Introducing children to the origins of folk culture. Introduction of children of senior preschool age to the origins of Russian folk culture. "Introducing children to the origins of Russian

Explanatory note
Relevance
Goals and objectives of the program
Principles of building a program
Areas of work
Components of patriotic education
Methods
Syllabus
Main thematic areas of the program

10.Thematic planning:

11. Information resources

12. Pedagogical conditions

13. Perspective plan of work with parents

Diagnostic criteria for assessing knowledge on the assimilation of the program

15. List of references

16. APPENDIX. Methodological support.

EXPLANATORY NOTE.

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

This program is based on the program of O.L. Knyazeva, M.D. Makhaneva "Introducing children to the origins of Russian folk culture". In addition, the program is significantly complemented by classes in designing from natural materials and integrated classes in arts and crafts. This program "Introducing children to the origins of Russian folk culture" is a specialized program for the aesthetic education of children preschool age that effectively promotes spiritual and intellectual development, aimed at familiarizing children with the best traditions decorative and applied art, development of creative abilities of children, acquaintance with the history of folk art. This program is based on the concept of aesthetic education and the development of artistic and creative abilities of children, which are based on the principles of nationality, the integrated use of different types of art. It has a clear structure and takes into account the growth of children's creative abilities. The program is valuable because getting acquainted with arts and crafts, designing from natural materials, participating in calendar holidays, it is easier for children to understand and imagine how people lived in Rus'. The child becomes more and more deeply acquainted with the life and way of life of the Russian people, and this carries inexhaustible opportunities for the development of artistic creativity among preschoolers.

The structure of the program provides for a phased acquaintance of children with arts and crafts. Educational material, provided by the program, is distributed in a certain sequence, taking into account the age and individual characteristics of children. The program contains the topics of classes, their program content, a list of materials necessary for classes in teaching children arts and crafts. The material is grouped in separate blocks for each type of folk crafts. Lessons are arranged from simple to complex. Attached is a summary

about the crafts themselves, their history and development, poems, riddles, fairy tales about them. In working with children, technical teaching aids are used.

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

The program provides for the acquaintance of preschoolers with the folk crafts of Russia and includes an acquaintance with the customs, traditions, work of the Russian people according to the folk calendar, with poetic folk art. Raise interest in folk culture, oral folk art, folk music, folk games and crafts.

This program is aimed at developing children's creative abilities and aesthetic education of children.

Relevance:

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

Program goal:

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

Program objectives: Educational:

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

Developing:

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

Tutorials:

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

Program construction principles:

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

Areas of work:

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

Components of patriotic education:

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

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

Expected results:

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

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

Methods:

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

The program provides for various types of classes - gaming classes, memory development classes, speech development classes, music classes for visual activity and manual labor.

Syllabus.

The main thematic areas of the program:

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

Thematic planning:

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

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

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

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

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

Informational resources:

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

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

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

Pedagogical conditions:

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

The presence of preliminary and preparatory stages.

Material support of the program:

To implement the program, you need:

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

Perspective plan of work with parents

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

Bibliography:

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

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

Synthesis. 2006.

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

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

Diagnostic methods:

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

Natalya Kartashova
Introducing children to the origins of Russian folk culture

Introduction

One of the main tasks of preschool educational institutions laid down in "The program of education and upbringing in kindergarten" is patriotic education children.

Patriotic feelings are laid in the process of life and being of a person who is within a specific sociocultural environment. From birth, people instinctively, naturally and imperceptibly get used to their environment, nature and culture of your country, his life people. Therefore, the basis for the formation of patriotism are deep feelings of love and affection for culture their country and their people, to their land, perceived as a native, natural and habitual human habitat. This is patriotic education in the broadest sense of the word.

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

Ancient wisdom reminds us: "A person who does not know his past knows nothing". Without knowing their roots, their traditions people it is impossible to bring up a full-fledged person who loves his parents, his home, his country, with respect for others peoples.

Love for the big must be instilled with small: love to hometown, the edge, finally, to the great Motherland.

Thus, having laid the foundation since childhood, we can hope that we have brought up a true patriot who loves his Motherland.

Relevance

Academician D. S. Likhachev “Education of love for native land, to native culture, to his native city, to his native speech - a task of paramount importance, and there is no need to prove it. But how to cultivate this love? It starts small - with love for your family, for your home. Constantly expanding, this love for the native turns into love for one's state, for its stories, his past and present, and then to all of humanity." About the importance introducing a child to the culture of his people, a lot has been written, since the appeal to the father's heritage brings up respect, pride in the land on which you live. Therefore, children need to know and learn the culture of their ancestors. It is the emphasis on knowledge the history of the people, his culture will help in the future to treat with respect and interest cultural traditions of other nations. Thus, moral and patriotic education children is one of the main tasks of a preschool educational institution. It should be emphasized that at present there are quite a few methodical literature on this issue. Often, it highlights only certain aspects of moral and patriotic education. children in specific activities and there is no coherent system that reflects the fullness this issue. Apparently, this is natural, since the feeling of patriotism is multifaceted in content. This is both love for one's native places, and pride in one's own people, and a sense of their inseparability with the outside world, and the desire to preserve and increase the wealth of their country.

Novelty:

Early introducing the child to the culture of his people.

1. The need for the continuity of patriotic education within the framework of a single system of progymnasium.

2. Influence cultural development on the degree of learning and psychological health children.

3. Implementation of innovative technologies for developing education (museum technology and project method).

Target:

Raising a caring attitude towards antiques, folk traditions instilling love for Russian way of life, culture; development of creative abilities in various activities.

Tasks:

education in a child of love and affection for his family, home, kindergarten, street, city;

education of respect for work;

development of interest in Russian traditions and crafts;

formation of elementary knowledge about human rights;

Expansion of ideas about the cities of Russia

acquaintance children with state symbols (coat of arms, flag, anthem);

developing a sense of responsibility and pride in the achievements of the country;

the formation of tolerance, a sense of respect for others peoples, their traditions.

Degree of implementation

We solve these problems in all types of children's activities: in the classroom, in games, at work, in everyday life - this brings up in the child not only patriotic feelings, but also forms his relationship with adults and peers. The moral and patriotic education of a child is a complex pedagogical process. It is based on the development of moral feelings.

Feeling of homeland. It begins in a child with a relationship to the family, to the closest people - to mother, father, grandmother, grandfather. These are the roots that connect him with his home and immediate environment.

The feeling of the Motherland begins with admiration for what the baby sees in front of him, what he is amazed at and what causes a response in his soul. And although many impressions are not yet deeply realized by him, but, passed through the children's perception, they play a huge role in the formation of the personality of a patriot.

The system and sequence of work on introducing children to the origins of Russian folk culture we present the following way: select from the mass of impressions received by the child, the most accessible to him: nature and animal world at home (kindergarten, native land); the work of people, traditions, social events, etc. Moreover, the episodes to which attention is drawn children, should be bright, imaginative, specific, arousing interest. Therefore, starting the work of cultivating love for our native land, we must know it well ourselves, think over what is more expedient to show and tell children, highlighting in particular the most characteristic of this area or this region as a whole. Each place has its own nature, traditions and way of life. The selection of appropriate material allows us to form in preschoolers an idea of what the native land is famous for. This requires excursions around the city, to nature, observations of the work of adults, where each child begins to realize that work unites people, requires them to coherence, mutual assistance, and knowledge of their business. And here great importance acquires children's acquaintance with the folk crafts of the region, craftsmen. In moral and patriotic education, the example of adults, especially close people, is of great importance.

Our work is carried out in several stages.

At the 1st stage in the gymnasium, through the creative efforts of teachers, children and parents, an ethnographic museum was opened - a workshop folk life and culture"Russian woman". In the museum-workshop "Russian woman" there are changing expositions, where best work pupils and joint creative work children and parents in decorative and applied arts and classes are held - excursions, holidays with preschoolers and younger students.

The exposition in the museum is presented in the form of authentic exhibits Russian folk life, creativity, handicrafts, tools. Furniture and handicrafts are used in the design.

At stage 2, each group created its own mini-museums, exhibits that are used for classes, the development of speech, imagination, intelligence, and the emotional sphere of the child. Any item of a mini-museum can suggest a topic for an interesting conversation. Important feature these elements of the developing environment - participation in their creation children and parents. Each mini-museum is the result of the communication of the joint work of the educator, children and their families. Yes, in my group "Dandelions" created a mini-museum "Our Motherland - Russia". My pupils feel their involvement in the mini- museum: they participate in the discussion of its topics, bring exhibits from home. The guys from the older groups conduct excursions for the younger ones, replenish them with their drawings and crafts.

The mini-museum introduces history, culture, natural features of our country, with handicrafts, with the life of Russians at different times, with historical and memorial places. Excursions in our museum contribute to the education of patriotism, the development of speech; the formation of ideas about historical time connection with their ancestors.

Tour themes: "We live in Russia", "Flag of Russia", "What is a coat of arms", "Gzhel painting", "Khokhloma painting", "The nature of our country", How did our ancestors live?, "Who lives in Russia" (about different nationalities)- and others.

The next step was to develop thematic planning which contributes to the effective and systematic assimilation of knowledge by children about their country, native land, the area where they live.

Moreover, the topics are repeated in each group, only the content, the volume of cognitive material and complexity, and therefore the duration of the study, change. We date certain topics to specific events and holidays, for example, acquaintance with rights and obligations - in December (before the Constitution Day, Heroes of the Earth Russian - in February(before Defender of the Fatherland Day) etc., thus providing a connection with social events. (Appendix No. 1)

The main form of moral and patriotic education children we consider thematic classes, because they increase children's mental activity. This is helped by comparison techniques, questions, individual tasks. We accustom children independently analyze what they saw, make generalizations, conclusions, offer to find the answer in illustrations, ask parents, etc. We repeatedly turn to the same topic, which contributes to the development of children attention and long-term interest in one topic. In addition, we combine classes into one topic not only to get acquainted with the outside world, but also to get acquainted with nature, music, art activities. (for example, "My city", "The capital of our Motherland - Moscow"). To create an emotional atmosphere of the lesson, for example, in the game "Souvenir Shop" we offer the child define: where, what material is a particular craft made of, what is it called (Khokhloma, haze, Gzhel). There is great interest in children playing in"travel and travel" (along the Volga, into the past of the city, etc.). Thus, we reinforce each topic with various games, productive activities (making collages, crafts, albums, thematic drawing). The results of work on a topic that unites knowledge children we present during common holidays, family entertainment.

Upon acquaintance children with life, traditions, individual historical sometimes we use not only fiction, illustrations, jokes, etc., but also "live" visual objects and materials (national costumes, antique furniture, dishes, tools, etc.).

The continuation of this work is the involvement children into project activities, where one project smoothly flows into another, connected by a common theme.

The last stage 3 - defense of the mini-museum - is always the most spectacular.

Thus, we build the educational process in such a way as to cause a cognitive initiative children and support their research activities.

During the presentation, all types of folklore were widely used (fairy tales, songs, proverbs, sayings, round dances, because in oral folk creativity, like nowhere else, special features have been preserved Russian character, inherent in it moral values, ideas about goodness, beauty, truth, courage, diligence, fidelity. After all, folklore is the richest source educational and moral development children. Great place in introducing children to folk culture, we assign folk holidays and traditions. Our students are regular participants in city competitions and festivals, and have been repeatedly awarded with certificates and diplomas.

In conclusion, I want to say that it is necessary introduce children to all kinds of national art - from architecture to painting, from dance, fairy tales and music to theater. And then personal development will develop. culture child as the basis of his love for the Motherland.

Olga Mozhaeva
Experience in introducing children to the origins of Russian folk culture

INTRODUCTION

Most modern people are superficially familiar with folk culture. Therefore, it is important to restore children and their parents, the connection of times, to return lost traditions, to acquaint them with folk values. For this you need to contact the origins of Russian folk culture, history of Rus' and native land, get in touch with folk art.

Patriotism is a feeling of love for the motherland. concept "Motherland" includes all conditions life: territories, nature, features of the language and way of life, but it is not limited to them.

Necessity communion younger generation to the national culture is interpreted by folk wisdom: our today, like our past once, also creates the traditions of the future. What will our descendants say about them? Our children should know well not only history Russian state, but also the traditions of the national culture to realize, understand and actively participate in the revival of the national culture; self-realization as a person who loves his homeland, his people and all, which is associated with folk culture: Russian folk dances in which children draw Russian customs, customs and Russian spirit of freedom of creativity in oral folklore(counters, poems, nursery rhymes, jokes).

Purpose of the study: Identification and testing of conditions introducing preschoolers to the origins of Russian folk culture in the conditions of an ungraded rural kindergarten

About the importance introducing a child to the culture of his people, a lot has been written, since the appeal to the father's heritage brings up respect, pride in the land on which you live. Therefore, children need to know and learn the culture of their ancestors. It is the emphasis on knowledge the history of the people, his culture will help in the future to treat with respect and interest cultural traditions of other nations. Thus, introducing children to the origins of folk culture is one of the main tasks of an educational institution.

In modern conditions of modernization of preschool education, special attention is paid to improving the pedagogical process and increasing the developmental effect of educational work with children providing creative activity for every child. It is very important to correctly design the content of the educational process in all areas of the child's development, to select modern programs providing attachment to values, and above all, to the values of the great Russian folk culture. Formation children positive attitude towards Russian folk culture carried out on the basis of a perspective-thematic plan. Communion goes through all the activities of the child during his stay in a preschool institution and is supported by parents at home.

Introducing children to the origins of Russian national culture We develop the personality of each child. People who does not pass on all the most valuable from generation to generation, - people without a future.

GENERALIZATION WORK EXPERIENCE FOR THE IMPLEMENTATION OF THE CONDITIONS INTRODUCING CHILDREN TO THE ORIGINS OF RUSSIAN FOLK CULTURE IN THE CONDITIONS OF A SMALL RURAL KINDERGARTEN.

Teaching staff of MBDOU No. 6 "Herringbone" uses partial program « Introducing children to the origins of Russian folk culture» O. L. Knyazeva, M. D. Makhaneva, which is a variable part of the Main Educational Program. The task is solved on the basis of the use of different methods and means of activating the purposeful activity of artistic and aesthetic education children that ensure the development of creative abilities children, basic culturally- aesthetic and ethical qualities of his personality, as well as the social development of the child.

work We started with a survey of parents. It showed that one way or another in the family, the child is introduced to Russian oral folk art: read Russians folk tales , sing lullabies, make riddles (more than 80% participate in folk festivals(47%) and even talk about some Russian folk traditions(65%) (Annex 1). Many parents supported preschool program By introducing children to folk traditions expressed their desire to participate and help in this work.

After analyzing the level of upbringing children(Appendix 2, in our preschool, we came to the conclusion that children moral and ethical feelings are not formed enough, love for the Motherland, for traditions is brought up Russian folk culture.

Held at the DOW "Herringbone" comprehensive educational Job decides with children the following tasks: view enrichment children about folk traditions, development of interest and provision of opportunities for independent, creative implementation of ideas about folk traditions in gaming activities.

Pedagogical technology introducing preschoolers to folk traditions is built on the basis of the following approaches:

involvement children into a variety of activities (specially organized communication, educational, visual, musical, while maintaining gaming priority, including plot-role-playing, theatrical);

integration of various arts (musical, dance, arts and crafts) when relying on folklore;

the use of interaction in the "teacher-child-parent" system, since the family is one of the main institutions of initial socialization children influencing the formation of personality; O

educational work based on native traditions culture; ensuring activity children at all stages of familiarization with folk traditions.

experience developed in the conditions of a rural kindergarten. working children with folk culture Russian folk culture, to educate children in national traditions, to acquaint them more deeply children with native Vladimir region. For this, we turned to the origins of Russian folk culture and, primarily to folklore and folk games. Based on the conditions, the team identified four areas work when conducting training and gaming sessions on the implementation of the basic integrated program and partial programs:

Studying the historical past of Russia and the Russian people allows you to ignite a spark of love and interest in life in children people in different historical time , to his history and culture, love for the native land. Children begin to be interested in their family roots, get the task to look at family photos. Family tree drawing class for older preschoolers (family tree). In the classroom, they will learn where the name of our homeland came from. (Rus). Get an idea about the Slavs, Russians: their appearance, strength, wisdom, dexterity, endurance, mutual support. Get to know where and how your ancestors lived. Inspired history of our region and the role of the city of Vladimir in Russian history. There is an acquaintance with Old Russian architecture by reproductions, with the construction of a dwelling (drawing a hut).From reproductions get acquainted with history of folk costume, his elements: zipun, dushegreya, caftan, sundress, blouse, shirt, sash, kokoshnik, cap. with items Russian huts and household appliances of our ancestors. Folk signs are inextricably linked with the agricultural calendar, the study of the surrounding natural world.

Oral folk creativity allows introduce children to moral universal values, the use of all types of folklore enriches the lexicon children, contributes to the understanding of morals Russian people. For example folk sayings and proverbs we are having a conversation about intelligence and stupidity. We introduce children with lullabies, nursery rhymes, jokes, sentences.

Folk holidays and traditions are inextricably linked with history Orthodox holidays, customs of the region, with seasonal changes in nature, with the labor of ancestors in the past, with games played by children several centuries ago.

Folk art crafts - this topic is necessary to introduce children with decorative folk art, develop Creative skills. In the classroom, you get to know Old Russian art and stories about the traditions of Khokhloma, Gorodets, Palekh painting, about the artistic Gzhel craft. Used illustrations, products folk craftsmen. It is through artistic and creative activity that familiarizing preschoolers with the origins of Russian folk culture. Children of this age are most close and understandable work masters of decorative painting, carving, embroidery, lace-making, the art of toymakers is understandable.

By our educators by topic plans developed that form knowledge children about traditional culture, acquaint with the life and traditions of our ancestors historical examples, and on the example of their own family, introduce children with literary sources: fairy tales, stories Russian authors, children's folklore, artistic, musical and song traditions of their native land. Using various forms of interaction, educators create a creative style of communication, involving children in cognitive, speech, artistic and aesthetic activities.

Independent activity pupils:

Organization of an independent creative activity children during the child's stay in kindergarten (drawing, modeling, crafts, etc.).

Joint activity with music director(singing folk songs individual lessons with children musical instruments, showing a puppet table theater; storytelling stories, fairy tales about sounds, music, melodies).

Organization of gaming activities children during the day(folk games, dramatization of fairy tales, guessing riddles).

Traditional recreational activities outside of classes (“various types of leisure: dance, ritual, Orthodox ( "Christmas Encounters").

Interest classes (studios, circles).

Organization of exhibitions of children's creativity.

Competitions to identify creative abilities

To get attention children to improve and expand knowledge about Russian way of life, together with the house of creativity in the village of Aserkhovo and parents pupils:

Created a mini-museum folk art;

Issued in Russian style"room" for our dolls, dressing them in national costumes;

Picked up illustrations about the traditional Russian family;

Collected albums « Russian arts and crafts», which reflects such types of artistic painting as Gzhel, Khokhloma, Palekh and others, « Russian folk costume» , « Russian hut» ;

Organized an exhibition with archival photographs and history of Aserkhovo village;

Contest “Beloved land, you are not dearer!” The renewal of the environment was accompanied by consideration, conversations and integrated sessions on the topics « Russian folktale» , « Russian folk song» , « Russian folk games» , "Lullaby Introduction".

Aserkhovsky DK, together with the teaching staff of the preschool educational institution, quarterly implements a fascinating fairy-tale digression for kindergarten students

"Tales of Grandfather Local Lore" where the kids will learn historical facts of the past of Russia, Vladimir land and his village.

« Russian folk crafts» - get acquainted with various types of artistic applied creativity and Russian crafts.

« History of one thing» (talks about life Russian people, and explains the purpose and origin of this or that thing) Fascinating activities to get acquainted with everyday life and basic activities Russian people who inhabited the Vladimir region. Many children hear words for the first time "grip", "cast iron", "cradle", "spinning wheel". They enjoy guessing riddles about household items. The topic is of great interest "From history of Russian cuisine» . Children will learn what our ancestors ate, about the samovar, Russian tea party, pancakes and kolobok. At the final lessons, applications or coloring are done.

It has already become a tradition in our kindergarten to glorify Autumn, celebrate the New Year and Christmas, see off the winter at Maslenitsa, call out Spring, decorate a birch on Trinity. We tell the children about the Feast of the Intercession, introduce the signs of this day. We learn signs, riddles, proverbs about autumn. We are talking about the celebration of the New Year in Rus', the celebration of Christmas time. We talk about Santa Claus, Snow Maiden. Reading and discussing Russian folk tales about them. We learn carols. Every year there is an exhibition of children's New Year's cards or crafts. We talk about the Maslenitsa holiday, how it is celebrated in Rus', Shrovetide sentences, games, introduce signs of the approach of spring. We are joyfully preparing for the meeting of the Light Easter: colorize Easter eggs as a gift to parents and friends, we roll eggs for EASTER, get acquainted with rituals and traditions. Majority children takes part in the Easter service of the village church and festive events at the church. On Trinity we talk about tradition festivities, about the birch - the main character of this holiday. We learn a round dance about a birch, riddles about a birch, about summer. Especially important topic in 2015 became the theme of the 70th anniversary of the Great Victory. There were discussions about the holiday victories: about relatives who died in the years Patriotic War about child heroes. We looked at photos and illustrations on this topic. Met with a veteran "child of war" fellow villagers.

On music lessons listening and learning with children Russian folk songs. Pay attention children on types of folklore songs: lyrical, dance, comic, game. Choreographic skills children are acquired in elementary games, round dances, dances. We conduct initial training in playing musical tools: whistles, spoons, tambourine, balalaika, bells, rattles. We introduce children with Russian folk songs performed by our renowned artists folk song, with sound Russian folk instruments: gusli, accordion, balalaika, bells, horn, rattles, pity. Children listen to the orchestra play Russian instruments, soloists-instrumentalists, works performed folk choirs. With pleasure we use with children of all ages in the classroom, holidays, in our free time outdoor games with Russian folk song and round dances

joint work with parents: It was proposed to parents together with their children to make instruments themselves - rustlers, rattles, strummers, noisemakers, and they responded with pleasure. So they appeared in our folk an orchestra of yogurt jars filled with peas, instruments made of plastic bottles and corks, paper rustlers. Also, together with their parents, the children implemented the project "Family tree" during which we were able to get to know history his family and his village. There is great interest in children participation in the handmade book competition "Do-it-yourself book miracle" where children unleash their creativity. Such meetings create conditions for the development of verbal communication among preschoolers with adults and peers, introduce children to culture reading fiction, language culture encouraging children's word creation.

Group work: On the examples of the legends read, the educator shows beauty, wisdom, strength and courage Russian people, folk heroes : Ilya Muromets, Alyosha Popovich, Dobrynya Nikitich, Nikita Kozhemyaki. Cartoons about epic heroes are discussed. Children look at and discuss Vasnetsov's painting with interest "Heroes", their armor, weapons. Certainly the most exciting children's folk folklore is fairy tales and riddles. On the example of familiar fairy tales, children learn to understand mores, to see good and evil, to distinguish between truth and fiction. We talk about the content of already familiar fairy tales, we do a dramatization of passages. Riddles subject children test of ingenuity, ingenuity. Guessing and learning with children folk riddles , riddles - questions, riddles - poems.

On walks we play forgotten children's games. We introduce children with different types of draw (the choice of the driver of the game, we learn counting rhymes, words for games. How much joy and fun children bring such games as "Drema", "Brook" ,"Burners", "At the bear in the forest", "Hare, come out" etc.

Even in junior group envisaged introducing children to folk toys(pyramid, matryoshka, wheelchairs, rocking chairs, fun toy, etc.).

2.2. Analysis of the results in the conditions of an ungraded rural kindergarten.

The main goal of diagnostics is to get the teacher's ideas about the levels and types of development of pupils, with the aim of the state and forecasting of the further development of each child. Any task is offered to children in a playful way, which will not only arouse interest, but also, due to emotional positive stimulation, will help increase mental tone, and therefore improve performance in general. Checking and evaluating the knowledge of each preschooler and the group as a whole allows you to get a realistic picture, draw a conclusion about the positive and negative aspects of the organization of the pedagogical process

Diagnostic methods:

Conversation with children;

Observation of free activities and during classes;

Analysis of productive activity;

Method for qualitative and quantitative analysis of the obtained data.

The results of the study helped to identify representations children about the traditions and culture of their people(Annex 2). As a result of the diagnostics, it was revealed that more than 60% of the subjects named separate, insignificant signs of traditions, the choice was not motivated; found it difficult to name fairy tales, games; knowledge was limited to one or two fairy tales; ideas about folk holidays unformed. At the same time, understanding folk tales, holidays, games, items Russian household was found in almost 40% children. At children of this group, each concept is filled with specific content, the motivation for the choice is realized. The smallest group of test subjects (17%) were children who had a correct generalized idea of objects culture, types folk-applied creativity and judgment about them.

However, the data obtained indicate the appearance of children with a pronounced interest in native subjects culture(33,4%) . Availability children with a high level of children's interests, an intuitive attraction to subjects of national culture, the ability to feel their beauty and originality testifies about the potential children in the assimilation of national traditions. In order to study the skills of preschoolers to use ideas about the traditions of their native culture in independent activity, play activity was studied. Results testify to that u children independent play was of a pronounced reproductive nature, the children were not able to be guided by existing ideas about traditions folk culture in their own activities.

At the stage of the ascertaining experiment, the initial data on the attitude of parents and teachers to the research problem were significant. A survey of parents showed that for most of them (63%) characterized by a positive attitude towards traditions, a desire to learn more, to help the kindergarten as much as possible in introducing children to the traditions of the people. At the same time, the answers of parents showed that families were not well informed about the traditions people, lack of national, family, holiday traditions. All this testifies about a certain loss of continuity of generations to culture of your people.

Analysis of the calendar plans of the educational work, the subject-play environment of the kindergarten according to the representation in it of elements of the native culture as well as direct observation of the work of practitioners testify about the lack of attention of teachers to the issues communion preschoolers to traditions people.

The control section revealed the level of assimilation of traditions by children people and allowed to establish positive changes in the ideas of preschoolers about the traditions of their ancestors and the ability to use them in independent activities. The results of the experiments are presented in the table. (Application).

The data presented show that by the end experimental work the number of children high and medium levels respectively by 8.6%.

Diagnostic criteria for assessing the assimilation of the content of the program by children familiarization with the origins of Russian folk culture"Upper Room": Knowledge of the names and purposes of objects Russian folk life; Ability to reproduce characteristics items Russian life in productive activities in the process of modeling, appliqué and drawing; Knowledge of different types folk- applied art; Ability to use different types folk-applied creativity in the process of productive activity during the lesson; Knowledge Russian folk holidays and traditions.

Conclusion: Thus folk traditions, being significant elements of the regional culture, represent the possibility of mastering cultural space of the country and region; they allow you to get acquainted not only with the way of life of representatives of different peoples, but also to reveal the bright identity of neighboring cultures, their internal essential similarity. Consequently, the disclosure of personality in a child is fully possible only through its inclusion in culture of one's own people. We teach children do not forget your roots, traditions, national flavor.

CONCLUSION

We have to admit that the questions introducing children to the traditions of the people are not sufficiently reflected in the wide practice of children's gardens: relevant content work is depleted, uniformly, there is no system in work, insufficiently used ethnographic means for successful familiarization children with the traditions of the people. Therefore, the teacher needs to study the various types of folk art read specialized literature on stories, folklore and culture of life. Be able to convey your interest in a positive result to parents and be able to "infect" her. working in rural areas, there was a need to acquaint children with folk culture, convey to their consciousness that they are carriers Russian folk culture, educate children in national traditions. No matter how high artistic features neither possessed samples folk art, their impact on children will largely depend on the ability of the teacher, educator and parent to arouse interest in folk culture. Accordingly, there is a need to accumulate relevant materials and manuals (dolls in Russian costumes, items folk art, antiques).

Also in Introducing children to the origins of their native culture, the role of the family is great. Preschoolers should be introduced to the biographies of relatives - participants in the Great Patriotic War (veterans, and the teaching staff should encourage the active participation of parents in organizing sightseeing walks and local history conversations with their children (artistic, aesthetic and cognitive-speech activities of preschoolers). If you raise a child from an early age in the knowledge of native culture, native speech, to acquaint him with the works of oral folk art, then this will contribute to the development of spiritual, moral and aesthetic education.

Then in the future our pupils will be able to preserve and increase cultural values of Russia and its "small" Motherland. With this approach to work possible to achieve children of those character traits, which are inherent Russian people: prowess, breadth of soul, personality, love for the native land - and this is the most important task of educating the younger generation, starting from preschool age.

The conducted study showed that the hypothesis put forward by us, which is that the effectiveness work to familiarize children with the origins of Russian folk culture in a small rural kindergarten will be the most effective at: Creation of an ethnic subject-developing environment focused on a group of different ages children; Widespread use of folklore according to age children and taking into account the regional component, was confirmed.

Methodological development "Introduction of children of senior preschool age to the origins of Russian folk culture"

“The Russian people should not lose their moral authority among other peoples - the authority worthily won by Russian art, literature ... National differences will remain in the 21st century if we are concerned about the education of souls, and not just the transfer of knowledge”

D.S. Likhachev

At present, the priority of folk pedagogy is increasing as a uniquely complex system, rooted in the origins of human development, containing humane ideas of the unity of man and nature, ethnic self-awareness, stable guidelines for the formation of spiritual character traits and socio-cultural experience.

Psychological and pedagogical research raises the issue of introducing children to cultural values already from preschool age. The revival of folk culture, its values, their use in working with children is the most important direction in the modernization of preschool education, the development of the principle of cultural conformity in the upbringing and education of preschool children.

Time moves forward, gaining momentum, setting new goals and objectives for us. We begin to look at many things in a different way, we discover something for ourselves and re-evaluate it. Unfortunately, we managed to lose what our grandparents saved for years, how did Russian people live, how did they relax and how did they work? What were you thinking about? What were you experiencing? What holidays did you celebrate? What did they pass on to their children, grandchildren, great-grandchildren? Will our children be able to answer these questions if we cannot always answer them ourselves? We must restore the connection of times, return the lost human values. There is no future without the past.

Thus, the rejection of the younger generation from Russian culture, from the socio-historical experience of generations is one of the serious problems of our time. It is necessary to develop in children an understanding of cultural heritage and to cultivate a careful attitude towards it from preschool age. The need to familiarize the younger generation with the national culture is interpreted by folk wisdom: "Our today, like our past once, also creates the traditions of the future." Our children should know well not only the history of the Russian state, but also the traditions of the national culture, realize, understand and actively participate in the revival of the national culture.

Currently in preschool pedagogy the problem of the need to educate spirituality in our children based on the traditions of the Russian people became actual.

Why did I decide to work on this problem? Because when developing children's ideas about a person, I first of all turn to the history and culture of my own people. Ancient people said that for absolute happiness, a person needs a glorious Fatherland. One cannot but agree with this. But as now, in our modern life, to instill in children devotion to the Fatherland, Russian traditions and customs, pride in their homeland, patriotism? To answer these questions means to restore the connection of times, to return the once lost values. The upbringing of a citizen and patriot who knows and loves his homeland cannot be successfully solved without a deep knowledge of the spiritual wealth of his people, the development of folk culture.

Thus, we can conclude that the formulation of this problem is timely, and work on this problem is carried out in close cooperation with all participants in the pedagogical process.

Working on this problem, I set myself:

target: the formation of a sustainable interest and familiarization of children with the origins of Russian national culture, laying the foundations of a spiritual and moral personality with an active life position and creative potential, capable of self-improvement, of harmonious interaction with other people.

Tasks:

To encourage in the soul of every child curiosity, a sense of beauty, awareness of oneself as part of the great Russian people;
To promote the development of the best features of the Russian character in children;
To develop interest in the original Russian traditions, crafts;
To acquaint with the cultural experience of our ancestors: housing, household items, crafts.
To acquaint children with oral folk art, some types of art;
Develop creativity, imagination, communication skills, cognitive activity;
Use in this activity all types of folklore: games, fairy tales, songs, proverbs, sayings, nursery rhymes, incantations, riddles, round dances;
Develop speech, imagination, artistic taste, hand motor skills;
To cultivate patriotic pride, a sense of respect for people, the Russian people;
Help parents to recover and creative development the best traditions of the age-old experience of raising children and involve them in cooperation in creating a cozy, homely environment with a subject-developing environment in the group.

Principles for selecting the content of the material: consistency, visibility, individuality, accessibility.

Forms of work with children.

GCD:

on acquaintance with the basics of Russian folk culture and life
(to acquaint children with household items, Russian clothes, decoration of a Russian hut);
getting to know the environment
(to acquaint children with folk objects, with family, kindergarten, with Russian folk holidays in Rus', with Russian customs and traditions);
familiarization with works of fiction
(learn proverbs, sayings, nursery rhymes, read and tell fairy tales, beat them in theatrical activities)
musical (acquaint with Russian folk instruments, sing Russian folk songs, dance round dances, perform the movements of Russian folk dances);
on visual activity (decorative drawing, modeling)
(learn how to paint a “Dymkovo young lady” sundress, use elements of Dymkovo painting; straight and intersecting lines, dots, strokes, learn to sculpt Dymkovo toys and paint them, use Dymkovo painting techniques to decorate toys; rings, arcs, dots, strokes, stripes, circles )

culturally - leisure activities:

holidays, entertainment, theme nights, leisure.

Game activity:

theatricalization.
role-playing games.
mobile, folk games.

Methods and techniques: verbal, visual, practical, playful.

Verbal:

reading fiction;
memorizing poems, songs, nursery rhymes, chants, proverbs and sayings, guessing and guessing riddles;
holidays, entertainment;
conversations;
consultations.

Visual:

organization of photo exhibitions;
information stands;
theatrical activities;
viewing illustrations, pictures, photographs;
personal example of an adult.

Practical:

creation of a developing environment that ensures a comfortable stay of the child in a preschool educational institution;
creation of conditions for the cognitive development and cognitive activity of the child;
organization of productive activities.

Gaming:

didactic, board and printed games;
role-playing games;
outdoor games;
dramatization games, dramatization games;

The feeling of love for the motherland is laid in the process of life and being of a person who is within the framework of a specific socio-cultural environment. From the moment of birth, people instinctively, naturally and imperceptibly get used to their environment, nature and culture of their country, to the life of their people.

folk culture- this is a centuries-old concentrated experience of the people, materialized in objects of art, labor and everyday life: these are traditions, rituals, customs, beliefs; these are ideological, moral and aesthetic values that determine the face of the nation, its originality, uniqueness, its social and spiritual peculiarity.

Folk culture teaches love native land, to comprehend the beauty of nature, to cultivate a reverent attitude towards all living things, contributes to the formation of the best human qualities and broadens the horizons of children.

Rituals, traditions, customs accompanied every step of a person from birth to death, organizing his work, social and personal life.

folk traditions- these are historically established sets of educational and social experience, norms of behavior, social traditions, transmitted from generation to generation. The labor traditions of spiritual education accustomed children to systematic work, passing on all the skills, knowledge and abilities known in the peasant world, contributed to the formation of the habit of working, diligence, respect and respect for work, responsibility for the assigned work.

Rich arsenal folk traditions, which was formed from the specific historical conditions of the development of the people, should be widely used. Cultural heritage of the people contains pedagogically valuable ideas and centuries-old proven experience of education, which, developing, enrich the world's pedagogical thought. Therefore, the role of folk traditions in the upbringing of children of senior preschool age is quite large. Folk art, being the keeper of historical memory, the direct bearer of the original culture, the art of previous generations, reflects the pedagogical experience of the people, is the most important means of educating a harmoniously developed personality, developing its moral, labor, aesthetic, technological culture.

Russian folk traditions can be divided into several priority areas:

Creation of the atmosphere of national life.
Traditional and ritual holidays.
Russian folklore (fairy tales, songs, ditties, pestles, proverbs, sayings, etc.)
Russian folk art.
Russian folk games.

Creating an atmosphere of national life

It is known that the surrounding objects have a great influence on the formation of the spiritual qualities of the child - they develop curiosity, bring up a sense of beauty.

The surrounding objects, for the first time awakening the soul of a child, nurturing in him a sense of beauty, should be national.

This allows children from a very early age to understand that they are part of the great Russian people.

This can be achieved through the creation of a subject - developing environment, in which there are many objects characteristic of Russian folk life. This is the equipment of the mini-museum of the life of the Russian people, the exhibits of which introduce children to the national culture, are used as demonstration material in classes and entertainment, in games in their free time under the guidance of a teacher.

In our kindergarten, we equipped a room in the form of a corner of a “Russian hut”, where we placed objects most often mentioned in Russian fairy tales: cast iron, lids, bast shoes, a spinning wheel, a samovar, homespun rugs - all those surrounding objects that arouse interest in a child for the first time , bringing up in him a sense of beauty, curiosity. This helps children understand that they are part of the great Russian people. Our museum is unconventional: the exhibits are not located behind glass and are not fenced with a rope. Here you can touch everything, take a closer look, use it in practice, beat it. All exhibits are genuine.

Unregulated activities in our museum bring great pleasure to children. Children are happy to use household items in role-playing games, play didactic folk games, ritual and role-playing games, look at illustrations, play music on folk musical instruments, draw, sculpt, and engage in various types of folk arts and crafts.

The group has:

Musical corner - with folk musical instruments for children (accordion, tambourine, rattles, wooden spoons, drum).
"Shelf of beauty" with objects of decorative and applied art and folk toys.
Children's books - Russian folk tales, coloring books.
Dressing corner - sundresses, skirts, aprons, caps, scarves.
Theater corner - masks, puppets, table theater.

Only by touching real antiques, children feel their belonging to the history of their family. Only objects made by the hands of his distant ancestors will bring to the mind of the child ideas about life in the distant past.

Traditional and ritual holidays

Traditional festive and ritual culture is an integral element of folk culture.

Holidays have always existed, at all times, transforming in content and form, in accordance with the spiritual and aesthetic development of society. They carry a great emotional and educational burden, ensuring the transmission of traditions from generation to generation.

The first type of rites arose on the basis of agricultural life, which is why they are sometimes called "agrarian". The second type is associated with the biological and social development of a person and reflects the main phases in his life (three forms of ritual: birth, wedding and funeral).

Ritual holidays are closely connected with labor and various aspects public life person. They contain the finest observations of people over the characteristic features of the seasons, weather changes, the behavior of birds, insects, and plants. I believe that this folk wisdom, preserved through the ages, should be passed on to children.

The greatest emotional response in children is caused by holidays, matinees, mass events. We hold such holidays and entertainments as Maslenitsa, Christmas time, Christmas; "Curling of a birch", "Visiting Grandma Melania"; New Year's morning performances, funny sports days, Defenders of the Fatherland Day, folklore holiday "Meeting of Spring", autumn fair and others. The musical experience of children is enriched. We talk with children about folk songs, listen to phonograms, perform some songs at holidays and entertainment.

By joining folk and ritual holidays, children get the opportunity to learn the characteristic features of the life of their ancestors, the traditions of the Orthodox faith, as the basis of spirituality and morality. In addition to songs, children get acquainted with dance elements. This is a round dance stomping

step, step with inflow. Children especially enjoy playing folk musical instruments: spoons, bells, rattles.

I believe that the disclosure of personality in a child is fully possible only through his inclusion in the culture of his own people. And this is not just knowledge about culture, but living in culture, living in tradition, by entering the yearly holiday circle. This helps children better navigate temporal concepts, understand the dependence of people's activities on natural conditions, memorize names and concepts. The cyclicity of the folk calendar from year to year repeats these holidays and events, helps children to assimilate this material, gradually complicating and deepening it. It has already become a good tradition in our kindergarten to celebrate the following holidays:

Seeing off winter- Shrovetide is held with funny jokes, games with buffoons, singing of incantations, treating children with pancakes and burning Maslenitsa.

We definitely celebrate name days according to the seasons with congratulations to children, making gifts, singing songs, driving round dances and drinking tea.

Easter holiday takes place with the manufacture of attributes, painting eggs and folk games.

Only together with all the employees of the preschool educational institution is it possible to convey folk wisdom, kindness, humor in a form accessible to children. I have collected notes of classes, leisure activities and holidays for children, made a selection for the whole year of folk Orthodox holidays with names, folk signs and birthdays.

Parents are involved in participation in traditional folk holidays. A plan of work with parents was drawn up, including the following tasks: 1) To interest and involve parents in active participation in calendar holidays and entertainment. 2) Joint production of attributes and costumes for the holidays.

Russian folklore

Russian folk holidays and rituals are one of the brightest and most original constituent parts traditional artistic culture and at the same time one of the most complex and multifaceted phenomena of its earliest type - folklore.

Russian song folklore miraculously combines the word and musical rhythm, melodiousness. In oral folk art, the traits of the Russian character, its inherent moral values - ideas about goodness, beauty, truth, fidelity, courage, diligence, were reflected nowhere. A special place in such works is occupied by a respectful attitude to work, admiration for the skill of human hands.

The wide use of folklore as the richest source of cognitive and spiritual and moral development of children is of great importance. The best traits of a child's character are laid at preschool age when they come into contact with the world of oral folk art.

In the "Russian hut" we conduct thematic integrated classes to familiarize ourselves with the traditions, holidays and rituals of the Russian people, as well as read and tell children Russian folk tales, nursery rhymes, proverbs, sayings, signs, introduce folklore. In the atmosphere of Russian life, the child quickly remembers fairy tales, nursery rhymes and pestles, proverbs and sayings, riddles, folk signs.

In an integrated form: both in the classroom and in the process of independent activity of children, the relationship between fine art and oral folklore (rhymes, songs, fairy tales, riddles) is carried out. The task of familiarizing with illustrations to the works of oral folklore by the artist Yu. Vasnetsov is solved in cooperation with visual activity and decorative modeling (sculpture of small forms). Children really like to make crafts for a Dymkovo toy, products with elements of Khokhloma and Gorodetskaya paintings on their own. Immerse children in a variety of aesthetic environment through practical activities to create various handicrafts, decorations, the study of folklore, it allows you to instill in children a sense of beauty.

Folklore is used both in games and in all routine moments, for example, in morning exercises, when washing, after sleeping, etc.

Rhymes addressed to children, jokes, chants, sound like an affectionate saying, expressing care, tenderness, faith in a prosperous future.

In proverbs, sayings, various life positions are aptly assessed, shortcomings are ridiculed, praised positive traits of people. A special place in the acquaintance of older preschoolers with the works of oral folk art is occupied by the compilation of riddles with children about objects of ancient Russian life.

Thereby folklore works are the richest source of cognitive and moral development of children. The main task at this stage is to reveal the spiritual potential of the works and bring it to the child in an accessible form, to expand the vocabulary of children by semantic explanation of unfamiliar words.

Russian folk art

The people showed their creative aspirations and abilities only in the creation of objects necessary in work and life. However, this world of utilitarian things reflected the spiritual life of the people, their understanding of the surrounding world - beauty, nature, people, etc.

Folk craftsmen did not literally copy nature. Reality, colored by fantasy, gave rise to original images. This is how fabulously beautiful paintings on spinning wheels and dishes were born; patterns in lace and embroidery; fancy toys.

Judging by the objects that have come down to us from the depths of the distant past, people have always strived for beauty, creativity, decorating their home, everything that surrounded them in work and life.

Folk art lives in everyday life, surrounds us, and to this day. It is worth taking a closer look at the objects around us, and we will find in them a lot of decorative, artistic. We need to teach children to see this, to skillfully draw their attention to the beauty of the things around us, and gradually the children themselves will follow this path.

Considering folk art as the basis of national culture, it is considered very important for children to get acquainted with it. Children are happy to look at patterns depicting fabulous birds and animals. They play games: “Guess whose silhouette?”, “Folk crafts”. Children really like to trace stencils: nesting dolls, Sirin birds, Dymkovo toys, etc., and then color them. The children are happy to sculpt, apply and design.

The aesthetic significance of children's communication with works of folk art, with the process of making things necessary and useful in life, the ability to create them, is important for the overall development of children, for educating them in a healthy moral principle, respect for work, developing artistic taste on the best examples of this art.

Creative activity educates children sincere feelings love for the surrounding world, respect for work, interest in the native culture. Classes productive activity bring special joy and benefit to children; develop memory, creative imagination and artistic taste.

Russian folk games

Folk games cause the activity of thought, contribute to the expansion of horizons, clarify ideas about the world around. In addition, they improve all mental processes: attention, memory, imagination, thinking, and further influence self-consciousness.

They are very valuable in a pedagogical sense: they are diverse, require a lot of movement, resourcefulness, ingenuity, and provide an opportunity to master physical skills and abilities. Games influence the development of mental abilities, the formation of character, will, and bring up moral qualities.

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

Russian folk games attracted my attention not only as a genre of oral folk art. The huge potential contained in them for the physical development of the child prompted me to introduce folk games into the organization of children's motor activity. Games develop dexterity, speed of movement, strength, accuracy. Learned counting rhymes, tongue twisters make the game process more interesting and exciting.

I have developed a card file of folk games for children by age; a system of joint events for adults and children to get involved in Russian folk games. Folk games with the use of folklore are used during morning exercises, physical education classes, for a walk, for ritual holidays.

The game has always been a natural companion of a child's life, a source of joyful emotions, which has great educational power.

In children's games, echoes of ancient times, the realities of a bygone life, have been preserved. For example, various hide-and-seek games are a reflection of the old methods of raising children, when there were original schools for preparing for battles and hunting. The folk game has the same enduring significance as folk poetry, fairy tales, legends. The meaning of the folk game is that it develops the child's social behavior skills.

In folk games there is a lot of humor, jokes, competitive enthusiasm. Children love funny counting rhymes, which sometimes consist of meaningless words and consonances. Their senselessness is explained by the fact that they came from adult folklore. But adults have forgotten about the mysterious account, and children continue to use it in counting rhymes to this day.

Thus, the game occupies an important place in the life of a child. Thanks to her, children learn to independently find a way out of a critical situation, quickly make decisions, implement them, that is, they acquire important qualities that they need in their future life. An effective type of gaming practice in our kindergarten has become a game library, which involves learning folk games with different developmental orientations. Children get acquainted with joke games, competition games, trap games, imitation games, master the traditional component of games - the choice of a driver by counting rhymes, by drawing lots or by collusion.

The game library also involves homework aimed at developing interest in folk games. For example, find out what games parents and older adults played, learn these games and teach others. Game workshops are held both indoors and during a walk, organized in the classroom, during holidays. Children are especially interested in toy libraries united by one plot, for example, “winter games” - games with snow (snowballs, building snow fortresses, taking them). A variant of the game library is also a competition, when folk games of a sports type are selected, or holding tournaments using Russian folk games.

Folk games contribute to the familiarization of children not only with the playing practice of the people, but also with folk culture in general. The joy of movement during the game is combined with spiritual enrichment, a stable, interested, respectful attitude to the culture of their native country is formed in children, an emotionally positive basis is created for the development of civic-patriotic feelings, for the formation of relationships with peers and adults.

Thus, my in-depth, comprehensive, systematized work on familiarizing children with the origins of Russian folk culture has positive results. The results of the ongoing work to familiarize children with Russian folk culture is the positive dynamics of indicators of the quality of education and upbringing.

Kindergarten students:

Use in active speech nursery rhymes, rhymes, riddles.
They know how to play Russian folk outdoor games using counting rhymes.
They have a rich stock of knowledge of fairy tales and fairy-tale characters, they are able to recognize them in works of fine art.
Meaningful and active participation of children in Russian folk holidays (they know the name of the holiday, sing songs, perform ditties, read poetry)
Knowledge of the history of Russian costume, headgear.
Use the attributes of Russian folk culture in independent activities.
Carefully treat household items, works of folk art.

Particular attention is paid to strengthening ties with parents. Parents have a positive attitude towards the work on the problem of "Introducing children to the origins of folk culture." They are active participants in the replenishment of the developing environment, are directly involved in various events (entertainment, holidays, classes).

In the corners for parents, material is constantly placed on the folk calendar, Russian cuisine, folk holidays "Easter", "Christmas", " New Year”, “Maslenitsa”, etc.

Exhibitions were held together with parents in the group:

"Autumn Fantasy"
"Beauty will save the world"
"Gift to Santa Claus"
“Here they are - golden hands”

Consequently, parents realized that they are raising their children by their own example, that every minute of communication with the child enriches him, forms his personality, that not a single educational or educational task can not be solved without fruitful contact between parents and teachers.

An invaluable contribution to the development of the moral and patriotic abilities of children is provided by interaction with society: the rural library, the House of Culture (there is a rural mini-museum of Russian life here).

So, folk traditions play an important role in the educational process of the child. After all, it is in them that spiritual foundations and norms accepted in society accumulate. The system of folk traditions and customs is one of the effective means of education, as it provides a mechanism for the transmission of norms of behavior, cultural and spiritual values from one generation to another.

A person is not born in a spiritually rich and moral sense, so you need a competent external influence of educators, parents and the entire environment. The ultimate goal is to educate a humane, spiritual and moral personality, worthy future citizens of Russia, respecting the national culture, traditions and customs of the Russian people.

Literature:

Childhood. The program of development and education of children in kindergarten. - St. Petersburg: "CHILDHOOD-PRESS" 2004.
Zelenova, N.G., Osipova, L.E. We live in Russia. Civil-patriotic education of preschoolers. ( Senior group.) - M .: Publishing house "Scriptorium 2003", 2008.
Mulko, I.F. The development of ideas about man in history and culture: a methodological guide for preschool educational institutions. - M .: TC "Sphere", 2009.
The system of patriotic education in the preschool educational institution. / Authors-compilers E.Yu. Aleksandrova and others - Volgograd: Teacher Publishing House, 2007.
Where does the Motherland begin? Experience in patriotic education in the preschool educational institution / ed. L.A. Kondrykinskaya. - M.: TC "Sphere", 2005.

prepared by the teacher: Gulyaeva G.N.

Fomina Elena Ivanovna

Educator, MBDOU "Kindergarten No. 15", Sarov

Fomina E.I. Introduction of preschool children to the origins of Russian folk culture // Sovushka. 2016. No. 3(5)..12.2019).

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

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

It can be concluded that the introduction of new technologies based on established traditions is the most the right way get a good result in the form of meeting targets.

One of the principles of the Federal State Educational Standard is to familiarize children with socio-cultural norms, traditions of the family, society and the state. cognitive development involves the development of primary ideas about the small motherland and Fatherland, about the socio-cultural values of our people, about domestic traditions and holidays.

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

Optimization of the socio-cultural educational potential of the main general education program.
Value-semantic and sociocultural enrichment of the space of preschool education in preschool educational institutions on the basis of the domestic sociocultural tradition.

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

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

Introducing children to Russian folk culture in our preschool institution is carried out through the relationship preschool with social institutions, families of our pupils.

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

To achieve this goal, the following tasks are to be solved:

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

The developed long-term plan is designed for 4 years of activity in the following areas:

Acquaintance with the national way of life;
Acquaintance with Russian folk art;
Acquaintance with Russian folk games;
Acquaintance with traditions;
Holidays.

Tasks for each of the directions are solved in all age groups. The complexity of tasks can be traced from age to age.

The solution of the set tasks involves the use of the following forms: GCD, gaming activities, circle work, excursions, holidays, theatrical and independent activities.

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

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

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

Can tell Russian folk tales, nursery rhymes and beat them;

Uses in the game household items of the Russian people;

Creates creative works based on folklore works.

presentation material is coming cyclically, through various activities (in a spiral, which allows you to replenish and improve previously acquired knowledge).

Priority remains methods and techniques:

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

The first direction provides met with national way of life. As a result, children begin to understand the essence of Russian folk culture, its peculiarity, originality, color. Work continues on creating an atmosphere of national life; together with the children, objects of Russian life are replenished in the mini-museum organized in the group. It is known that the surrounding objects have a great influence on the formation of the spiritual qualities of the child - they develop curiosity, bring up a sense of beauty. The surrounding objects, for the first time awakening the soul of a child, nurturing in him a sense of beauty, should be national. This allows children from a very early age to understand that they are part of the great Russian people.
Second direction - preschoolers continue to get to know Russian folk art expanding and deepening your knowledge. New sections "Introduction to Russian folk costume", "Introduction to Russian folk cuisine" are introduced, expanding children's ideas about Russian folk culture.

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

The fourth direction is acquaintance with traditions. Unobtrusively, in a form that is easy to understand this material, something cognitively new is presented.
Acquaintance with Russian folk holidays passes through the following events: quizzes, entertainment, holidays such as “Visiting Grandma Riddle”, “You open your heart - say a word”, “Spring Invocation”, etc.

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

An important role is played by creation of a subject-developing environment. A mini-museum "Russian Folk Corner", "Our Dear Rus'" should be created in the group, where children receive and replenish knowledge about the originality, color of the Russian people, Russian soul, Russian character. Where rich material has been accumulated: didactic games and manuals for familiarizing children with Russian folk costume, Russian folk cuisine, folk games, crafts, and life. The group has a lot of children's books, coloring books, didactic games, folders - moving around the topic.

When working to familiarize children with Russian folk art, we recommend using such didactic aids: “Where there is a riddle, there is a riddle”, “Smart proverb - it’s not for nothing that they say”, “What first, what then”, “Tell a story”, etc.

Children love to listen to fairy tales, jokes, nursery rhymes, songs, counting rhymes, incantations. From them breathes kindness, warmth, affection. You can use it in sensitive moments (washing hands, going to bed, dressing and undressing).

Of course, in this work, huge support is needed from the parents.

For them we offer:

Questionnaire "What do you know?"

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

Master class "How to make a baby book"

Arrange various exhibitions: “Distant antiquities”, “My mother has golden hands”, and so on.

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

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