Folklore is folk art, most often oral; artistic collective creative activity of the people, reflecting their life, views, ideals; poetry created by the people and existing among the masses (legends, songs, ditties, anecdotes, fairy tales, epics), folk music (songs, instrumental tunes and plays), theater (dramas, satirical plays, puppet theater), dance, architecture, fine and arts and crafts.
Classification of Russian f.d. material Based on the functional-age criterion, it is divided into two groups. The first group (“nurturing poetry”), addressed by adults to the youngest children, includes lullabies, pesters, nursery rhymes and jokes. The most ancient images and plot motifs of lullabies go back to incantatory poetry. Pestushki - works intended to accompany physical exercise and hygiene procedures necessary for the baby. Rhythmic, cheerful sentences, combined with pleasant strokes for the child, vigorous or smooth movements of arms and legs, which adults teach him, brought pleasure and developed both physically and emotionally. In nursery rhymes - the first games adults play with small children - poetic works are combined with a dramatic plot in which the characters become the baby's fingers, arms, legs, the hands of the one who amuses him ("ladushki", "horned goat", "magpie-thief" and etc.). Nursery rhymes contain the first lessons of morality, elements of teaching counting and ratios in sizes. Jokes are songs or sentences of more complex content that adults used to amuse children. They differ from nursery rhymes in that they are not associated with playful actions, but attract the child’s attention exclusively through poetic means. One of the varieties of jokes is inverted fables (the legacy of joker storytellers). They are songs-verses in which connections and relationships characteristic of reality are arbitrarily changed. A child who understands the true relationship between phenomena learns to recognize inverted convention as a way of creating artistic reality. The poetics of folk jokes had a significant influence on the development of professional poetry for children. The genre of jokes seems to combine adult and children's folklore. Children's jokes also provide continuity between the two groups of f.d. - poetry of nurturing and children's folklore itself. Children's folklore itself includes several genre associations. Calendar f.d. It combines chants and sentences, most of which are associated with ancient spells and conspiracies, with a belief in the magical power of words affecting nature.
Children's folklore includes works, firstly, created by children themselves, and secondly, borrowed by children from adults, but processed in accordance with the psychology and needs of childhood.
Children's folklore is created both in the genres of adult folklore (choruses, sayings, jokes, etc.), as well as in genres developed by the children themselves (draws, counting rhymes, teasers, etc.). The genre system of children's folklore is a rather flexible phenomenon.
Genres of folk art works accessible to preschool children:
1) fairy tale. The child meets her from an early age, listening to fairy tales told by his mother or grandmother, and experiences certain feelings and experiences. As a rule, children rejoice at the heroes’ successes and hate the bad things the heroes struggle with. The Russian folk tale contains rich content - both in terms of the saturation of artistic speech with linguistic means of expressiveness and the development of creativity of preschoolers themselves; and in relation to the moral and aesthetic aspects of the themes and ideas revealed.
2) proverbs and sayings. Proverbs and sayings, like another genre of oral folk art, in artistic images recorded the experience of life lived in all its diversity and inconsistency. They are dedicated to how and what to teach and educate: “do not teach by idleness, but teach by handicraft”, “learning decorates in happiness, and consoles in misfortune”; show the peculiarities of work and life, primarily of the peasant: “they plow the arable land - they don’t wave their hands there”; having arisen under the influence of impressions from working on the land, they recorded some signs showing the farmer’s observation skills: “look for oats and flax in August”; express an attitude towards work: “learning a trade will always come in handy.” A whole layer of proverbs is dedicated to family, maternal love: “there is no friend like your dear mother.” In proverbs and sayings one can find echoes of a particular historical event or an entire era: “even if it’s in the horde, if only it’s good.” Therefore, they serve as a powerful means of familiarizing children with their surroundings, introducing them to the origins of their native culture. Proverbs and sayings have a colossal influence on the formation of love for one’s native land, a caring attitude towards what surrounds a person and is close to him from the moment of birth. Proverbs teach rules of behavior, moral standards, dexterity, then I use them in all types of activities.
3) riddles. Positive emotions caused by the process of guessing and making riddles form a child’s cognitive interest in the world of things and phenomena, since riddles contain a wide range of information about various subjects and phenomena and events of surrounding life. The riddle, being a form of reflection of the surrounding reality in metaphorical images specific to it, captured the experience of the people, their observation.
4) lullaby. As one of the oldest genres of folklore, it forms a valuable part of the treasury of folk art. It conveys the spirit of the era in a special way, with specific means of expressiveness. Lullabies play a huge role in familiarizing a preschool child with the life around him, with the traditions and customs, and the way of life of his own people. Lullabies, due to their content and genre characteristics, contribute to the formation of the ability to see and understand the beauty of the native language. After singing songs, children become calmer and fall asleep faster. Lullabies use images that are well known to children, for example, the image of a cat, a hare, a dog, and they call them affectionately, which I used in classes on speech development and in a speech therapy hour when teaching them the formation of cognate words.
5) Russian folk songs, pestushki, nursery rhymes. They entertain the child, create a cheerful, joyful mood in him, that is, they cause a feeling of psychological comfort, thereby preparing a positive emotional background for perception of the surrounding world and its reflection in various types of children's activities. They contain material selected and practically tested over centuries, which carries the highest humanistic values; they are thoroughly imbued with beauty and love. The images of these folklore works are taken from life, are specific and meaningful, and therefore can serve as a powerful means of familiarizing children with their surroundings not only at an early age, but also in preschool, a means of socialization, introducing children to the origins of their own culture.
6) folk music. Folk musical works unobtrusively, often in a cheerful way, introduce children to the customs and way of life of the Russian people, work, respect for nature, love of life, and sense of humor. The most common and accessible means is song. Folk song, as one of the means of musical folklore, enters the life of a child as the basis of Russian musical culture.
Songs and nursery rhymes can significantly help the teacher instill a positive attitude towards regime moments: washing, combing your hair, eating, dressing, etc. These processes, accompanied by refrains and sentences, become more interesting for the child.
Nursery rhymes can be played different ways: accompany reading with the action of a toy, use finger theater, hats, masks of various characters. Toys should be soft, light, colorful. Using toys in play, children quickly remember nursery rhymes, riddles and fairy tales.
Children's literature in Russia XV-XVIII centuries
The entire history of ancient Russian children's literature can be divided into four periods:
1) the second half of the 15th - the first half of the 16th century, when the first educational works appeared;
2) the second half of the 16th - beginning of the 17th century, when 15 printed books for children were published;
3) 20-40s. XVII century, when regular poetry begins;
4) the second half of the 17th century - the period of the development of different genres and types of children's literature.
Great development in the 17th century. receives poetry. Poems of that time, addressed to children, were, from a modern point of view, still quite primitive. But it was with them that children's poetry began.
It was a rare children's handwritten or printed book without poems. There were especially many of them in the second half of the 17th century, when large works were written, which we now call poems. Poems set out rules of behavior and conveyed various information about the world. Most of the poems are anonymous. However, some authors were already known then, others have been identified now. The very first children's poet in Rus' should be considered the director of the Moscow Printing House, Savvaty. The reference book was responsible for the content and literacy of the book. Therefore, the most educated people were appointed to this position. Currently, more than ten poems by Savvaty are known, written by him specifically for children. Among them is the first poem in the book of the Moscow press, placed in the ABC edition of 1637. It consists of 34 lines. The poem simply, warmly and clearly tells the reader about the book he is holding in his hands, praises literacy and book wisdom, and gives various advice on how to study and how to read. According to the composition, this is an intimate conversation with a child on a topic that is interesting and important to him. The author convinces the child not to be lazy in learning, to be diligent, and to obey the teacher in everything. Only in this case can he learn the “wisdom scripture » (letter), to be included in the number " wise men"and become a "true son of light." Later in the second half XVII c., this poem was widely distributed through handwritten books.
Another poem by Savvaty was also very famous - “A brief statement about laziness and negligence”, consisting of 124 lines. It creates a negative image of a student, capable, but lazy and careless. Savvaty tries to instill in children respect for literacy, an enthusiastic attitude towards education and contempt for ignorance. The author leads the reader to the conclusion that teaching is light, and ignorance is darkness. Savvaty uses persuasion as the main educational means, and comparison and likening as a literary device. For example, he says that a diamond is precious because of the play of light, color, and paints, and a person is precious because of his education and “his understanding.”
In another long poem of 106 lines called "The ABC of Vacation", the image of a positive student was created who heeded the advice of his teacher, studied diligently, and therefore the teacher taught him everything that he himself knew and could. This is like a parting word to a child on graduation day.
The most important poet of the 17th century. was Simeon of Polotsk. His real name is Petrovsky. In 1664, at the invitation of the Russian Tsar Alexei Mikhailovich, Simeon moved to Moscow, where he opened a school and began to take an active part in literary and public life. Simeon of Polotsk took part in the creation of the primer of 1664. He also compiled the entire primer of the 1667 edition, which was republished in 1669. The preface written by Simeon for this primer is an outstanding pedagogical treatise of the 17th century.
But the primer of 1679 is of greatest interest. It contains two poems for children: “Preface to young men who want to learn” And "Admonition". The first of them talks about the book, praises literacy, and calls on children to study well, for those who work in youth will be at peace in old age. Of all labors, reading and learning bring the greatest pleasure and benefit. The second poem is placed at the end of the book. He wrote poetic prefaces to the books he published for children, “Testament” and “The Tale of Baarlam and Joasaph.” In them he talks about the content of the books, draws attention to the most important thing, trying to interest children and prepare them for perception. The most important books of Simeon of Polotsk are “Reef. Mologion”, which has 1308 large format pages, and “Vertograd multicolor”, consisting of 1316 pages. The books were intended, according to the author, “for the benefit of young and old,” who could “look for words in them” and read “to teach their age.” The books contain many poems that are accessible to children, including greeting poems from children to parents, relatives and patrons. Poems about nature, minerals, animals, plants, entertaining legends, etc., were also available to children. For example, the poem “Arc” (“Rainbow”) or poems about earth and water. Being a teacher by profession and an outstanding The poet of his time, Simeon of Polotsk, made a significant contribution to the creation of literature for children.
Types and genres of folklore for preschoolers
Every nation is interesting because it has its own spirit, its own culture, its own character, its own traditions, its own identity. Important personal quality What should be developed and instilled in our children is the national spirit.
There is one important personal quality that carries both a national and a universal property. This is a feeling of kindness. The feeling of kindness forms the basis of the moral integrity of the individual. Kindness also has a national connotation, but it is universal.
The acquisition by a child of a set of cultural values contributes to his spirituality - an integrated personality trait that manifests itself at the level of human relationships, feelings, moral and patriotic positions, that is, it ultimately determines the measure of his overall development.
Today, one of the most pressing tasks is to show the beauty of the Russian language through oral folk art, expressed in songs, nursery rhymes, jokes, pestushki, choruses, chants; developing children's interest in children's folklore, enriching children's vocabulary.
Early and preschool childhood is the beginning of learning about life and human relationships. This is also the time of the beginning of the formation of the child as an individual, the formation of his character. Adults - parents, grandparents, and later a teacher, must surround the child with love, care, attention, affection, teach him to enjoy life, to treat his peers and adults kindly. Adults lead the child along the path of understanding the world in all its diversity and awareness of himself in this world, playing with the child, and later creating all the conditions for his independent play.
The word folklore is an English word made up of two words “folk” - people, “lor” - teaching. So, folklore is folk wisdom. Folklore has no author. This is a special art - folk songs, dances, legends and fairy tales, rituals, beliefs, etc. The people who once created them passed them on to others by word of mouth, so folklore has survived to this day without leaving the names of its creators. Folklore accompanies a person from birth, guarding him in childhood, right up to the transition to adolescence.
Children's folklore is a synthesis of poetic native word and movement.
A child, like a sponge, absorbs the poetry of his native language, first listening, and later independently pronouncing rhythmically folk texts. Thus, children’s folklore gradually enters organically into the child’s daily life.
Children's folklore gives us the opportunity to introduce him to folk poetry at the early stages of a child's life. Thanks to this, long before becoming familiar with fairy tales, epics and other major genres of Russian folklore, children’s internal readiness is formed on the material of children’s folklore to perceive our origins - Russian folk culture.
Folklore captivates children with bright poetic images, evokes positive emotions in them, strengthens a bright, cheerful perception of life, helps them understand what is good and accessible, what is beautiful and what is ugly.
Folklore instills in children an aesthetic attitude towards nature, towards work, towards the entire surrounding reality, and teaches them to see beauty in human relationships.
Objectives of children's folklore:
Fostering sustainable interest and love for folk art;
Development of creative abilities of preschool children;
Introducing children to various forms of children's musical folklore.
Introducing children to the traditions and images of the Russian people.
Mastering folk art through mastering the skills of choral folk singing and performing folk choreography.
Education of aesthetic feelings.
Educational problems can be solved through folklore.
Work on introducing folklore in kindergarten can be divided into several areas:
Listening to folk music, songs, including lullabies.
Introduction to musical games and round dances.
Acquaintance with folk musical instruments.
Acquaintance with the traditions and rituals of the Russian people.
Folk musical instruments, play and dance songs, ditties, round dances, elements of folk theater - become the basis of all ritual holidays.
Participation in rituals, games, round dances, new colorful paraphernalia, performances of buffoons and mummers gradually introduces Russian national traditions, promotes the development of creative activity, reveals personality, leads to the very essence of folklore tradition - to improvisation, to the creation of an atmosphere in which children live everything is emotional and deep.
What about children's folklore?
Chatushki are songs that accompany child care.
Nursery rhymes - games between an adult and a child (with his fingers, hands).
Calls - appeals to natural phenomena (to the sun, wind, rain, snow, rainbow, trees).
Sayings - appeals to insects, birds, animals
Counting tables are short rhymes that serve to equitably distribute roles in games.
Tongue twisters and pure twisters, quietly teaching children correct and pure speech.
Teasers are funny, playful, briefly and aptly naming some funny aspects in the child’s appearance, in the peculiarities of his behavior.
Jokes, jokes, shifters - funny songs that, with their unusualness, amuse children.
Boring fairy tales that have no end and can be played out many times.
Folk games, which are often based on simple songs.
Music is an important, integral part of every person’s life, and it is not only the language that the human soul speaks, it is the source spiritual development child.
Music in preschool age should become a means of communication between an adult and a child, and not a subject of separate teaching, study or contemplation in a special situation of musical activity, separated from life.
Types of children's musical folklore for preschoolers:
Nursery rhymes and pestushki are small poems-sentences that accompany any activities with a child or the actions of the child himself: stretching from sleep, getting dressed, etc. Pestushki accompany playing with a child, when an adult performs movements “for him”, playing with his hands and legs. Nursery rhymes are designed for the activity of the child himself, when he performs independently game movements and correlates them with the content of the nursery rhyme.
The main thing that pestelka gives is establishing contact between adults and children. From birth, a strong spiritual and emotional connection is established.
The child can already speak. But he still doesn’t get all the sounds. This is where tongue twisters come to the rescue. A tongue twister is a short poem in which the words are specially chosen to be difficult to pronounce.
From the clatter of hooves, dust flies across the field.
Grass in the yard, firewood on the grass.
Children's spells preserve the memory of the prayer requests of our forefathers.
Calls are songs in which children turn to the forces of nature with some request. The serious, economic basis of spells was forgotten, only fun remained.
Sunshine, sunshine!
Look out the window
Your kids eat candy there!
Sentences are short poems that children recite in a sing-song manner on various occasions, for example, when addressing living beings - a snail, ladybug, to birds, pets.
Snail, snail,
Stick out your horns
I'll give you a piece of cake for tea.
Counting books also help develop correct speech. This is a fun, mischievous genre. If during the game you need to choose a driver, counting rhymes are used.
Cockerel, cockerel!
Show me your comb.
The comb burns with fire.
Come on, Misha, get out!
Games play a special role in the development of a child. They not only develop physically, but teach children to communicate with each other.
Folk songs
Children of senior preschool age can already be introduced to Russian folk songs.
Songs are the most widespread and popular genre of folklore. They are sung by all the people, young and old. Truly, song is the soul of the people. The eternal folk aspirations for goodness and beauty found in it a deeply emotional and highly artistic expression. Songs spiritually unite people and educate entire generations in the spirit of folk moral and aesthetic ideals. Thanks to its exceptional sincerity and sincerity, folk songwriting has the most direct and profound impact on the emotional world of children.
Over the centuries, people have developed special songs for children: lullabies, play songs, dance songs, etc. Pedagogical instinct told their nameless creators what children need, how to interest and please them.
People have long attached great educational importance to their songwriting. Songs not only entertain, but also enrich them with new impressions, give them vivid images of the surrounding reality, teach them to rejoice in goodness, sympathize with the misfortune of others, and cultivate a sensitive attitude towards all living things.
The figurative and poetic thinking of the people is close to children and corresponds to their ideas about the life of nature and man. Therefore, the children are interested and accessible to many folk songs that were not created specifically for them.
The emotional richness of the song vocabulary, the abundance of endearments and diminutives, constant epithets, sincerity of tone, melody make the children want to speak smoothly, beautifully, and develop a sense of rhythm.
Singing folk songs introduces children to national traditions people, with its song past. Their systematic execution contributes to aesthetic education, develops artistic taste in children, and awakens a feeling of love for their native land, the nature familiar from childhood.
A folk song enriches children's speech, helps improve diction and articulation, has a beneficial effect on the expressiveness of speech, and evokes positive emotions. Folk music, the song is understandable and close to our children. There is so much affection, kindness, admiration, beauty, grace, significance in her. And the lyrics are simple. Increasing interest in one’s national culture fosters patriotic feelings in children, the love for everything native intensifies: for the Motherland, for art, and the sense of national pride increases.
Folk games
Most games are based on folk texts. They are especially convenient for sing-song expressive pronunciation (intonation). The melodic and rhythmic beginning allows you to move through the content of the text in the desired rhythm and tempo. At the same time, children improve their motor skills: jumping, spring and fractional stomping steps, gallops, steps with high legs, light fast running. Games provide an opportunity to make the process of raising children interesting and joyful.
The main feature of the game is its amateur nature; it is here, as nowhere else, that the child’s creative potential is revealed and realized.
The most favorite games for children are those where you need to catch each other. In such games, the child must show speed of movement, dexterity, and quick wits (“Cat and Sparrows,” “Liska-Fox,” “Sunshine,” etc.). No less interesting are games that require children to react quickly and persevere (for example, the game “ I’ll freeze”, in which children take various poses and do not move for some moments). There are games that require children to have creative initiative, imagination, and at the same time good coordination of movements. The text of any game can be specifically used to develop rhythm in a child. It is easy to reproduce in claps.
Calendar holidays
Russian calendar holidays are a unique opportunity for children to immerse themselves annually in the world of the same folk songs, dances, and rituals. Holidays help preschoolers easily master a large repertoire of folk songs, and thanks to this, the quality of their performance improves from year to year, which means that children get great pleasure from meeting with beautiful, original folk art. Autumn holidays- harvest festival, festival of bread, vegetables, fruits, nuts. It’s good when Autumn herself brings these delicious things (maybe a doll) and gives them to the children to try. And everyone will sing and dance songs for her.
Winter holidays. Christmas time. Carols. Maslenitsa. They shout out calls to the sun and the birds, and drive away winter. Ritual food - pancakes, inclusion in the general action, it is especially important for young children.
Playing Russian folk musical instruments
You need to start learning to play folk musical instruments as early as possible.
In folk pedagogy, sounding toys such as whistles, buzzers, and rattles were used as the first musical instruments for children.
In addition, there were a number of so-called “one-day” instruments - whistles made from acacias and dandelions, pipes made from reeds, straw, and birch bark, which the children made themselves.
Older children mastered playing the balalaika, harp, pipe horn, and accordion. Household items were also successfully used as musical instruments - a scythe, a washboard, a grip, a stove damper, a samovar pipe, and a comb.
Society is interested in preserving and passing on spiritual values, including musical culture, to future generations. Children should develop through knowledge of cultural heritage, and be brought up in such a way as to be able to increase it.
Folklore is precisely that variable, improvisational form of expressing one’s worldview that is accessible to everyone, combining collective and individual principles.
Currently, many children know little folk songs and are little familiar with Russian folklore. This problem very important, because Children must know the culture of their homeland and everything that is directly connected with it.
Practical material (songs, games, dances) for preschool children is selected in accordance with the folk calendar.
Performance and children's creativity in musical and folklore activities are turning into a single creative process with its integral part - folk improvisation, which includes, in addition to searching in the field of gaming and dance movements, first of all, the creation of options for performing melody and playing folk instruments available to children. This is a practical stage in the development of folk culture.
Musical folklore is a syncretic phenomenon. Music, words and movement are inextricably linked in it. There is great power in the combination of these elements pedagogical impact, allowing a comprehensive approach to the problem of comprehensive development of various types of arts by a child.
Introducing preschool children to folklore
“A child only learns not conventional sounds,
learning his native language, but drinks spiritual life and strength
from the native breast of the native word. It explains nature to him,
as no natural scientist could explain it,
it introduces him to the character of the people around him,
with the society among which he lives, with its history
and aspirations, as no historian could introduce him: it introduces him to folk beliefs, to folk poetry,
as no esthetician could introduce: it finally gives such logical concepts and philosophical views, which, of course,
“No philosopher could tell a child.”
K. D. Ushinsky
Speech is a great gift of nature, thanks to which people receive ample opportunities to communicate with each other. Speech unites people in their activities, helps to understand, shapes views and beliefs. Speech provides a person with a huge service in understanding the world.
However, nature gives a person very little time for the emergence and development of speech - early and preschool age. It is during this period that favorable conditions are created for the development of oral speech, the foundation is laid for written forms of speech (reading and writing) and the subsequent speech and language development of the child. Any delay, any disturbance in the development of a child’s speech is reflected in his activity and behavior. Children who speak poorly, beginning to realize their shortcomings, become silent, shy, indecisive, and their communication with other people (adults and peers) becomes difficult.
In system preschool education speech development, learning the native language takes leading place. The purpose of teaching the native language is the development of speech abilities and skills, the culture of verbal communication in preschool children, the formation of the prerequisites for reading and writing.
Preschool age is a period of active acquisition by a child of spoken language, the formation and development of all aspects of speech: phonetic, lexical, grammatical. Full command of the native language in preschool childhood is a necessary condition for solving problems of mental, aesthetic and moral education children in the most sensitive period of development. The earlier you start learning your native language, the freer child will use it in the future.
The main tasks of children's speech development: nurturing the sound culture of speech, enriching and activating the vocabulary, forming the grammatical structure of speech, teaching coherent speech - are solved throughout preschool childhood.
A significant role in the process of speech development is played by the artistic word - children's literature and folklore.
Works of folk art are a school for developing children's feelings. A world of colors and sounds surrounds the child. As experience has shown, expressive storytelling, conversations about the characters of fairy tales, the feelings they experience, the difficulties they have to overcome, looking at illustrations, playing fairy tales - all this significantly develops the emotional sensitivity of children.
In our time, when questions of moral, aesthetic education arise especially acutely, from childhood it is necessary to develop an emotional perception of works of art, this will awaken creativity in the child, independence of thought, and form an aesthetic perception of the world.
The relevance of using folklore in modern pedagogy early childhood confirm important points.
First: enrichment pedagogical process folklore - effective method humanization of education from the first years of a child’s life.
Second: folklore contains multiple degrees of pedagogical influence on children, taking into account their age-related abilities to master the text.
Third: children in the first years of life are characterized by a special perception and a special attitude towards folklore texts, which is due to the specifics of their age and the intensity of socialization.
Starting to work on the development of speech in preschool children, I set myself a goal: to introduce children to Russian folklore, to develop children’s interest and need for reading books.
To do this, it is necessary to solve the following tasks:
1. Create conditions in the group for introducing children to folklore, namely a subject environment for the development of children.
2. It was necessary to establish interaction with the families of the pupils, promoting the creation of emotional contact between adults and the child.
3. Introduce works of Russian folklore using visual material.
4. Develop a love for the beauty of the artistic word.
5. Learn finger games.
6. Conduct conversations with children about caring for books.
7. Encourage children to dramatize fairy tales.
8. Hold literary festivals “Book Birthday”, “Mom’s Fairy Tale Evening”.
9. Conduct excursions to the museum and library.
10. Conduct meetings with parents to introduce children to the book.
Features of introducing preschoolers to various genres of Russian folklore
Folklore is oral folk art, including a large number of genres: fairy tales, proverbs, sayings, nursery rhymes, ditties - this is the invaluable wealth of the people, folk wisdom, folk knowledge. Folklore expresses the tastes, inclinations, and interests of the people.
Oral folk art includes works of all kinds and genres. These are songs about heroes, various fairy tales, lyrics, drama. Through oral folk art, a child not only masters his native language, but also, understanding its beauty and brevity, becomes familiar with the culture of his people. D. S. Likhachev noted: “Folklore is created by everyone for everyone and within the framework of centuries-old traditions. In everything that the people did, there were common ideas about beauty. There are no contradictions here. The unity of ideas about beauty created the unity of style, both of which, like armor, protected folk art from bad taste.”
In children's folklore, a distinction is made between works by adults for children, and works by adults that have become children's over time. Children's creativity that the children composed themselves. The children's folklore of the Russian people is rich and diverse with fairy tales and works of small genres.
Lullabies are popularly called tales. The ancient meaning of this word is to whisper, to speak. In modern lullabies, the hero cat appears, he is soft, fluffy, brings peace, sleep, he was placed in the cradle of a child and the cat was promised a reward, a jug of milk. “Vanya will sleep, Vanya the cat will rock.”
Pestushki is to nurture, nurse, raise, follow someone, educate, carry a waking child in their arms when he stretches, stroke. In the pestles lies the image small child, “Stretch, stretch! There’s a thick fluff across, and walkers in the legs, and grabbers in the arms, and a talker in the mouth, and a mind in the head,” a cheerful, intricate song puts a child in a joyful mood.
Nursery rhymes are songs that accompany a child’s games with fingers, arms and legs (“Ladushki” and “Magpie”). These games often contain a “pedagogical” instruction, a “lesson.” In “Soroka,” the generous white-sided woman fed porridge to everyone except one, albeit the smallest one (little finger, but lazy.
Jokes are songs of more complex content that are not related to the game. They resemble little fairy tales in verse. This is a joke about a golden-combed cockerel that flew for oats on the Kulikovo field; about the hen - Ryaba; about the bunny - short legs. Jokes have a plot. Movement is the basis of the figurative system of jokes; there is a sharp change from one picture to another from line to line. The rhythms of jokes are varied and vibrant. With the ringing of a bell: “Tili-bom, Tili-bom.”
The youngest children are first introduced to works of oral folk art. The brilliant creator of language and the greatest teacher, the people, created such works of artistic expression that lead the child through all stages of his emotional and moral development. As an infant, the child learns from them the sounds of his native language, their melody, then masters the ability to understand their meaning; As a teenager, he begins to grasp the accuracy, expressiveness and beauty of language and, finally, becomes familiar with folk experience, folk morality, and folk wisdom.
A child’s acquaintance with oral folk art begins with songs and nursery rhymes. To the sounds of their affectionate melodious words, the baby will wake up easier, allow himself to be washed (“Water, water”, fed (“Grass is an ant”). Not always pleasant moments for a child of caring for him to the sound of songs turn into that emotional contact, into those forms speech communication, which are so necessary for its development.
Communication between an adult and a child in the first year of life is particularly emotional. By addressing the baby with affectionate conversation, adults evoke a response from him: a smile, animated actions and the first vocal reactions. This is not speech yet, just humming and babbling. Later, in the second half of the first year of life, communication takes on the character of emotional-motor games, accompanied by the affectionate, melodious rhythmic speech of an adult. Most often these are short poetic lines, couplets, repetitions, quatrains - folklore for the little ones.
There is a long-standing tradition of accompanying all baby care activities with songs, nursery rhymes, and sayings. The rhythmically structured melody of the song and the rhythmically organized sounds of speech create conditions for even the smallest child to perceive the mood of an adult, creating a feeling of security and comfort. Moreover, the very actions that a person performs while caring for a child - all these rocking, stroking, teasing - are also rhythmic and therefore very necessary for the baby.
In the second year of life, the baby’s familiarity with artistic material expands. If previously the child was read an abbreviated text of a nursery rhyme, for example “Ladushki”, “Magpie”, now at the beginning of the second year of life, you can continue by adding movements. Games with movements of hands, fingers, and walking are carried out with new texts “Finger-boy”.
Initially, the basis for the aesthetic impact of a literary word is the child’s perception of rhythm, rhyme, and intonation. The child repeats after the adult combinations of sounds and words at equal intervals of time, for example, “bye-bye”, “give-give”; in the same rhythm with the poem, he waves his pen, shakes his head or his whole body, claps his hands, repeats rhyming words or their endings, accurately reproducing the intonation. The baby responds to changes in intonation in an adult’s speech with facial expressions, posture, concentrated listening, sometimes a smile, laughter, or a joyful exclamation.
Along with pestushki and nursery rhymes, children are read poems of somewhat more complex content, not related to play - the movements of the child himself. As a rule, they contain a character with whom the action unfolds. In one poem it is very simple, but in another it is a chain of interconnected actions of the character, i.e. the plot. In the joke "Cockerel the Cockerel" there is only one character and a very simple action. Here is a figurative image. The cockerel is very bright, picturesque, and he sings loudly. The main intonation of this verse is affectionate, its sound is melodious and melodic.
Children especially enjoy playing with adults. People have created many game songs. Accompanying actions with the baby with the words of a song that pleases him, adults teach the child to listen to the sounds of speech, catch its rhythm, individual sound combinations and gradually penetrate into their meaning.
Introducing the children to the nursery rhymes “Chicken - Rabushechka”, “Our ducks”, “Kitsonka - Murysenka”, “Give me milk, Burenushka” with the poem “Who Screams How” by A. Barto, the teacher encourages them to imitate the cry of birds and animals.
A better understanding of fairy tales and poems is helped by staging them with the help of toys and table theater. Before the performance, children should be given the opportunity to look at toys and flat figures, so that the kids can then focus more on their auditory impressions. Russian folk tales “Turnip”, “Teremok”, “Kolobok”, works by Z. Alexandrova “Topotushki”, E. Ilyina “Top-Top” are well staged. Poems “On a Sleigh” by O. Vysotskaya and “ big doll"V. Berestov can be combined into one performance and ended with a song addressed to a sick doll.
This is how, throughout an early age, children are taught an understanding of the content of literary texts and a love for the literary word and for books.
Artistic word - the most important means raising a small child. Through artistic images, emotional relationships between adults and children are established, and acquaintance with the world around them occurs.
If a child is systematically told fairy tales and stories, he develops auditory concentration and listening skills and reading a book. By the end of the third year of life, the child is able to understand the content of the work and respond emotionally to it. At this time, the child develops more complicated attitude to a literary text: initial judgment, elementary generalization, conclusion, primary assessments. A three-year-old child can retell the content of a short story or a short fairy tale. He knows how and loves to look at illustrations, can carefully turn the pages, and treat the book with care. This is the foundation for the formation of an aesthetic perception of fiction at the next stage of his life - in preschool age.
The foundation of a child’s psychophysical well-being, determined by the success of his overall development in the preschool period of childhood, is laid in early age. In my opinion, it is necessary to revive the best examples of folk pedagogy. Folklore is one of the most effective and vibrant means, fraught with enormous didactic opportunities.
My many years of experience allows me to assert: traits of independence and arbitrary behavior are formed in children only with purposeful pedagogical work. Everything that a child acquires in the second year of life, in particular, the ability to communicate through speech, to move freely in space, only creates the prerequisites for the transition to a qualitatively new stage of development. Children are able to master mental skills that are high for their age, revealing the phenomenon of accelerated development.
Analysis of folklore texts shows that folk works addressed to children provide a systematic approach to familiarization with the environment through a priority focus on the person and the types of his activities. It is this discovery of the inner richness of folklore texts for little ones that leads to the conclusion of how significant folk works, especially fairy tales, are as an effective method of humanizing the educational process.
Folklore makes it possible to introduce children to animals that they have only seen in pictures and form ideas about wild animals, birds and their habits. Folklore works teach children to understand “good” and “evil”, to resist bad things, to actively protect the weak, to show care and generosity towards nature. Through fairy tales, nursery rhymes, and songs, children develop deeper ideas about the fruitful work of a person.
The first fairy tales “Ryaba Hen”, “Turnip”, “Teremok”, “Kolobok” are understandable to a child because their heroes - animals - talk and act like people: they perform labor actions (planting, watering plants, harvesting, etc. ) .
Already in early preschool age, the foundation is laid cognitive activity, on which further comprehension of both the secrets of nature and the greatness of the human spirit will be built. This is just the beginning of life's journey. And may this path be illuminated by the sun of folk poetry at the very beginning.
Children of preschool age, especially older ones, should be taught to perceive, that is, to hear, understand and partly remember and use, individual, simple in content, accessible expressions from popular colloquial phraseology (proverbs and sayings).
It is difficult for children to learn the general meaning of a phrase, which does not depend on the specific meaning of the words that make it up (“over the moon”, etc.). Therefore, the teacher must include in his speech expressions, the meaning of which will be clear to children in a certain situation or with an appropriate explanation, for example: “here you go,” “a drop in the bucket,” “a jack of all trades,” “you can’t spill water,” “control yourself”, etc.
Proverbs and sayings are a special type of oral poetry, polished over centuries and absorbing the labor experience of numerous generations. Through a special organization, intonation coloring, and the use of specific linguistic means of expression (comparisons, epithets), they convey the attitude of the people to a particular object or phenomenon. Proverbs and sayings, like another genre of oral folk art, in artistic images recorded the experience of life lived in all its diversity and inconsistency.
The language created by the people is replete with figurative colloquial forms and expressive vocabulary. This richness of the native language can be conveyed to children through folk games. The folklore material they contain contributes to the mastery of native speech. For example, the fun game “Ladushki - clappers”, where an adult asks questions, and a child answers, accompanying his answers with imitation movements. In the process of games and fun, not only speech develops, but also fine motor skills, which prepares the child’s hand for writing.
A riddle is one of the small forms of oral folk art, in which the most vivid, characteristic features objects or phenomena.
Guessing and inventing riddles also has an impact on the diversified development of children's speech. Use to create a metaphorical image in a riddle various means expressiveness (the technique of personification, the use of polysemy of words, definitions, epithets, comparisons, special rhythmic organization) contribute to the formation of figurative speech in preschool children. Riddles enrich children's vocabulary due to the polysemy of words, help to see the secondary meanings of words, and form ideas about figurative meaning words. They help to master the sound and grammatical structure of Russian speech, forcing you to focus on the linguistic form and analyze it. Solving riddles develops the ability to analyze, generalize, forms the ability to independently draw conclusions, inferences, the ability to clearly highlight the most characteristic, expressive features of an object or phenomenon, the ability to vividly and succinctly convey images of objects, and develops in children a “poetic view of reality.”
Lyudmila Morozova
Folklore in the life of a preschooler
Folklore- one of the most effective and vibrant means of folk pedagogy, fraught with enormous didactic opportunities. Enrichment of the pedagogical process folklore– an effective method of humanizing education from the first years child's life. Folklore contains multiple degrees of pedagogical influence on children, taking into account their age-related abilities to master the text.
Value folklore is that with its help an adult easily establishes emotional contact with a child.
V. A. Sukhomlinsky considered fairy tales, songs, nursery rhymes an indispensable means of awakening cognitive activity, independence, bright individuality. Oral folk art contains inexhaustible opportunities for the development of speech skills in children.
Folklore introduces a child to life and accompanies him everywhere, teaches and develops, introducing him to goodness and beauty, wisdom. Getting to know folklore"of his people" helps children come into contact with the whole world of the past, which reflects human ideas about the creation of the world, nature, beauty life.
Children's folklore it is a special part of folk culture that plays a vital role in life of every people. Children's works folklore are important in the formation and development of a person’s personality, his mastery of the cultural wealth of previous generations.
It's hard to overestimate the importance folklore in the education of preschool children.
Folk art performs an educational function; promotes development memory: in works of oral folk art there are many repetitions, this helps to better remember and then reproduce their content.
Folklore affects the health of the child’s body as a whole, for example, a nursery rhyme "Soroka-magpie" brings joy and helps children independently massage their hands and feet, as well as influence biologically active points located on the hands and feet.
Small forms folklore must enter into the child’s life and accompany all moments of his life: washing, feeding, sleeping, playing, etc.
Which one folklore material should be given to children preschool age as the main one? This - adult folklore, addressed to children (rhymes, jokes, upside-down fables, riddles, lullabies, and children's folklore(counting books, teasers, tongue twisters, chants, carols).
Let's look at some types folklore.
Thus, the content and form of nursery rhymes and jokes indicate that they are intended for children. Many nursery rhymes and jokes contain a playful element, for example, “ "Soroka-magpie", "Finger-finger" and many others are composed in such a way that they suggest the playful actions of an adult with the fingers or hands of a child. The child learns to act according to the word, and the verbal address to him is presented in an artistic form and, in connection with this, causes joy and pleasure in the child. Some nursery rhymes attract children not only because of their fun game content, but also because of the presence of repeating combinations of different sounds, for example, “Chicky-chicky-chickalochka...”. The repetition of sounds gives the text a ringing, musical quality that is easily grasped by children.
Children's activity is stimulated by nursery rhymes composed in a dialogical form, For example:
- Vanya, Vanechka, where did you go?
- Into the woods!
- What did you see?
- Penechek!
– What’s under the stump?
- Fungus!
When listening, children have a desire to join the conversation themselves.
Thanks to their rhythmicity and musicality, some nursery rhymes have turned into games with words, which help work on coordinating movement with words and contribute to the development of auditory attention.
The development of perception plays an important role in the development of a child’s speech, which is facilitated by lullabies. According to the people, they "childhood companions". Lullabies enrich children's vocabulary due to the fact that they contain a wide range of information about the world around them, especially about those objects that are close to people's experience, For example: "Zainka".
In folk art, a fairy tale is probably the greatest miracle. Fairy tales always tell about something incredible, implausible, but at the same time fiction carries a certain idea: Good and evil are constantly fighting.
A riddle is one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects or phenomena are given in an extremely concise, figurative form. For example:
1 There is a barrel,
There is a stake on the trunk,
The palace is on stake,
There is a singer in the palace. (Starling)
2 Ask me
How I work.
Around the axis
I'm spinning on my own. (Wheel)
Calls are appeals to natural phenomena (to the sun, rain, etc.). Calls and rhymes decorate and enrich a child’s speech, expand vocabulary, and develop imagination. To use the simplest nicknames, For example:
Rain, rain, more,
I'll give you the grounds
I'll go out onto the porch,
I'll give you a cucumber.
I'll give you a loaf of bread too -
Water as much as you want!
Rain, rain, more!
I'll give you the grounds
A crust of bread,
Shche the turtle,
I'll give you a spoon -
Eat a little!
the child must quickly assess the situation (which natural phenomena he needs to turn to, compare their correspondence again, and only then pronounce it.
The counting book is folk genre , which helps the guys play fair and, first of all, choose a driver, For example:
One two three four five
We'll play hide and seek.
Sky, stars, meadow, flowers -
Go ahead and drive it!
Shouts are the emotions and experiences of a child captured in words, For example:
S. Marshak.
My cheerful, ringing ball
Where did you start galloping?
Yellow, red, blue,
Can't keep up with you.
I smacked you with my palm
You jumped and stomped loudly,
You fifteen times in a row
Jumped into the corner and back.
And then you rolled
And he never returned
Rolled into the garden
I reached the gate.
Here he rolled under the gate,
I reached the turn,
There I got under a wheel,
It burst, popped, that's all.
Also to folklore include literary joke poems, For example:
O. Grigoriev, "Akim!"
Akim was running along the river.
Akim was completely dry.
He ran across -
I was completely wet.
Tongue twisters and frequent twisters are a fun and harmless game and quick repetition of difficult to pronounce rhymes and phrases; poems that quietly teach children correct and pure speech, For example:
Grass grows in the yard
There are firewood on the grass
Don't chop wood
On the grass of the yard!
Teasers are funny, playful, briefly and aptly naming some funny aspects of a child’s appearance, especially his behavior, For example:
Vanya, Vanya-simplicity
I bought a horse without a tail
Sat backwards
And I went to the garden.
Children really like shifters, jokes, jokes - these are funny songs that, with their unusualness, amuse children.
Changeling:
K. Chukovsky, "Miracle Tree"
Like ours at the gate
The miracle tree is growing.
Miracle, miracle, miracle, miracle
Wonderful!
Not the leaves on it,
Not flowers on it,
And stockings and shoes,
Like apples!
Mom will go through the garden,
Mom will pick it from the tree
Shoes, boots.
New shoes.
Dad will go through the garden,
Dad will pick it from the tree
Masha - gaiters,
Zinke - boots,
Ninke - stockings,
And for Murochka these
Tiny blue
Knitted shoes
And with pompoms!
This is the tree
Wonderful tree!
Hey you guys
Bare heels,
Torn boots,
Tattered shoes.
Who needs boots?
Run to the miracle tree!
The bast shoes are ripe,
The felt boots are ripe,
Why are you yawning?
Don't you cut them off?
Tear them up, you wretches!
Rip, barefoot!
You won't have to again
Show off in the cold
Holes-patches,
Bare heels!
joke:
D. Kharms, "Cheerful old man"
There lived an old man
Vertically challenged,
And the old man laughed
Extremely simple:
"Ha ha ha
Yes hehehe
Yes boom-boom!
Yes be-be-be,
Ding-ding-ding
Yes, trick, trick!
Once, seeing a spider,
I was terribly scared
But, clutching my sides,
Laughed out loud:
"Hee hee hee
Yes ha ha ha
Yes gul-gul!
Yes ha-ha-ha,
Yes glug-glug!”
And seeing a dragonfly,
I got terribly angry
But laughing on the grass
So I fell down:
"Gee-gee-gee
Yes goo-goo-goo
Yes bang bang!
Oh guys
Oh guys
A teacher using small objects in his work folklore forms, he himself must be able to speak expressively and grammatically correct, be emotional, be able to sing, dance, and transform into one or another character. Sometimes, with the help of expressive voice, facial expressions, and gestures, it is possible to achieve children’s understanding of this or that folklore work.
Teachers should pay attention to the fact that when selecting folklore material, it is important to take into account the age capabilities of children.
For the younger one preschool age more accessible small folklore forms: nursery rhymes, counting rhymes, riddles, short tales.
In middle age, more place should be given to folk tales, proverbs, sayings, and chants.
At an older age - epics, ritual songs, folk holidays.
These types of creativity together make it possible to bring children to a deep understanding of the meaning folklore works.
Kleshchukova I.M., teacher at kindergarten "Solnyshko"
Krasnodar region, Vyselki station
Folklore in kindergarten
Sometimes we observe that the modern educational process is so organized that the child does not have enough time to play. And the child must play. And the teacher who is close to the statement is right: “A child up to the age of ten requires fun, and his demand is biologically legitimate. He wants to play, he plays with everyone and learns about the world around him, first of all - and most easily - in the game. This suggests that he knows well and correctly organizes the educational process.
While working with children, I noticed that the child who speaks well is able to realize himself in any type of activity. Therefore, for myself personally, I came up with the following rule: “If my speech, the teacher’s speech, is figurative, colorful, full of comparisons, epithets, metaphors, and we most often draw this from the origins of oral folk art, then I will immediately solve two interrelated approaches : from object to word and from word to object!” And I came to the conclusion: “That children’s folklore is of great importance in the development of a child, both in the educational process and in the educational process.”
We all pay attention to the fact that introducing long-vanished symbols and names into a child’s dictionary, memorizing texts that are not always clear in meaning together with children, organizing folklore holidays often look artificial and are not needed by children in independent activities. Therefore, educators often have a question: does a child born in the twenty-first century need to go back to the “legends of deep antiquity”?
After analyzing my work on the use of children's folklore, I decided that children's folklore is necessary in the work of a teacher, since it reflects the life and activities of people of many generations in games, songs, fairy tales, toys. And this allows them to become, in fact, examples of norms of behavior, relationships, linguistic, artistic and musical culture.
When working with children I use the following types of folklore:
- Pestushki - songs that accompany child care.
- Nursery rhymes - games between an adult and a child (with his fingers, arms).
- Calls - appeals to natural phenomena (to the sun, wind, rain, snow, rainbow, trees).
- Sentences - appeals to insects, birds, animals.
- Counting tables are short rhymes that serve to equitably distribute roles in games.
- Tongue twisters and frequent twisters - quietly teaching children correct and clear speech.
- Teasers are funny, playful, briefly and aptly naming some funny aspects of the child’s appearance, in particular his behavior.
- Jokes, jokes, shifters - funny songs that, with their unusualness, amuse children.
- Boring fairy tales that have no end and can be played out many times.
In my work, I use children's folklore in various activities:
In teaching correct pronunciation;
In introducing children to Russian national culture;
In direct educational activities;
In conversations;
In observations
In folk outdoor games;
In games for the development of fine motor skills;
In theatrical activities;
In dramatizations.
I would like to dwell on the use of children's folklore in games with children, since play is the main activity of children. Games give me the opportunity to make the process of raising children interesting and joyful. Children in the game find a good mood, cheerfulness, joy from communicating with peers, and this strengthens their ability to enjoy life in the future, leads to improved health and better spiritual development.
The most favorite games for children are outdoor games. Games that are often based on simple songs are folk outdoor games. Children in such games show speed of movement, dexterity, and intelligence. So, for example, in the game “Herd” we use the nickname:
Shepherd, shepherd,
Play the horn!
The grass is soft, the dew is smooth,
Drive the herd into the field
Take a walk in freedom!
Children really like games that require creativity, imagination, and endurance. (for example, the game “Silence” in which children, having said the last word, must become silent, and the leader tries to cheer up the players with movements, funny words and nursery rhymes). In the game we use the song:
Firstborns, firstborns,
The little pigeons were flying
On fresh dew,
In someone else's lane
There are cups, nuts,
Honey, sugar -
Children love to play such games, because in them they realize themselves and show themselves. And for me, such games are also valuable because they allow children to develop their speech.
The next type of games in which I use children's folklore are games for the development of fine motor skills. In such games we perform the following movements:
- Self-massage.
- Fingers moving.
- Alternately bending the fingers to the palm, first with the help and then without the help of the other hand.
- Spreading the fingers and bringing them together.
- Claps.
- Clenching your fingers into a fist and unclenching them.
- Swinging the brushes from top to bottom.
- Swinging your hands towards and away from yourself.
- Rotation of brushes - “flashlights”.
Together with the movements we pronounce the words:
Baba Frosya has five grandchildren,
Baba Frosya has five grandchildren,
(Show first one hand with outstretched fingers, then the other).
Everyone is asking for porridge
Everyone is shouting:
(Throw your hands up and then, grabbing your head, shake it).
The shark is in the cradle,
Alenka is in a diaper,
Arinka - on a feather bed,
Stepan is on the stove,
Ivan is on the porch.
(Bend your fingers to the palm, starting with the little finger. You can move your fingers one by one, starting with the little finger, which will be more difficult).
In addition to nursery rhymes and jokes that develop children’s fine motor skills and hand skills, I teach them using folklore material through games and a variety of expressive movements. For example, children are happy to show how a bear walks clumsily, a fox softly sneaks, how musicians play musical instruments, etc. Children accompany their show with expressive pantomic movements, bright facial expressions and gestures. So, when pronouncing and acting out a nursery rhyme
I'm a red fox
I'm a master at running
I was running through the forest
I was chasing the bunny.
And into the hole - bang!
The children run like a fox, admiring their tail, and at the end they sit down.
I devote a big place in my work to jokes and fun. To do this, I use boring fairy tales, teasers, and humorous dialogues. For example, this dialogue:
Where are you, brother Ivan?
In the upper room.
What are you doing?
I help Peter.
What is Peter doing?
Yes, it's on the stove.
When planning games, I select children’s folklore that is diverse not only in genres, but also in topics (these include seasons, birds, animals, and labor processes).
I also use children's folklore to develop children's expressive speech skills. This is where tongue twisters come to my aid:
Forty mice walked
They carried forty pennies;
Two smaller mice
They carried two pennies each.
Children implement their experience gained in games in theatrical activities, where we use various types of dramatizations with children. For example, children pronounce jokes in play, nursery rhymes convey their content with the help of plastic body movements, gestures and only show what is being said. Such a staging is a whole living picture.
The cat is sitting at the gate
He's waiting for a cat to come home,
He plays the balalaika,
Winks at the stupid mice.
Based on the material of children's folklore, I compose thematic dramatization games, consisting of works of different genres on the same topic. Your attention will be offered to such a dramatization game “Turnip”, which the children acted out as a small performance. We perform such performances in subgroups: one group plays the play, the other is the audience, and then vice versa. Children watch, noticing successful moments in the play of their comrades. There are also mistakes in the display. In such cases, I teach children to treat each other kindly.
My work would not be so fruitful if it were not for the help of my parents. To keep them up to date, I created a “Teach with us” folder. In it I wrote down nursery rhymes, sayings, counting rhymes, and parents at home could repeat this material with their child. Our group brought together children from different parts of Russia. And this is a variety of folklore material. To replenish the collection of children's folklore that I could use in games, I gave my parents creative tasks: “Go on a folklore “expedition” of the area where they were born, and replenish our piggy bank with new folk games, nursery rhymes, proverbs, sayings.” Since our parents are almost all young, and most of them do not know the customs of their ancestors, they had to call their relatives or bring them back from vacation. Thus, we have new games “Perelizes”, “Drake caught up with the duck”, as well as a rich material of nursery rhymes, proverbs and sayings from different parts of Russia. It arouses great interest among children. They vying with each other to offer games and nursery rhymes from their grandparents to play out. And children take part in games with pleasure.
I would like to draw attention to the fact that children's folklore helps not only educators in their work. Speech therapists can use folklore to establish contact with children and create favorable conditions for teaching children clear and expressive speech.
Games with in the popular word needed and music directors, because they help develop children’s sense of rhythm, expressiveness of movements, and creative abilities.
And games between parents and children using nursery rhymes, jokes, sayings and other genres will make them closer spiritually, which is extremely important for both children and their parents.
