“Introducing preschoolers to folk and applied arts”

Planning in a preparatory group for school on the topic “Folk culture and traditions”

ROUGH PLANNING OF EDUCATIONAL WORK (for the week – 02.25.19 to 03.01.19.)

Group:

Preparatory group No. 1 “Stars”
Topic:
“
Folk culture and traditions
”

Target:

consolidate knowledge about the name of the country in which they live, about its nature, some historical events, and culture. To clarify knowledge about such a concept as tradition, to remember the traditions of the Russian people that they were told about, to introduce them to other traditions. Continue to introduce folk crafts, rituals, calendar holidays, signs, proverbs, sayings, fairy tales, cultivate interest and love for folk culture and traditions.

Final event:

Exhibition ""
Date of the final event:
within a week.

Responsible for the final event:

educators.

Introducing children to Russian folk art

Bibliographic description:

Lukyanova, N.V. Introducing children to Russian folk art / N.V. Lukyanova. — Text: direct // Education and upbringing. — 2020. — No. 3 (29). — P. 17-25. — URL: https://moluch.ru/th/4/archive/168/5316/ (access date: 10.10.2020).


A people who does not know their culture and history is despicable and frivolous.

N. M. Karamzin

In raising and teaching children in our kindergarten, teachers use Russian folklore, which contributes not only to the formation of an emotionally positive attitude towards the world, but also to cognitive development.

In the 1st junior group, teachers widely use small folklore forms, which, according to K. D. Ushinsky, convey the picturesqueness of the language. An appropriately read nursery rhyme improves children's mood, makes them smile, and calms them down. So, when washing, the teacher reads the nursery rhyme “Water, water, wash my face...”, when going to bed for a nap, “Bay-bye, bye-bye.”.. on a walk, “Legs, legs, run along the path...”. To attract the children’s attention to observing the sun and rain, the teacher reads nursery rhymes: “The sun is a little bucket...”, “It’s raining, it’s pouring rain...”.

Teachers also conduct special classes to introduce children to nursery rhymes. For improved memorization of nursery rhymes and jokes, visual material is used: illustrations by the artist Yu. Vasnetsov. toys, finger theater, which is replenished with each new nursery rhyme. Children listen with great interest to Russian folk tales: “Turnip”, “Kolobok”, “Teremok”. Listening to these fairy tales repeatedly, children remember them better and begin to use individual phrases in their speech: “Once upon a time there was a grandfather and a woman...”, “The bun is rolling, rolling...” and others. Teachers perform puppet shows based on familiar fairy tales. Children, enjoying watching the performances, react emotionally to the appearance of characters on the screen, repeating the words along with the fairy-tale characters.

During music lessons, children listen to Russian folk melodies: “From Under the Oak”, “Where are you, Bunny?”, sing along to songs: “Rain”, “Ladushki”, and others. In their free time and during walks, teachers play games with children: “Loaf”, “Little White Bunny Sits”.

To maintain interest in games, educators prepare and use various attributes.

To expand children's knowledge about Russian folk art, educators, with the help of parents, created the “Russian Hut” (Appendix 3). We chose a room, equipped it with a stove, benches, a bed, cast iron, antique irons, embroidery, a patchwork quilt. We bought bast shoes, birch bark tueskas, wooden spoons, etc. The owner and the mistress, his granddaughter in Russian costumes, and the dolls Vanya and Masha in Russian costumes appeared in the hut. The teachers, together with the parents, sewed children's costumes: sundresses, shirts, scarves, kokoshniks, trousers, and we are planning to sew caps for boys. The teachers selected illustrations and poems about objects of folk life (forks, scythes, spindles, spinning wheels, rakes, grips) and designed the folder “Russian Folk Life”

After the work had been done, we began to plan observations and classes in the “Russian Izba”.

In working with children (3–5 years old) of the 2nd junior (middle) group, educators used the developments of M. Kirillina, L. Melchina “Games in the corner of a Russian hut” (magazine “Preschool Education” No. 1–05). The children were introduced to the furnishings of the hut, household items, and clothing. The children examined sundresses, shirts, and kokoshniks with interest and named the elements of patterns on the fabric: berries, leaves, flowers.

Teachers teach children not only nursery rhymes and jokes, but also nicknames and sayings. They are usually pronounced when doing something, turning to someone - no matter what. While watching a ladybug, you can ask her: “Ladybug, fly to the sky...”, while getting dressed for a walk, you can say: “Our Masha is small...”.

Educators draw children's attention to the imagery of folk speech, to diminutive words in nursery rhymes and jokes (kitten-cat, cockerel, bunny, sunshine, kids). Introduce children to riddles. These are riddles about those objects that a child most often encounters and that are interesting to him: toys, pets, riddles with rhyming answers, for example:

He gets up at dawn, sings in the yard,

There is a comb on the head. Who is this? (Cockerel)

Teachers continue to introduce Russian folk tales, symbols, plots and metaphors, which are widely used in educational and psychocorrectional work. Before reading a fairy tale, the teacher explains why the fairy tale is called a folk tale (the fairy tale was invented a long time ago, and it is not known who invented it, that’s why they say “folk tale”). The children’s impressions will be even stronger if the teacher, dressed in a sundress and kokoshnik, tells a fairy tale in a Russian hut.”

Children (3–5 years old) of the 2nd junior (middle) group were introduced to fairy tales: “Zayushkina’s Hut”, “The Wolf and the Seven Little Goats”, “The Cat, the Rooster and the Fox”, “Geese and Swans” and others. Examining illustrations for fairy tales by the artist E. Rachev (Appendix 4), the teacher draws the children’s attention to the clothes of fairy-tale characters (shirt, sundress, bast shoes) and household items (bench, samovar, box). Teachers and children dramatize familiar fairy tales, having previously assigned roles and prepared costumes and attributes.

During music lessons, children continue to listen to Russian folk melodies: “I walk with the vine,” “Like ours at the gate.” The listening is accompanied by the showing of illustrations. The children learn round dances: “We went to the meadow,” “Who is good with us.”

Children get acquainted with Russian folk instruments: pipe, tambourine, accordion, wooden spoons and learn to play them. The music director and the children learn dances: “Dance with handkerchiefs”, “Dance with rattles”, “Dance with painted handkerchiefs”, drawing the children’s attention to the nature of the Russian folk melody: cheerful and perky, smooth and soulful.

In their free time, during physical education classes, children learn Russian folk games: “At the Bear in the Forest,” “The Herd,” “Lapta,” “Pantyazhka,” etc. Teachers tell children about folk traditions, holidays, organize leisure and entertainment based on folklore: “Autumn Bazaar”, “Maslenitsa Adventures of a Kolobok”.

Children get great joy from looking at folk toys and playing with them. Children are not told in detail about where these toys are created and how they are made, they are only introduced to the appearance and features of this or that toy (Semyonovskaya matryoshka, Dymkovo horse). We cannot always show children an artistic example, for lack of them. But we bought albums of different paintings: “Gzhel”, “Khokhloma”, “Gorodets”, “Haze”, etc. We made dishes from papier-mâché and painted them with Gzhel and Khokhloma, rubber toys (young lady, horse) were covered with white enamel and painted it under a haze. In fine art classes, children decorate silhouettes of young ladies and horses with elements of Dymkovo painting, and silhouettes of nesting dolls with flowers and leaves of Semyonov painting. Educators gradually lead children to the concept of “folk toy”.

In the senior preparatory group (5–7 years old), educators plan work to familiarize children with Russian folk art, using the developments of T. Revenok (magazine “Preschool Education No. 4–01g”). By visiting the “Russian Hut”, children gain new knowledge about household items (grab, cast iron, rocker). Older children gain new knowledge about the purpose of these objects. Children are introduced to the elements of Russian folk clothing: shower jacket, cap, bandage , poneva (Appendix 5). Some types of clothing are out of stock, children look at the illustrations.

In the senior preparatory group, teachers plan classes specifically dedicated to folk art. These could be conversations about embroidery, lace, Dymkovo toys, Khokhloma or Gorodets painting. Children listen with interest to the teacher's stories about folk craftsmen, about the places where they create toys and household items. In their work, educators use material from the book by T. Ya. Shpikalova “Folk art in decorative drawing lessons, articles from the magazine “Preschool Education” (No. 4–94, No. 4–95, No. 2–02, No. 10–04). During classes, children examine and describe objects (or their images) of folk art. The teacher draws the children's attention to the characteristic features of a particular painting, teaches them to compare objects with and without painting (wooden spoon, jug, with and without painting); clearly demonstrates that the item not only brings benefits in everyday life, but also pleases with its beauty.

After the lesson, folk art objects (illustrations) remain in the group and are used as samples for modeling, appliqué, and drawing.

Children sculpted figures of horses, turkeys, and young ladies from white plasticine and decorated them with colored haze patterns; wooden planks were decorated with Gorodets paintings. Paper silhouettes of dishes (jug, dish, spoon) were decorated with elements of Khokhloma painting.

Folk arts and crafts - one of the means of aesthetic education - helps to form artistic taste, teaches us to see and understand the beauty in the life around us and in art.

Children in the older group continue to be introduced to oral folk art. In addition to riddles, jokes, fairy tales, children are introduced to epics, folk items, fables, proverbs and sayings. Teachers teach children to distinguish and name genres of works and their features.

We introduce children to the epics: “Ilya Muromets and the Nightingale the Robber”, “Dobrynya and the Serpent”, and look at the illustrations for them. We were introduced to the clothes and attributes of heroes (helmet, chain mail, boots, shield). Explain to the children that the pattern not only decorated, but also assisted the owner, for example, the sign of the sun on the shield is intended to help repel the blows of the enemy. The more signs, the more reliable the protection.

When working with children, educators use folk signs, the accuracy of which can be verified, for example:

The cat is scratching the floor - wait for the snowstorm,

In the morning there is no dew on the grass - wait for the rain,

Sparrows bathe in dust - predicting rain.

Children are taught chants: “Spring is red, come…”, “Rain, rain, more…”, etc.

The use of signs and chants in working with children helps educators not only attract their attention to nature, but also develop interest in folk art and their native language. Children are also introduced to fables, shapeshifters, which make children laugh good-naturedly (“Fedul, why are you pouting your lips?”, “Ermoshka is rich...”). Children not only say what is wrong, but also explain how it really should be.

In the older group, teachers use riddles to test children's knowledge and observation skills. When analyzing the riddles, the teacher draws attention to the comparison of figurative expressions: carrots - a red maiden, snow - a white blanket, a rainbow - a colored rocker. Children in the older group are introduced to proverbs and sayings for the first time. The teacher says that people have created small short expressions that ridicule laziness, talkativeness, greed, but praise hard work, modesty, and courage, for example:

“Labor feeds, but laziness spoils”

“He who boasts will fall from the mountain.”

When memorizing proverbs and sayings, teachers use illustrations by the artist A. Eliseev “Have fun, play, but know your business.”

Teachers introduce children to proverbs dedicated to the seasons, for example:

"A lot of water - a lot of grass"

“The swallow begins spring, the nightingale ends summer.”

Work on familiarization with folklore must be carried out simultaneously with expanding children's knowledge about the world around them, with nurturing the need to communicate with nature.

The music director continues to work to familiarize children with the variety of song genres, forms a caring attitude towards the traditions of the Russian people, and a love of music through folk songwriting.

Tells children that sad and heartfelt, cheerful and mischievous songs accompany a person throughout his life.

He teaches songs with the children: “Kitten-Kitten”, “Will I go, will I go out”, round dances: “There is a viburnum on the mountain”, “There was a birch tree in the field”. Children stage songs with great interest: “In the forge”, “The young woman went for water”, “Where have you been, Ivanushka?” and etc.

When learning round dance songs, the music director explains the meaning of some words and expressions (early, white, frequent bushes, golden rocker).

The dramatization of round dances is very interesting: sundresses, kokoshniks, shirts and other attributes complement the children’s impressions (Appendix 6). During physical education classes and during walks, children are taught games: “Towns,” “Circular Lapta,” “Burn, Burn Clear!” and etc.

In their free time, children, under the guidance of a teacher, stage Russian folk tales, prepare puppet shows in the Kolokolchik theater studio and show them to the kids.

Teachers and the music director prepare and lead folk holidays: “Autumn”, “Gatherings”, “Maslenitsa”, “Holy Easter”. For example, in preparation for the Easter holiday, children made egg cups from salted dough, painted “painted eggs” on paper, parents baked Easter cakes and painted eggs, and made various crafts; (Appendix 7) and then everyone took part in the celebration together.

The work of introducing children to folk art is an important aspect of the overall work of developing patriotic feelings, nurturing love and interest in our Motherland and its people.

Annex 1

Appendix 2

Appendix 3

Appendix 4

Appendix 5

Dushegreya is a type of summer women's clothing. Their design feature was one-piece sleeves with the upper part of the back, and the presence of a turn-down collar. Festive soul warmers were embroidered with gold threads, sometimes with colored beads, and decorated with fringe.

Kartuz - hat, men's headdress

Paneva is an element of Russian folk costume, a women's woolen skirt worn by married women made of several pieces of fabric (usually dark blue checkered) with a richly decorated hem.

The bandage was made from a strip of fabric - brocade, gold embroidery, etc., and the ends were tied, sometimes with a bow, or from a scarf folded and tied around the head with the ends tied and hanging down behind.

Appendix 6

Appendix 7

Key terms
(automatically generated)
: child, teacher, folk art, children's attention, music director, household item, application, familiarization with children, free time, senior group.