore, it is possible to solve almost all problems in the methodology of speech development, and along with the basic methods and techniques of speech development of preschoolers, this rich material of verbal creativity of the people can and should be used.

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Yakut folklore as a means of mathematical development of children of senior preschool age

The child's mathematical development has come a long way in its development. Its predecessor is oral folk art: riddles, proverbs, sayings, counting rhymes, jokes - all this introduces children to counting and the formation of the concept of number. To the issue of using oral folk art in mathematical development, the contribution of T. P. Ammosova, K. Ya. Bolshunova, Z. A. Mikhailova, L. I. Pavlova, M. I. Baisheva is significant. According to L. I. Pavlova: “folklore material also has great potential for the mathematical development of preschool children. It allows you to solve a number of problems in teaching children mathematics.”

Mastering mathematical knowledge poses a certain difficulty for young children. The thinking of a preschooler is concrete, visually effective, visually figurative. And mathematical concepts are abstract and mastery of them requires an appropriate level of development of logical thinking and memory.

Oral forms of folk art help to overcome this contradiction, since they are built taking into account the psychological characteristics of perception, thinking and memory of preschool children.

Abstract mathematical concepts are put into figurative forms, and therefore they become accessible to children's thinking. the absence of complex terms removes the fear of the incomprehensible. They are entertaining and playful in nature. Thanks to this, the child does not arbitrarily and imperceptibly acquire the knowledge and skills necessary for him.

Tasks offered to children in folklore forms often require non-standard solutions. This forces children to compare, analyze, and reason. Thus, preschoolers develop ingenuity, imagination, and creative thinking.

A wonderful source of folk wisdom is the riddle. Riddles cover the diverse world of surrounding phenomena and objects. Solving mathematical riddles is an exciting game that evokes a joyful, elevated emotional state in a child.

Riddles can be divided into the following groups:

1. Riddles in which various numbers are found, the subject is characterized from a quantitative side;

2. Riddles that reveal both the qualitative characteristics of an object and its properties such as length, width, thickness, volume;

3. Riddles in which the shapes of an object are indicated and some properties of geometric shapes are revealed;

4. Riddles that characterize objects and phenomena from a spatiotemporal point of view.

For example, suem is the distance between the tips of the large and

index fingers; Kharys – the distance between the tips of the thumb and middle finger; hardyy – long stride length; bylas – the distance between the arms extended to the sides; satyy kos – 7, 8 km; at ko o – 10 km; The expression “kunnuk sir” means a path that lasts one day. In various olonkhos the concept “bylaas” is also often used (see appendix).

Each riddle is a logical problem, in solving which the child must perform mental operations. It is important to teach the child not only to solve riddles, but also to prove the correctness of the answer.

For example: hot as fire. Round, like a ball (sun).

When selecting riddles to work with children, you must first of all take into account the accessibility of the content, completeness, accuracy of characteristics, complexity of the artistic image and the child’s experience. Riddles should be arranged in a certain sequence from simple to more complex, that is, from riddles where the properties and characteristics are directly indicated in the text (descriptive), to those where the properties and characteristics of the object are veiled (metaphorical).

Children know a lot of counting rhymes and this can be used in classes, when you need to choose a driver, in order to increase the activity of children, you should not assign children, but do this with the help of a counting rhyme.

In classes on the formation of ideas, riddles and counting rhymes can be offered by children at the very beginning of the lesson as a little mental gymnastics. The purpose in this case is to create in children a positive emotional state and interest in the upcoming activity.

K. D. Ushinsky wrote: “in form, these are vital manifestations of the people's word, flying directly from its living, deep source of the ever-young, ever-developing soul of the people. In terms of content, our proverbs are important for initial learning, because in them, like in a mirror, folk life is reflected with all its picturesque features. Perhaps there is nothing better to lead children to an understanding of folk life than by explaining to them the meaning of folk proverbs.”

Proverbs can have a huge impact on the development of the mind. For example: atas thugar atah tostor; biir rear minnyiges, bies rear symsakh.

From the point of view of A.F. Govorova, the olonkho acts as a source of development of creativity in preschool children.

A.P. Markova considered introducing children to olonkho in two aspects:

1. Use of olonkho and visual activity;

2. Introducing children to the olonkho through games.

Olonkho is the pinnacle of the development of Yakut folklore, having absorbed the philosophical, worldview, and pedagogical views of the people.

Currently, in preschool educational institutions, to familiarize children with oral folk art, in particular olonkho, they are based on the works of M. A. Afanasyeva, A. P. Markova and others.

From the point of view of the famous ethnopedagogist I.S. Portnyagin, the Yakut folk epic - olonkho - has a pronounced pedagogical character. Olonkho develops the child’s mind, intelligence, and reasoning, provides colorful characteristics of the world around him, and contributes to the formation of a scientific and mathematical worldview.

A significant contribution to the study of olonkho was made by researchers of the Yakut language A. E. Kulakovsky, E. K. Pekarsky, P. A. Oyunsky and others, who noted the educational role of olonkho.

The structural content of olonkho is a description of the country, the sacred tree, the dwelling of the region, its wealth, its wealth, its weapons.

In olonkho, each episode carries an educational and educational load. These are, first of all, ethnic ideas: hard work, unity of the clan and tribe, harmony in the family, patriotism, humane relationships between people, respectful attitude towards old people as bearers and guardians of national traditions, care for children and their upbringing, honesty, courage, nobility, etc. are at the same time the transfer of aesthetic ideals, military armor, the beauty of struggle and victories, numerous national holidays, relationships between people. Olonkho provides inexhaustibly rich material for the formation of young people’s not only aesthetic tastes, but also the development of intelligence, strength, courage and patriotism.

I. S. Portnyagin, the educational impact of olonkho, sees the following:

Develops the mind, intelligence, gives a colorful description of the world around us, contributes to the formation of a scientific and materialistic worldview in children;

Develops such qualities of a person’s personality as cleanliness and humanism, patriotism and mercy, courage and honesty, simplicity and greatness, heroism and hard work, cohesion, solidarity;

Fosters a sense of love for one’s native place, one’s home, the family hearth, a sense of justice and security, nationality and wisdom;

Nobility always wins, the military feat of the people, humanity, good triumphs over evil;

Oral creativity of olonkho promotes the development of speech and mental activity of children. The Olonkho language spiritualizes and ennobles listeners, teaches them accuracy in expressions, expressiveness of speech, intelligence in actions;

Nature, its vastness in space and time, symbols and colorful descriptions develop aesthetic taste.

Also, in order to form full-fledged systematic ideas and to develop cognitive interest in preschoolers, it is recommended to use entertaining problem situations based on the plots of fairy tales. A fairy tale introduces a child to some imaginary circumstances, being drawn into the events of a fairy tale, the child, as it were, becomes its protagonist. He seeks to intervene in the situation and influence them. Thus, while listening to a fascinating story and experiencing games, the child at the same time practices solving a number of complex mathematical problems, learns to reason, think logically, and arithmetize the course of his thoughts.

A fairy tale also allows you to carry out a thought experiment based on visual and ideal models. For example, children find themselves on an island enchanted by an evil wizard, where time flows in the opposite direction. Modeling this kind of relationship in a fairy tale allows children to understand such a property as the irreversibility of time. A fairy tale makes it possible to turn mathematical content into the material of role-playing games, thereby stipulating its creative development. for example, quantitative relations can become the material.

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Spiritual development of children of senior preschool age through oral folk art. Proverbs

Modern society pays great attention to the upbringing and education of the younger generation. Currently, there is a large amount of methodological material on the development of various abilities, skills and abilities in preschool children. With such a flow of information, it is important not to miss the most important thing - the development of the spirituality of a little person. The basis of education and training from childhood must be based on spiritual values: mercy, kindness, patience, compassion, acceptance of another person with his strengths and weaknesses, understanding, forgiveness, responsibility for one’s words and actions. After all, the main basis for the survival of different peoples is the spiritual growth of each person individually and each family as a whole. The above spiritual values ​​were formed over the centuries-old life experience of people through oral folk art. The result of such formation can be called: legends, epics, stories, fairy tales, poems. Each word of such creativity was polished by time and compressed into the size of a short instructive story - a parable.

There is currently a paradox. Despite the fact that the shelves of libraries and bookstores are filled with a mass of books, there are very few readers and buyers there. You can refer to the Internet, where any literature is available in electronic form, but even there there are not many visitors to electronic libraries. The public is sounding the alarm. All attempts by the Ministry of Education to instill a love of reading among the population: flash mobs, reading days and much more do not yield results. The population of our country reads less and less, and young people have almost completely stopped paying attention to literature.

The boundaries of self-knowledge have narrowed; there is no motive or desire to follow the examples of literary heroes: better, cleaner, kinder, spiritually brighter, to be simpler, closer to nature. People have forgotten how to love, that is, to sacrifice themselves for the sake of another person. But the basis of spirituality is an understanding of the eternal truth: “Love your neighbor as yourself.” For most people, material values ​​come first: making money, entertainment, purchasing expensive things, traveling abroad, etc. This does not make a person any better. Such degradation of spirituality ultimately leads to the extinction of the nation. Therefore, parables are an effective method of instilling a love of reading from childhood. They are short, concise, wise. By listening and understanding the parable, it is easier for a child to understand what is happening to him, because using the example of other heroes, she teaches him to make the right choice between good and evil. T. D. Zinkevich - Evstigneeva states: “As a rule, it is a parable that is the bearer of a deep philosophy of life. The life lesson in parables is not veiled, but directly formulated. Usually one parable is dedicated to one lesson.” Through parables, a child can be brought to know himself and the people around him, and many actions can be explained using examples of various heroes of the living and inanimate world. A teacher-psychologist who develops spiritual values ​​in children should always be an example for them. The spirituality of the student is formed by the spirituality of the teacher. If the teacher himself is not convincing, he will not be able to instill the correct foundations in children. Some experts believe that it is difficult for a preschool child to understand the meaning of a parable due to age-related characteristics, so it is very important to choose a parable in accordance with the child’s age and correctly reveal its meaning. The essence of the parable can be explained to a preschooler using various methods and techniques in special - organized multicultural individual or group classes, where you can combine fairytale therapeutic methods with elements of music therapy, puppet therapy and art therapy.

Parables can be structured according to individual problems:

1. Parables about compassion and pity - for aggressive children;

2. Parables about patience, perseverance, love for people, the ability to give in to each other, children’s love for their parents, respect for adults - for children suffering from behavior disorder;

3. Parables about courage, masculinity - for children who experience fears;

4. Parables that instill a love of work - for lazy children;

5. Parables about honesty, decency, the ability to share with others - to prevent theft in children.

Thus, a person’s inner spiritual growth occurs through correct and fascinating knowledge of wise parables from childhood, using the example of simple everyday stories. The one who comes closer to understanding the Divine essence can become a reasonable, attentive, respectable person.

Bibliography:

1. Grebenshchikova L. G. Basics of puppet therapy. Gallery of dolls. – St. Petersburg. : Speech, 2007. - 80 p.

2. Grains. Good stories for little kids. Vol. 1, 2, 3, 4, 5, 6, 7 - Ryazan: Zerna – Slo-vo, 2013. - 32 p.

3. Zinkevich-Evstigneeva T. D. Forms and methods of working with fairy tales. - St. Petersburg. : Speech, 2008. – 240 p.

4. Kiseleva M. B. Art therapy in working with children: A guide for child psychologists, teachers, doctors and specialists working with children. - St. Petersburg. : Speech, 2006. – 160 p.

5. Monk Barnabas (Sanin). Little parables for children and adults. In 7 books. – 1300 s.

6. Parables, fairy tales, metaphors in child development. - St. Petersburg. : Rech, 2007. – 296 p.

7. Sakovich N. A. Sand playing technologies. Games on the bridge. St. Petersburg : Speech, 2008. - 176 p.

8. Tkach R. M. Fairytale therapy for children’s problems. St. Petersburg : Speech; M.: Sfera, 2008. - 118 p.

9. http://izuchaemorkse.blogspot.ru/2013/02/blog-post_1721.html Methods of working with parables

The influence of small forms of folklore on the development of speech in preschool children with special needs development

The influence of small forms of folklore on the development of speech in preschool children with special needs development.

Folklore is folk art, the soul of Russian art and music. The youngest children are first introduced to works of oral folk art.

The language of folk songs and nursery rhymes is laconic, figurative and rich in sounds that help children understand their differences. Words that are different in meaning, but differ from each other in only one sound (finger-boy, ate-sang, our-Masha, sometimes stand side by side, sometimes rhyme, and this emphasizes the characteristics of each of them; forms the child’s ability to grasp subtle sound differences, prepares for mastering correct sound pronunciation. By conversation or a joke, I encourage the child to pronounce a sound combination that is difficult for him, choosing a nursery rhyme where this syllable is stressed, therefore, stands out in the voice and is well captured by the ear:

It is very important that children listen attentively to the sound of their native speech, catch the poetic rhythm, the richness of shades of words: grass-ant, bird-tit, pussy-cat, little hen, pied hen, hen-grouse, hen-hairy hen, to mastering the native language is one of the most important acquisitions of a child in preschool childhood. It is preschool childhood that is especially sensitive to speech acquisition.

Folklore is oral folk art, existing in the form of: fairy tales, nursery rhymes, riddles, songs.

The historiography of scientific research into the problems of folk pedagogy indicates that the study of folk experience of education as a socio-historical phenomenon at all stages of historical development was included in the range of scientific interests of teachers of the past and present.

The famous Swiss teacher G. Pestalozzi, summarizing the experience of Swiss folk pedagogy, created a “Book for Mothers”. He was convinced that nature-based education, begun in the family, should then continue at school.

V. A. Sukhomlinsky emphasized the need and importance of studying moral ideas and the pedagogical views of the people arising from them. He believed that, despite the richness and enormous practical significance of folk pedagogy, it is not properly studied, and in-depth research on these problems is not carried out. “No one has yet seriously thought about folk pedagogy, and apparently this has brought a lot of trouble to pedagogy,” he wrote. - I am sure that folk pedagogy is the focus of the spiritual life of the people. Folk pedagogy reveals the features of the national character, the face of the people! The character of the people, the face of the people, their thoughts and aspirations, moral ideals are especially clearly manifested in the fairy tales, epics, legends, epics, sayings and proverbs created by them.”

V. A. Sukhomlinsky believed that fairy tales, songs, and nursery rhymes are an indispensable means of awakening cognitive activity, independence, and bright individuality.

With the help of small forms of folklore, children learn to express one or another intonation: grief, tenderness and affection.

A.P. Usova, O. Ushakova believe that nursery rhymes, fairy tales, riddles and proverbs are rich material for the development of speech culture.

At the end of the 20th century, a huge avalanche of borrowed terms from foreign languages ​​began to pour into our lives, which threatens the language, and therefore culture. Therefore, the problem of developing the speech of children of primary preschool age through small forms of folklore is of particular importance today.

Proverbs and sayings are a special type of oral poetry, polished over centuries and absorbing the labor experience of numerous generations.” She notes that proverbs and sayings in a generalized judgment about typical phenomena resort to the most stable part of the vocabulary of the national language, they do not have any decorative means, the idea is conveyed only by the most necessary and, moreover, precisely selected words.

Nursery rhymes, tongue twisters, proverbs, sayings are the richest material for the development of sound culture of speech. By developing a sense of rhythm and rhyme, we prepare the child for further perception of poetic speech and form the intonational expressiveness of his speech. The language created by the people is replete with figurative colloquial forms and expressive vocabulary. This richness of the native language can be conveyed to children through folk games. The folklore material they contain contributes to the mastery of native speech. For example, the fun game “Ladushki - clappers”, where an adult asks questions, and a child answers, accompanying his answers with imitation movements. In the process of games and fun, T. Tarasova believes, not only speech develops, but also fine motor skills, which prepares the child’s hand for writing.

Theorists - teachers, and educators - practitioners have repeatedly emphasized the high pedagogical qualities of Russian folklore.

Thus, verbal Russian folk art contains poetic values. Its influence on the development of children's speech is undeniable. With the help of small forms of folklore, it is possible to solve almost all problems in the methodology of speech development, and along with the basic methods and techniques of speech development of younger preschoolers with special needs, this rich material of verbal creativity of the people can and should be used.

Educators and psychologists of the past consider folklore to be one of the most effective and vibrant means of folk pedagogy, fraught with enormous didactic opportunities. They note that familiarity with folk works enriches children’s feelings and speech, shapes their attitude towards the world around them, and plays an invaluable role in moral and speech development.

Currently, a large number of different partial programs for the use of traditional culture in the educational process have appeared. Such programs as: “Heritage” edited by M. Yu. Novitskaya, “Amulet” - E. G. Boronina, “Introducing children to the origins of Russian folk culture” - O. L. Knyazeva and many others.

But even in these programs there is no developed specific content for the methodology of speech development of young children using small forms of folklore, there is no definition and qualitative characteristics of the levels of speech development in this area. As a result, preschool teachers are forced to look for separate ways to develop speech, through small forms of folklore, without focusing on clear theoretical and methodological principles.

Overcoming general speech underdevelopment in preschool children is a task of social significance. There are many means of eliminating speech deficiencies (games, exercises, works of art, and others). Small folklore genres are one of them. The ambiguity of folk art for personal development was revealed by such prominent teachers as Ushinsky K.D. Rusinsky V.N.

The main keepers of folklore were Russian women - peasant women, mothers, grandmothers, nannies, wet nurses, guslars, people telling fairy tales. M. Gorky, K. Chukovsky, S. Marshak and our other writers passionately spoke out in defense of children's folklore. The idea of ​​using folk culture in preschool education was actively supported by famous teachers such as Flerina, E. A. Usova, E. I. Tikheeva, E. N. Vodovozova, V. P. Anikin highly appreciated the role of lullabies in musical and speech education, since singing songs accustoms the baby's ear to distinguish the tonality of words, masters some elements of the content of these songs. The social and everyday aspect of proverbs and sayings was revealed by V. I. Adrianova - Peretz, N. A. Dmitrieva, S. G. Lazutin, V. I. Chichepov, Yu. G. Illarionova in all their glory, presenting to us the developing possibilities of a riddle born in the depths folk ingenuity, observation. Psychologists L.N. Pavlova and N.N. Palagina so highly valued the activated influence of small folklore forms that they proposed using them to solve the problems of socialization of preschool children.

Children are introduced to folklore genres from an early age. These are mother's lullabies, games - fun with small children, nursery rhymes, riddles, fairy tales. Folklore is interesting for its bright, accessible form, understandable to children. Children with interest and admiration try to imitate the teacher and repeat his actions. By repeating poems, nursery rhymes, and sayings together with the teacher, children develop their imagination, enrich their speech and emotions. The organs of articulation are exercised.

An urgent task of speech development in preschool age is the development of diction. It is known that in children the organs of the speech-motor apparatus do not yet work sufficiently coordinated and clearly.

Special exercises help children overcome such difficulties and improve their diction.

The purpose of diction exercises is varied. They can be used to develop the flexibility and mobility of the child’s speech apparatus, to form the correct pronunciation of speech sounds, to master the pronunciation of difficult-to-combine sounds and words, to help the child master the richness of intonation and different tempos of speech. All this can be found in folk pedagogy. For example, with the help of small forms of folklore, children learn to express one or another intonation: grief, tenderness and affection, surprise, warning.

Nursery rhymes, tongue twisters, proverbs, sayings are the richest material for the development of sound culture of speech. By developing a sense of rhythm and rhyme, we prepare the child for further perception of poetic speech and form the intonational expressiveness of his speech.

The language created by the people is replete with figurative colloquial forms and expressive vocabulary. This richness of the native language can be conveyed to children through folk games. The folklore material they contain contributes to the mastery of native speech. For example, the game is a game called “okay-crackers”, where an adult asks questions and the child answers, accompanying his answers with imitative movements. In the process of games and fun, not only speech develops, but also fine motor skills, which prepares the child’s hand for writing.

Verbal Russian folk art contains poetic values. Its influence on the development of children's speech is undeniable. With the help of small forms of folklore, it is possible to solve almost all problems in the methodology of speech development, and along with the basic methods and techniques of speech development of older preschoolers, this rich material of verbal creativity of the people can and should be used.

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Work program (junior group) on the topic: Folklore in the development of speech in children of primary preschool age

The third year of life is the most favorable for the development of a child’s speech. The main task of developing a child’s speech is mastering the norms and rules of his native language. Oral folk art contains inexhaustible opportunities for awakening a child’s cognitive activity, independence, bright individuality, and for the development of speech skills.

Goal: using works of Russian folklore as an opportunity to develop the speech of children of primary preschool age

Create favorable conditions for developing children's interest in folklore

Introduce children to various forms of folklore: lullabies, nursery rhymes, riddles, proverbs, sayings;

Expand your vocabulary, form coherent speech, develop the sound culture of speech through folklore;

To form in children emotional empathy, an emotional response to a work of oral folk art;

Accustom children to the intonation structure of their native speech; evoke the joy of communicating with the figurative language of works;

To increase the pedagogical competence of parents on the development of children's speech through folklore.

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Project on speech development (junior group) on the topic: Pedagogical project “Development of speech of children of primary preschool age through oral folk art”

Pedagogical project “Development of speech of children of primary preschool age through oral folk art”

PEDAGOGICAL PROJECT

“Development of speech of children of primary preschool age through oral folk art”

Project type: creative and exploratory.

Project participants: children of the second junior group, group teacher, parents.

By duration: long-term.

By the nature of contacts: within the preschool educational institution.

PROJECT JUSTIFICATION

“The language of a people is the best, never fading and ever-blooming flower of their entire spiritual life.”

K. D. Ushinsky

Speech is of great importance for the holistic and all-round development of a child in early preschool age, as it becomes the main means of communication. The child understands some words, not all grammatical structures, but it is speech that attracts his attention to objects and actions. The actions of the adult play an important role, which the child tries to imitate. It is imitation of the actions of an adult that is one of the most important mechanisms for the formation of communication at a young age.

The age from 3 to 4 years is of particular importance for the child’s speech development.

The main task of a teacher in the field of speech development for children of primary preschool age is to help them master spoken language and master their native language.

The most important source for the development of expressiveness of children's speech are works of oral folk art, including small folklore forms (riddles, nursery rhymes, counting rhymes, lullabies).

The educational, cognitive and aesthetic significance of folklore is enormous, as it expands the child’s knowledge of the surrounding reality, develops the ability to subtly sense the artistic form, melody and rhythm of the native language.

Based on this, I chose the methodological topic “Development of speech in children of primary preschool age through oral folk art” as the basis for the development of speech in children of the second younger group.

RELEVANCE

One of the effective means of educating such a person and his full development is oral folk art.

The possibility of using oral folk art in a preschool institution for the development of speech of preschool children is determined by the specific content and forms of works of verbal creativity of the Russian people, the nature of familiarity with them and the speech development of preschool children.

Children perceive folklore works well, thanks to their gentle humor, unobtrusive didacticism and familiar life situations.

Oral folk art is the invaluable wealth of every nation, a view on life, society, nature developed over centuries, an indicator of its abilities and talent. Through oral folk art, a child not only masters his native language, but also, mastering its beauty and brevity, becomes familiar with the culture of his people and gets his first impressions about it.

PROBLEM

Why do our children speak poorly? Maybe because we have forgotten how to talk to them. When communicating with their children, parents rarely use sayings and proverbs.

But they are the essence of resolving any conflict.

Oral folk art has an amazing ability to awaken a good beginning in people; the use of oral folk art in working with children creates unique conditions for the development of speech, children’s thinking, motivation of behavior, accumulation of positive and moral experience in interpersonal relationships.

PROJECT HYPOTHESIS

If you use oral folk art along with modern teaching methods, the child’s speech will improve and the level of cognitive and communicative abilities of children will increase.

OBJECTIVE OF THE PROJECT

development of creative, cognitive, communicative abilities of children based on oral folk art.

PROJECT OBJECTIVES:

1. Introduce children to the surrounding world - nature (plants, animals, birds); with the way of life and way of life of the Russian people.

2. Improve dialogic and monologue speech.

3. To cultivate aesthetic feelings when getting acquainted with examples of oral folk art.

4. To form the prerequisites for search activity, intellectual initiative, and a positive attitude towards organized educational activities.

METHODS AND FORMS OF THE PROJECT

classes, leisure, advisory work with teachers and parents, free-independent activities, individual work using didactic materials.

METHODS: observation, story, games, demonstration.

PROJECT IMPLEMENTATION:

– in specially organized activities, in joint activities of the teacher and children: conducting a cycle of thematic classes on various types of activities in order to enrich pedagogical influences aimed at the child’s mastering certain speech content through the effective use of small folklore forms;

Didactic games, role-playing games, dramatization games, asking riddles, observations;

Mice for the crust,

Kids for the milk!

By the end of the third year of life, the child is able to understand the content of the work and respond emotionally to it. And folklore makes it possible to introduce children to different images of animals that they have only seen in pictures.

The first Russian folk tales are understandable to a child, because their animal heroes talk and act like people (they do some kind of work and are endowed with human qualities: a brave rooster, a cowardly hare, a cunning fox). Fairy tales also help to understand where it is good and where it is bad, develop speech, obtain information about moral principles, and instill spiritual and moral qualities: kindness, hard work, generosity. It is better not to read fairy tales or other works, but to tell and show them while looking at children; this is especially important for children of primary preschool age, as it helps to understand the content and attitude towards the characters. Since children two to four years old have visual-figurative thinking, for a better understanding of the work of small folklore forms it helps to stage them using various types of theater, such as: tabletop, finger theater, parsley puppet theater, puppet theater (Appendix No. 1). Dolls and other toys can be used not only to show fairy tales, songs, nursery rhymes, but also the everyday life of children.

Before starting to show a particular theater, children should be given the opportunity to examine three-dimensional or flat figures, so that the kids can then focus more on auditory impressions. Nursery rhymes, songs, and Russian folk tales in which the heroes are animals and people are well staged. Work to create interest in Russian folk art through theatrical activities is carried out in several stages:

1. Developmental environment.

3. Working with parents.

4. Preparation of material.

5. Joint activities of adults and children when familiarizing themselves with Russian folklore using various types of theater.

6. Independent theatrical activities for children.

In order for folklore to become an integral part of children’s lives, it is necessary to create a developmental environment in the group. You can include elements of Russian decorative and applied art into the interior: clay and wooden toys (Dymkovo, Gorodets, Filimonovskaya, utensils, towels, rugs, clothing items.

Create a library of books with Russian folk tales, nursery rhymes, and songs. And the most important thing is to collect a collection of various types of theater, including those made from non-traditional materials

You should also draw up a long-term plan to familiarize children aged two to four years with small folklore forms using theater in the classroom. 18 classes are planned throughout the year, 2 classes per month. The rest of the work is carried out throughout the year in daily activities.

At the parent meeting, parents need to be introduced to the purpose of this work. Engage parents in active support and then conduct consultation