Works of oral folk art for children. The use of oral folk art in the development of children's speech

MBDOU "Tisulsky kindergarten "Lesovichok"

Oral folk art as a means of spiritual moral education preschoolers in the educational program of a preschool educational institution

Creative development

Educator: Khusainova L.V.

S. Tisul

2016

Introduction 3

I Types of folklore 7

1. Choruses, sentences, nursery rhymes 7
2. Proverbs and sayings 8
3. Riddles 8
4. Tongue twisters 9
5. Counting books 9
6. Fairy tales 10
7. Holidays and rituals 11
8. Folk games 11

II Forms of work 13

Conclusion 14

References 16

Applications 17

Introduction

“Childhood is the most important period of human life, not preparation for a future life, but a real, bright, original, unique life. And how childhood passed, who led the child by the hand during childhood, what entered his mind and heart from the world around him - this decisively determines what kind of person today’s child will become” (V.A. Sukhomlinsky).

Currently, Russia is going through one of the difficult historical periods. And the greatest danger facing our society today is not the collapse of the economy, not the change of the political system, but the destruction of the individual.

Nowadays, material values ​​dominate over spiritual ones, so children have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism.

The formation of the foundations of moral qualities begins in preschool childhood. The spiritual and moral development of the child largely depends on how successfully this process is carried out.

Preschool age is the foundation of a child’s overall development, the starting period of all high human principles. Preserving the humanity in our children, laying moral foundations that will make them more resistant to unwanted influences, teaching them the rules of communication, the ability to live among people are the main ideas for educating the spiritual and moral qualities of the individual.

Initially, in Russian pedagogy, education has always been associated with the development of the spiritual and moral sphere and has set itself the goal of raising a child to be thoughtful, virtuous, merciful, and to believe in the possibility of improving the world and people.

The integrative result of the implementation of these requirements is the creation of a developing educational environment:

1. Ensuring the spiritual and moral development and education of children; high quality preschool education, its accessibility, openness and attractiveness for children and their parents and the whole society;
2. Guaranteeing the protection and strengthening of physical and psychological health pupils;
3. Comfortable in relation to pupils (including those with disabilities health) and teaching staff.

Creating a cultural and educational environment is a necessary condition introduction of the Federal State Educational Standard to the structure of the basic general education program of preschool education and the conditions for its implementation.

Kindergarten is a cultural and social placenta for every preschooler, where his social experience is formed and practiced. In this space, children learn to perceive complex life phenomena, their manifestations of social and material stratification are smoothed out, and a humanistic orientation is formed. In the cultural and educational space of a preschool educational institution, a preschooler masters a system of values, norms, and stereotypes of society; he develops a system of internal regulators and habitual forms of behavior. In it, he not only adapts to life, to the social environment, but is the creator of his life, transforms himself, and self-realizes.

The cultural and educational environment of a preschooler is the foundation for the Program of spiritual and moral development, education of students at the primary levels general education(clause 19.6. Federal State Educational Standard), which is based on key educational tasks and basic national values ​​of Russian society.

Folk culture is one of the means of moral, cognitive and aesthetic development of children. Modern preschooler lives in a time when Russian culture and native language are influenced by foreign cultures. On TV screens, children see Disney cartoons; characters from foreign films become the heroes of modern children. What about ours? fairy-tale heroes, wonderful cartoons of the Soviet period, amazing fairy tale films, where good triumphs over evil?

Let us recall the words of academician D.S. Likhachev: “The Russian people should not lose their moral authority among other peoples - an authority worthily won by Russian art and literature. We must not forget about our cultural past, about our monuments, literature, language, painting... Rational differences will remain in the twenty-first century if we are concerned with the education of souls, and not just the transfer of knowledge.” It is the native culture that must find its way to the heart, the child’s soul and lie at the core of his personality.

One of the means of spiritual and moral education of preschool children is oral folk art. It is no coincidence that folklore has been properly evaluated in various aspects since ancient times: as a means of pedagogical influence, as a means of psychological and pedagogical study of a child, as a means of forming spiritual and moral culture, as a means of enriching the vocabulary of children and as a means of conveying the beauty and imagery of the Russian language.

Only works of oral folk art miraculously combine deep wisdom, ease of understanding and ease of memorization, corresponding to the psychophysiological characteristics of preschool children.

Target: to raise a child to be thoughtful, virtuous, merciful, and to believe in the possibility of improving the world and people.

Tasks:

1. Create conditions for the development, formation, creative self-expression of the child’s mental strength
2. Teach children to live together, to be kind, sympathetic, fair, merciful.
3. Introduce children to the history of the Russian people, their traditions, way of life and folk wisdom.
4. To educate a citizen and patriot who knows and loves his homeland.

I Types of folklore

1. Choruses, sentences, nursery rhymes

Verbal Russian folk art contains great poetic values. Choruses and sayings have long been used to educate children, especially the youngest, in order to attract their attention, calm them down, cheer them up, and talk.

Processes in a child’s life, such as dressing and bathing, require support with words, and here Russian folk art is indispensable. From early childhood, the child responds to nursery rhymes, sayings, and songs. It is difficult to overestimate their educational value.

Listening to the words of the nursery rhymes and their rhythm, the baby plays pats, stomps, dances, moving to the beat of the spoken text. This not only amuses and pleases the child, but also allows the teacher to organize his behavior with the help of nursery rhymes. Small folklore forms are the first works of art that a child hears. The teacher, taking into account availability, includes them in everyday conversation with the child.

When children hear nursery rhymes, jokes, and calls that sound like a gentle talk, expressing care, tenderness, and faith in a prosperous future, their aggressiveness decreases. The use of small folklore forms is especially effective during the period of adaptation of the child to the new conditions of kindergarten. During a difficult separation from parents, switching attention to a bright toy helps a lot, accompanying the toy’s movements with reading a nursery rhyme.

A correctly selected nursery rhyme helps to establish contact with the baby and awaken a feeling of sympathy in him. Only by establishing emotional contact and creating a positive atmosphere in the group can you begin to instill in children the ideas of good and evil, beauty, truth, courage, hard work and loyalty. With the help of folk songs and nursery rhymes, children develop a positive attitude towards routine moments: washing, combing their hair, eating, dressing, etc. Accompanied by refrains and sayings, these processes become more interesting for the child.

Nursery rhymes can be played out different ways: accompany reading with the action of toys, use finger theater, bi-ba-bo dolls, hats, masks of various characters. This way, children remember nursery rhymes faster. Children also learn to act out them themselves: move like a fox, talk like a bear, depending on who the nursery rhyme is about.

A nursery rhyme introduces a child to the world, teaches him to live.

1. Proverbs and sayings

Proverbs and sayings are called the pearl of folk art. They affect not only the mind, but also the feelings of a person. The teachings contained in them are easily perceived and remembered. Proverbs addressed to children can reveal to them the rules of behavior and moral standards. For example: “If you hurry, you will make people laugh.”

Proverbs and sayings can be used in all processes of educational work. When dressing for a walk: “Seven do not wait for one,” while working: “Labor feeds a man, but laziness spoils him.”

Proverbs and sayings are the richest source of cognitive and moral development of children.

1. Puzzles

Puzzles - useful exercise for a child's mind. The game is about recognizing, guessing, exposing what is hidden and hidden. When teaching children to solve riddles, toys can be used as a starting point. This form of working with riddles does not cause much difficulty for the child, since the riddled objects are before his eyes. In the future, children learn to solve riddles according to their own ideas. In this case, the experience of children must be taken into account.

Riddles can be used in classes, during observations on walks. They require great observation and mental effort from the child in order to solve the task assigned to him. This develops thinking, inquisitiveness, and observation.

1. Tongue Twisters

Tongue twister is a fun and harmless game of quickly repeating difficult to pronounce rhymes and phrases. Each tongue twister has its own play of sounds and words. They do not repeat themselves, this is their secret and charm. It’s not for nothing that people say: “You can’t talk through all the tongue twisters and you can’t talk through them again.” Tongue twisters are useful grammatical exercises that train the child in the correct, meaningful use of parts of speech and parts of words, and at the same time pampering is a favorite game of word creation.

Tongue twisters are most often used to develop speech. They contribute to the development of the ability to monitor the clarity of pronunciation of each sound.

1. Counting books

Counting books are stories, a way of implementing objective justice invented for children. It is as if fate itself, and not the authority of an adult, decides the distribution of roles. A child in a game must be resourceful, quick-witted, memorable, dexterous, kind and even noble. Counting rhymes develop all these qualities in a child’s consciousness, soul, and character. Most often, counting rhymes are used for outdoor games.

1. Fairy tales

The fairy tale has firmly entered children's everyday life. In its essence it fully corresponds to nature small child, is close to his thinking and idea. Fairy tales help children figure out what is good and what is bad, and distinguish between good and evil. From fairy tales, children receive information about the moral principles and cultural values ​​of society. They broaden their horizons, develop speech, fantasy, and imagination. Fairy tales develop moral qualities, kindness, generosity, hard work, and truthfulness in children.

A fairy tale is inseparable from beauty; it contributes to the development of aesthetic feelings, without which nobility of soul, heartfelt sensitivity to human misfortune, grief, and suffering are unthinkable. Thanks to a fairy tale, a child learns about the world not only with his mind, but also with his heart. A fairy tale is a fertile and irreplaceable source of instilling love for the Motherland, for the native land, because a fairy tale is a creation of the people, it affects the soul of a child. In a fairy tale, images of native nature, people with their characters and moral traits, and everyday life appear before the child’s mental gaze; from them children receive brilliant examples of their native language. A fairy tale is the spiritual wealth of folk culture, by learning which a child comes to know his people in his heart.

A folk tale can be fully used in the education of preschool children only if they hear fairy tales being told and enjoy the music of Russian folk speech.

1. Holidays and rituals

By introducing children to ritual holidays that were part of the work and life of the Russian people, children get the opportunity to get acquainted with the history of the people, their way of life and folk wisdom.

If the soul of the people is hidden in the holidays, then on holidays it is revealed. Professor I.M. Snegirev wrote that folk holidays, with all the rituals, songs and games related to them, is the strongest and most abundant source of knowledge of folk life. In folk holidays there is not only beauty and poetry, relaxation and fun, tradition and legend, but there are also hidden stories that can be seen if desired.

The national holiday helps children learn to express themselves creatively and communicate freely with peers and adults. A holiday is a surge of positive emotions. And the emotional factor, according to V.A. Sukhomlinsky, “the only way to develop a child’s mind, educate him and preserve childhood.”

1. Folk games

Folk games are an integral part of the spiritual and moral education of preschool children. They reflect the way of life of people, their work, way of life, national foundations, and ideas about honor. The joy of movement is combined with the spiritual enrichment of children. The peculiarity of folk games is that they, having a moral basis, teach the child to find harmony with the world around him.

In terms of content, folk games are laconic, expressive and accessible to children. They stimulate active thought, help broaden one’s horizons and clarify ideas about the world around us. Folk games, in combination with other educational means, represent the basis for the formation of a harmoniously developed, active personality, combining spiritual wealth and physical perfection.

II forms of work

Introducing children to various genres of oral folk art during organized educational activities to familiarize themselves with fiction

Relationship with the music director. Acquaintance with folk songs, round dances, dances.

The use of small folklore forms in regime moments and in various types of organized activities.

Didactic, finger games; game exercises for the development of figurative gestures and movements, intonation speech expressiveness.

Acquaintance with folk games in physical education classes and during walks.

Dramatization games, where children learn to dramatize not only fairy tales, but also play out nursery rhymes and fables.

Collaboration between the teacher and children to make elements of costumes, hats, and attributes for dramatization games.

Organizing themed evenings of entertainment, folk festivals, holidays, get-togethers...

Work with parents: surveys, familiarizing parents with the origins of Russian folk culture, joint celebrations.

Creation of a subject-developing environment: a library of Russian folklore, a center for theatrical games.

Conclusion

The level of development of ideas about spiritual and moral qualities in preschoolers is characterized by the presence of generalized ideas about justice, truthfulness, courage, modesty, politeness, hard work, responsiveness, and caring.

The assimilation of moral standards occurs in the process of communication with peers and adults, where the child is faced with the need to put into practice the learned norms of behavior in relation to other people, to adapt these norms and rules to a variety of specific situations.

Changes in the level of spiritual and moral development in preschool children are associated with classes that meet program requirements, during which each child receives an individual approach, his level of intellectual abilities and his interests are taken into account.

Under the influence of folklore, cognitive abilities are improved, the emotional sphere develops, moral ideas are enriched, observation and voluntary attention increase.

Folklore greatly contributes to the formation of personality; it enriches and develops the speech of children.

Children love theatrical games. They live the same life with the heroes of dramatizations and dramatizations, express their approval and indignation with exclamations, and often interfere in the course of events. They often independently repeat and transform dramatizations and include them in role-playing games, which makes them more expressive and interesting.

In independent activities, children begin to develop creative imagination, they are enriched with new ideas, skills and abilities.

Folklore plays an important role in raising children. Dividing it into genres allows, at a certain age, a child to enrich his spiritual world, develop patriotism, respect for the past of his people, study of its traditions, and assimilation of moral standards of behavior in society.

Folklore is a unique means of transmitting folk wisdom and raising children at the initial stage of their development.

Bibliography

1. Vetokhina, A.Ya. Moral and patriotic education of children preschool age[Text] : Toolkit for teachers / A.Ya. Vetokhina [and others]. – St. Petersburg. : “LLC PUBLISHING HOUSE “CHILDHOOD-PRESS”, 2010. – 192 p.

2. Gavrilova, I.G. The origins of Russian folk culture in kindergarten [Text]: methodological manual / I.G. Gavrilova. – St. Petersburg. : CHILDREN'S PRESS, 2010. – 160 p.

3. Kartushina, M.Yu. Russian folk holidays in kindergarten [Text]: practical guide/ M.Yu. Cartushina. – M.: TC Sfera, 2006. – 320 p.

4. Lyalina, L.A. Folk games in kindergarten [Text]: guidelines/ L.A. Lyalina. – M.: TC Sfera, 2009. – 96 p.

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

Student of the BIF KemSU Etkova I.A.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Literature

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

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

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Berezovskaya Tatyana Nikolaevna

Educator, MBDOU "DSOV "SEVERYANOCHKA", urban settlement Priobye, Oktyabrsky district, Tyumen region, Khanty-Mansi Autonomous Okrug - YUGRA

Berezovskaya T.N. Oral folk art as a means of developing the speech of children of middle preschool age in the context of the implementation of the Federal State Educational Standard for Education // Sovushka. 2017. N4(10)..12.2019).

Order No. 47525

Annotation. Approaches, principles, methods and conditions that promote the development of children's speech are consideredmiddle preschool age through the means of oral folk art in the context of the implementation of the Federal State Educational Standard for Education.

Keywords. Federal State Educational Standards for Preschool Education, children of middle preschool age, oral folk art, small forms of folklore,integrative, communicative and system-activity approaches, principles, methods of working with children.

Relevance of the research topic This is due to the fact that today there is a social order from society to raise a child with well-developed speech. This is due to its social significance and role in the formation of personality. It is generally accepted that communication is one of the main conditions for the development of a child, an essential component in the formation of his personality, behavior, and emotional-volitional processes.

Speech is included in all types of child’s activities. Changes in the tasks facing a preschooler, the emergence of new types of activities, the complication of communication with adults and peers, the expansion of the circle of life connections and relationships in which the child is included, leads to intensive development of all aspects of speech (vocabulary, grammatical structure, expressiveness), its forms (situational , contextual and explanatory) and functions (generalizing, communicative, planning, regulating and symbolic).

Provisions on the leading role of activity and communication in personality development, the theory of speech activity, formulated in the works of famous domestic psychologists and teachers L.S. Vygotsky,

S.L. Rubinshteina, A.N. Leontyeva, A.A. Leontiev, in the concept of speech development of preschool children, developed by F.A. Sokhin and O.S. Ushakova and others.

The Federal State Educational Standard for Preschool Education identifies the educational areas “Social and communicative development” and “Speech development”. Social and communicative development is aimed at “the development of the child’s communication and interaction with adults and peers,” which cannot be achieved without a sufficient amount of the child’s active vocabulary. In speech development, a set of tasks is solved for children to master speech as a means of communication and culture, enrich the vocabulary, develop coherent speech (dialogical and monologue) and the means of its expressiveness, and familiarize themselves with children's literature (children's folklore).

One of the effective means of developing the speech of children of middle preschool age is folklore - oral folk art. This is due to the fact that, in connection with the requirements of the Federal State Educational Standard educational activities preschool organization focused on the development of the child’s personality, his spiritual and moral individual characteristics and interests, therefore, the actual goals of the teacher’s activities are to activate and awaken interest in works of oral folk art - fables, jokes, chants, fables, fairy tales, folk songs and games, traditional national customs, rituals, folk culture. The teacher is required to know well and be able to use the educational and developmental potential of oral folk art in order to develop the speech of students.

The problem is to create conditions for the development of speech in children of middle preschool age through oral folk art.

In the works of some scientists (V.I. Vasilenko, E.E. Zubareva,

O.L. Knyazeva, M.D. Makhaneva, M.N. Melnikov, E.V. Pomerantsev, etc.) the definition “children’s folklore” is found. These are “the kind of folk works that enter a child’s life very early. M.N. Melnikov notes that children's folklore includes the so-called small genres of folklore - these are “small folklore works: calendar and ritual songs, proverbs and sayings, nursery rhymes, jokes, counting rhymes, tongue twisters, fables, riddles, fairy tales.”

Oral folk art is an effective means of developing the speech of preschoolers, since its works reveal to the child the beauty and accuracy of the Russian language and, according to K. D. Ushinsky, “awaken the seeds of the native word to life and enrich children’s speech.”

When using oral folk art as a means of developing the speech of children of middle preschool age, three approaches are optimal: integrative, communicative and systemic-activity.

With an integrative approach, solving the problems of the educational areas “Social-communicative” and “Speech development” is carried out:

In all other areas of the educational program of a preschool organization;

In all forms of organizing children's activities - directly educational, joint activities children and teachers, independent activities of children;

IN different types children's activities (play, cognitive, labor, productive, musical, etc.) and in routine moments.

The use of jokes, nursery rhymes, proverbs, sayings and other small genres of folklore in joint activities with children gives them great joy. Accompanying a child’s actions with words helps involuntary learning his ability to listen attentively to the sounds of speech, to grasp its rhythm, individual sound combinations and gradually penetrate into their meaning.

In the communicative approach, works of oral folk art are used for communication between an adult and a child, for example, when reading and discussing works of art, conducting aesthetic conversations, finger games. This expands the vocabulary, forms the grammatical structure of speech, its sound culture.

In the process of the system-activity approach, small forms of folklore are used purposefully and systematically (in all types and forms of children's activities, in regime moments) and it is taken into account that most works of oral folk art were created for the purpose of development motor activity children, which has a positive effect on speech activity. With this approach, educators organize outdoor folk games, round dances, folk festivals, etc. for children.

To develop the speech of middle preschool children, educators can use different genres of small folklore.

Nursery rhymes - songs and rhymes - attract children, make them want to repeat, remember, which contributes to the development of spoken language. Children easily remember nursery rhymes. They begin to introduce nursery rhyme words into their games. To memorize nursery rhymes, selection is used different material- these are colorful books with nursery rhymes, visual and didactic aids, which are located in a place accessible to children.

The riddles are very close to the game form, they have humor and bold images, which is so close to the children's imagination. Particularly useful for the development of visual-figurative, associative thinking. Riddles contribute to the formation of figurative speech in children, since they use epithets, personifications, polysemantic words, and comparisons to create a metaphorical image).

Tongue twisters are a small form of folklore that is used to improve diction and eliminate irregularities in pronunciation. In my work I adhered to the methodology of A.M. Borodich. First, the teacher pronounced the new tongue twister by heart at a slow pace, clearly, highlighting sounds that are difficult for children. Then the children recited it on their own in a low voice. To repeat the tongue twister, I first asked children with good memory and diction to repeat it. Before their answer, I repeated the instructions: speak slowly, clearly. Then the tongue twister was pronounced by the choir, all children or small groups. The total duration of such exercises is 3-5 minutes. Gradually these exercises were diversified with the following techniques. Tongue twisters were repeated “according to the requests” of the children; the role of the leader was assigned to different children. They repeated the tongue twister in parts in rows: first row: “Because of the forest, because of the mountains...”; second row: “Grandfather Yegor is coming!” If a tongue twister consists of several phrases, it is interesting to repeat it by role - in groups. First group: “Tell me about your purchases.” Second group: “What kind of purchases?” All together: “About shopping, about shopping, about my shopping!” All these techniques activate children and develop their voluntary attention.

Dramatization, theatrical games based on Russian stories folk tales promotes the development of dialogical and monologue speech skills in children of middle preschool age.

With the help of folk songs, phonemic hearing develops, as they use sound combinations - tunes that are repeated several times at different tempos, with different intonations.

To form the sound culture of speech of middle preschool children, we developed a set of exercises, the speech material for which was works of small forms of folklore. The complex includes 5 groups of exercises:

1. Exercises to practice diction - learning tongue twisters; use of mnemonics.

2. Exercises that help improve the strength of the voice - lullabies, nursery rhymes, jokes.

3. Exercises to improve the tempo of speech - nursery rhymes, sayings, tongue twisters, counting rhymes, folk games, nursery rhyme games.

4. Exercises to improve the timbre of the voice - jokes, proverbs, sayings, chants, nursery rhymes.

5. Exercises to improve the melody of speech, its intonation expressiveness - proverbs, fables.

When pronouncing all folklore works, the teacher ensures that the children understand the content thanks to the emotional coloring of the speech and changes in the timbre of the voice. Thus, speech interaction with the child is established, aimed at developing the sound culture of speech.

Pedagogical work on the development of speech in children of middle preschool age through oral folk art was based on the following didactic principles:

1) integration of folklore with various forms of children’s activities (direct educational activities, games, leisure, walks, certain routine moments);

2) active inclusion of children in various types of activities: gaming, motor, speech, artistic and creative, musical, theatrical);

3) principle individual approach to children, taking into account their preferences, inclinations, interests, level of speech development;

4) the principle of clarity (the use of bright, entertaining and understandable visual material for children - illustrations and pictures for works of oral folk art, mnemonic tables - for memorizing them, attributes of theatrical games).

In work on the development of speech of children of middle preschool age through oral folk art, various methods are used:

Visual (looking at picture books, illustrations, photographs, etc.);

Verbal methods: expressive reading (storytelling), explanation, conversation, explanation;

Game methods;

Finger games;

Rhythmic movements to music and text folklore work;

Imitation exercises (imitation of the behavior of animals, birds, heroes of folklore);

Method of associations when using riddles;

All these methods make it possible to develop all aspects of speech, constructive ways and means of free communication between children and people around them.

Thus, the following conditions contribute to the successful development of speech in children of middle preschool age:

Using three approaches in combination: integrative, communicative and system-activity;

Selection of works of oral folk art and their genres in accordance with the age interests of children;

Following didactic principles in pedagogical work on the development of speech of children of middle preschool age through oral folk art;

Using a complex of various methods and special exercises in which the speech material is works of small forms of folklore.

As a result of this work, we were convinced that oral folk art is an effective means of developing the speech of children of middle preschool age. Folklore works arouse keen interest and attract the attention of children with their short form, vivid poetic images and artistic means, and evoke positive emotions in children. All this together increases the effectiveness of work on the speech and social-communicative development of children, makes children’s speech more correct, expressive, bright, and melodic.

Listliterature

1. Vasilenko, V.I. Children's folklore. Russian folk poetic creativity [Text] / V.I. Vasilenko. M.: Detstvo-press, 2013. 345 p.
2. Zubareva, E.E. Children's literature [Text] / E.E. Zubareva, Z.P. Pakhomova. M.: Education, 2014. 312 p.
3. Knyazeva, O.L. Introducing children to the origins of Russian folk culture [Text] / O.L. Knyazeva, M.D. Makhaneva. St. Petersburg: Rech, 2014. - 145 p.
4. Melnikov, M.N. Russian children's folklore [Text] / M.N. Melnikov. M.: Education, 2015. 272 ​​p.
5. Pomerantseva, E.V. Children's folklore. Russian folklore [Text] / E.V. Pomerantseva. M.: Education, 2013. 268 p.
6. Ushakova O.S. Theory and practice of preschooler speech development [Text] / O.S. Ushakova. M.: TC Sfera, 2015. 240 p.
7. Ushinsky, K.D. Collection op. in 2 volumes [Text] / K.D. Ushinsky. M.: Education, 1999. T. 1. 374 p.
8. Federal state educational standard for preschool education, approved. by order of the Ministry of Education and Science Russian Federation dated October 17, 2013 No. 1155 [Text]. M.: Education, 2017. 42 p.

ORAL FOLK ARTS (SMALL FORMS OF FOLKLORE, FAIRY TALES) AS A MEANS OF CHILDREN'S SPEECH DEVELOPMENT

Pecherskaya I.I.

GBPOU VO "Pavlovsk Pedagogical College"

In the conditions of modern socio-economic and cultural life in Russia, one of the priority areas for improving society is the spiritual revival of national traditions. Familiarization with the traditions of the people is especially important in preschool years. National culture becomes for a child the first step in mastering the riches of world culture, appropriating universal human values, and forming his own personal culture.

A little person's first acquaintance with the art of words begins with folklore works. Through oral folk art, a child masters his native language, masters its brevity and beauty, and becomes familiar with the culture of his people.

Theoretical research of teachers Yu.G. Illarionova, E.I. Tikheyeva, F.A. Sokhina, A.M. Borodich, O.S. Ushakova, E.I. Vodovozova, M.K. Bogolyubskaya allow us to conclude that the best remedy The development of speech in preschool children are small forms of folklore and fairy tales. Under the influence of small forms of folklore and fairy tales, the aesthetic development of children occurs, various moral qualities are formed, concepts about norms of behavior in the family and society (S.A. Gazieva, N.S. Karpinskaya, O.I. Solovyova, Kh.I. Salimkhanova) , laying the foundations for the development of patriotic feelings among preschoolers (N.F. Samsonyuk, R.Sh. Khalikova).

Works of oral folk art (small forms of folklore, fairy tales) through a special form of expressing attitudes towards perceived reality, through rich themes and content, have a diverse impact on the child, teach them to think figuratively, cultivate a love for their native language, develop speech, and enrich them with knowledge about nature.

Oral folk art is an invaluable national wealth, a huge layer of culture, a global indicator of the abilities and talent of the people. Its meaning, according to D.S. Likhachev, consists in the ability of human memory to generalize the experience of previous generations, preserve a huge amount of information, and establish continuity between the past and the present. Knowing well folk customs, rituals, traditions, K.D. Ushinsky in his research came to the conclusion that “the wisdom of ancestors is a mirror for descendants.”

The comprehensive development of a child is carried out on the basis of assimilating the centuries-old experience of mankind. This experience comes to children from adults; it is transmitted through their native speech.

E.I. Tikheyeva noted that “we must introduce children to the treasury of our richest language, but for this we ourselves must be able to use its treasures.”

Folklore is characterized by natural folk speech, striking in its richness expressive means, melodiousness.

In order for a child to master oral speech in a timely and high-quality manner, it is necessary that he use it as often as possible, when coming into contact with peers and adults, and have a certain speech activity.

Speech activity should be understood as “a stable property of a child’s personality, manifested in the ability to perceive and understand the speech of others, independent, varied, proactive use of speech in communication practice, active language acquisition.”

In his research, Lvov R.M. identified the main conditions for the development of speech activity:

The general activity of a person, his sociability, good disposition towards close people, initiative, desire for leadership in the company;

Ability to overcome stiffness and shyness;

The ability to move from situational dialogue to monologue, thoughtful, planned speech.

The number of speech reactions in various situations;

Selection of games and activities related to speech;

Speed ​​and accuracy of choice of words, as well as elements of speech content;

Speed ​​and correctness of deployment of syntactic structures;

Reaction to the action or statement of others.

These conditions and components of speech activity are available to preschool children and remain valid at later age stages. Pedagogically correct organization of life and communication of children in preschool educational institution allows you to accelerate the formation of speech activity.

Small forms of folklore and fairy tales have a direct impact on the development of children’s speech activity; first of all, they enrich the child’s vocabulary, develop the articulatory apparatus, phonemic hearing, and provide samples for composing descriptive stories.

Let us consider the importance of small forms of folklore and fairy tales on the formation of speech activity of preschool children separately.

The lullaby is a valuable part of the treasury not only of Russian folk art, but also of all peoples of the world. Its purpose or purpose is to lull, rock, and put the child to sleep. This is facilitated by a calm, measured rhythm and monotonous melody.

“A lullaby has its own system of expressive means, its own vocabulary, its own compositional structure. Short adjectives are frequent, complex epithets are rare, and there are many shifts of stress from one syllable to another. Prepositions, pronouns, comparisons, whole phrases are repeated, alliteration is the repetition of identical or consonant consonants. It should be noted that there is an abundance of endearing and diminutive suffixes."

Lullabies, due to their content and genre features (simple rhymes, sound combinations, melodiousness, calm intonations, smooth narration, use of the reduction technique) contribute to the formation of the ability to see and understand the beauty of the native language, develop children's speech, enrich the vocabulary due to a wide range of information about the world around them .

The grammatical variety of lullabies contributes to the development of the grammatical structure of speech. When teaching children to use words of the same root in speech, this small form of folklore is used, since it recreates well-known images, for example, the image of a cat. In addition, positive emotions associated with one thing or another in a familiar way from the cradle make this development more successful and lasting. The lullaby, as a form of folk poetry, contains great opportunities in the formation phonemic awareness, which is facilitated by a special intonation organization (chanting emphasis of vowel sounds in the voice, slow tempo, etc.), the presence of repeating phonemes, onomatopoeia.

Developing the ability to perceive subtle sound differences prepares the child to master correct sound pronunciation. Sound combinations that are most difficult for children to learn, in which there are a lot of hissing, whistling, sonorant sounds, are constantly heard in songs: “Ay, kachi-kachi-kachi! Look - bagels, rolls!..”; “Chicky, chicky, chickalochka...”; “Hop, hop, I’ll put together a bridge, pave it with silver, let all the guys go.”

Having learned to distinguish the variability of funny sound combinations, children, imitating adults, begin to play with words, sounds, phrases, capturing the specific sound of Russian speech, its expressiveness, and imagery.

Lullabies not only allow you to remember words and their forms, but also contribute to the development of the lexical side of speech.

First, the child copies how an adult performs certain movements and intonations with which the song is sung. Later words and lyrics appear. Surprisingly quickly, many words of songs pass into the active vocabulary of children and are heard during games and conversations with peers.
As Romanenko L.Yu. notes, folk songs, nursery rhymes, pestushki, jokes are also excellent speech material that can be used to develop phonetic hearing in children. Sound combinations - tunes repeated several times at different tempos, with different intonations, performed to the tune of folk melodies, allow the child to first feel and then realize the beauty of the native language, its brevity, and introduce them to an accurate and concise form of expressing their own thoughts.

The use of diminutive suffixes (enk, echk, ochk, ink, etc.) in folk nursery rhymes, jokes, and pestushki has a beneficial effect on the formation of children’s aesthetic perception of the world around them. The affectionate tone that is created with their help resonates in the child’s heart.

These works, as noted by N.N. Palagin, contain enormous potential in the development of children’s imagination, because they contain forms of communication, including the creation of imaginary situations. They contribute to the formation of figurative speech in preschoolers and children’s verbal creativity.

For centuries, people have selected and preserved, passing from mouth to mouth, these small masterpieces full of deep wisdom, lyricism and humor. Thanks to the simplicity and melody of the sound, children, while playing, easily remember them, acquiring a taste for figurative, apt words, learning to use them in their speech.

The difference between a nursery rhyme and other small forms of folklore is that “it is not always sung, but is often spoken; the words are accompanied by playful actions and provide the child with the necessary information. With the help of nursery rhymes, the nurseries developed in children the need for play, revealing its aesthetic content, and prepared the child for independent play in a children's group. The main purpose of the fun is to prepare the child for the poetry of the surrounding world during the game, which will soon become an indispensable school of physical and mental training, moral and aesthetic education.”

Jokes have a dialogical form, which also emphasizes their closeness to live colloquial speech. Typically, they describe a short, fun, action-packed situation. In general, jokes develop a child’s creative imagination and, by involving him in a verbal game with a quick change of events, teach him to think quickly and imaginatively. Like nursery rhymes for little ones, jokes are replete with repetitions and alliteration, drawing the child’s attention to the beauty of the sound of their native speech.

Fables are very close to jokes, but they offer the child not just a funny, but frankly ridiculous, impossible situation (hence the name “fables”). The fable is based on a paradox; its world is turned inside out. By comparing it with the real state of affairs and making sure that “this does not happen,” the child learns to navigate reality, distinguish between reality and fiction, the possible and the impossible. The main device on which the poetics of fables is based is the oxymoron - the combination in one phrase of incompatible objects and concepts, the assignment of functions to objects that are unusual for them. Oxymoron is also actively used in original children's poetry, for example, in the paradoxical and playful poems of D. Kharms.

A growing child becomes not only the object of all kinds of games, but also their active participant. At this time, he became acquainted with another folklore genre - counting rhymes. By opening the game and assigning certain roles to all its participants, the counting rhyme organizes the game process itself and teaches children to communicate with each other in a given situation and obey the established rules. Beloved word game Older children were and still have tongue twisters - rapid repetition of difficult to pronounce words. While playing, children simultaneously develop their articulation organs. Particularly popular are tongue twisters with complex and rich sound design (abundance of alliteration, frequent repetitions, internal rhymes, assonance).

Tongue twisters, or pure twisters, teach how to pronounce sounds, develop speech organs and memory.

One of the most lively and dynamic folklore forms, the counting rhyme easily allows for improvisation and meets the child’s desire for word creation. In addition, counting rhymes develop a sense of rhythm - after all, it is rhythm that organizes the artistic space of a counting rhyme: hence the parallelism in the structure of sentences, dynamic phrases and a bright ending. Experts believe that this form reflects the psychological characteristics of the child and corresponds to his perception of reality.

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.

Solving riddles develops the ability to analyze, generalize, and forms the ability to independently draw conclusions, inferences, and the ability to clearly identify the most characteristic, expressive features of objects or phenomena that directly surround a person in everyday life and in nature.

The riddle is based on one of the most expressive artistic techniques - metaphor. The mysterious object is not named directly, only its signs are indicated, and in a poeticized form: “The girl is sitting in prison, her braid is on the street.” By solving a riddle, a child discovers new properties of familiar objects, learns to compare objects and phenomena with each other, and to find similarities and differences between them. In this way, he organizes his knowledge about the world. Sometimes the riddle is based on metonymy: it is proposed to guess the whole by the named part or the object by its function. Like other small genres of folklore, the form of a riddle is a rhythmically organized and sometimes rhymed statement. Thus, the use of various means of expressiveness to create a metaphorical image in a riddle (the device of personification, the use of polysemy of words, definitions, epithets, comparisons, a special rhythmic organization) contributes to the formation of figurative speech in preschool children.

Riddles enrich children's vocabulary due to the polysemy of words, help them see the secondary meaning of words, and form ideas about the figurative meaning of a word. They help to master the sound and grammatical structure of speech, forcing you to focus on the linguistic form and analyze it, which is confirmed in the research of F.A. Sokhina.

The language of riddles 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 “Clapperboards”, where an adult asks questions, and a child answers, accompanying his answers with imitation movements. In the process of games and fun, T. Tarasova believes, not only speech develops, but also fine motor skills, which prepares the child’s hand for writing.

SOUTH. Illarionova believes that the use of riddles in working with children contributes to the development of their skills in speech-evidence and speech-description. To be able to prove is not only to be able to think correctly, logically, but also to correctly express one’s thought, putting it into precise verbal form.

Through riddles, children develop sensitivity to language and learn to use by various means, select the necessary words, gradually mastering the figurative system of the language.

Researchers also saw the pedagogical value of riddles in the fact that it introduces the child “to the joy of thinking,” directs attention to objects and phenomena and their outstanding features, encourages them to delve deeper into the meaning of the verbal designations of these features, and increases the ability and certainty of thinking and imagination. Helps to activate attention, the ability to understand and feel an artistic image, develops speech, curiosity, and trains memory.

A proverb is a small form of folk poetry in a short rhythmic form, carrying a generalized thought, conclusion or teaching, contributing to the formation of speech activity in preschool children.

Proverbs offer not a question, but an answer, a ready-made formula for behavior. These are aphoristic, figurative and logically complete sayings with an instructive meaning: “You can’t catch a fish out of a pond without labor”, “What you sow is what you reap”, etc. Proverbs reflect almost all areas of human life and moral norms that are relevant at all times. It should be noted that the proverb does not affirm lofty ideals, but carries practical experience - conclusions drawn in the process of adapting to real life. With the help of proverbs, they tried to convey to the new generation the common truths, following which would ensure success and well-being, so they were often addressed specifically to young listeners. Compared to other small forms of folklore, proverbs lack a playful element, but the didactic element comes to the fore. A proverb is an open instruction; it often directly addresses a person, hence the verbal forms of the imperative mood: “Take care of your dress again, and take care of your honor from a young age.” In addition, the proverb is characterized by a two-part composition, which is based on comparison or opposition, and a rhythmically organized form.

Sayings are close to proverbs; they are apt figurative expressions that reflect any life phenomenon. However, unlike proverbs, they are devoid of a general instructive meaning and in form represent, as it were, the cut off first part of the proverb: “The seventh water is on jelly,” “Put your teeth on the shelf.”

Flerina E.A., Usova A.P. noted that proverbs and sayings are figurative and poetic, endowed with comparisons, vivid epithets, metaphors, they contain many definitions and personifications. These folklore forms enrich children's speech with their liveliness, imagery, brevity and precision of expression.

A.P. Usova, O. Ushakova believe that proverbs and sayings are the richest material for the development of sound culture of speech. By developing a sense of rhythm and rhyme, we prepare the child for further perception of poetic speech and form the intonational expressiveness of his speech (N.S. Karpinskaya, M.K. Bogolyubskaya, V.V. Shevchenko) ..

Fairy tales are very popular among children. The child meets her starting from early age, listening to fairy tales told by mother or grandmother, experiences certain feelings and experiences.

Russian folk tale differs from fairy tales of the peoples of the world in its rich content and richness. artistic speech linguistic means of expression (comparisons, epithets, synonyms, antonyms, etc.).

A fairy tale introduces a child to some imaginary circumstances and makes him experience, along with games, feelings that influence the rest of his life.

The fairy tale has a specific linguistic style, which is characterized by melodiousness and repetition of various phrases. The language of fairy tales is poetic and melodious, containing many metaphors, figurative comparisons, apt and instructive proverbs and sayings. Thanks to language, a special fantasy world is created in which everything is presented large, prominently, and is remembered immediately and for a long time - the characters, their mutual understandings, surrounding characters and objects, and nature.

All these features make fairy tales an indispensable means of speech development and education of children. different ages. A journey into the world of a fairy tale develops children's imagination and fantasy, and encourages them to write.

Telling a fairy tale is directly related to the tasks of children's speech development. A free retelling of a fairy tale does not exclude a good knowledge by heart of typical fairy tale phrases, constant epithets, beginnings, refrains such as: “Once upon a time...”, “You never know, how much time has passed: soon the fairy tale is told, but not soon the deed is done...”, etc. All this helps to recreate the color of the work, develops stylistic sensitivity in children, and sets listeners to a certain emotional mood.

The richest treasure of the native language - the folk tale - can be truly used for raising children only if children can hear a well-told tale. The artistic telling of fairy tales gives the child the opportunity to both see everything that happens in it and experience it. Many good manuals have been written about the art of storytelling that will help every teacher master this necessary side of teaching. A kindergarten teacher needs the ability to tell children just as much as a teacher. primary school- ability to teach children to read and write.

In an effort to awaken the best feelings in children, to protect them from callousness, selfishness, and indifference, people colorfully depicted in fairy tales the struggle between the powerful forces of evil and the force of good, most often represented in the form of an ordinary person. And in order to strengthen the child’s mental strength and instill in him confidence in the inevitability of the victory of good over evil, fairy tales told how difficult this struggle is and how courage, perseverance and devotion are sure to defeat evil, no matter how terrible it may be.

Fairy tales in which such human vices as malice, arrogance, cowardice, and stupidity are ridiculed also serve the same purposes of moral education. In many fairy tales, children's attention is drawn to natural phenomena, to the features appearance birds, animals and insects. Such fairy tales accustom us to an imaginative perception of the richness and diversity of the surrounding world and foster interest in it.

Thanks to folk art, a child enters the world around him more easily, more fully feels the beauty of his native nature, assimilates the people’s ideas about beauty and morality, and gets acquainted with the customs and rituals of his people. With amazing pedagogical talent, he leads children from simple nursery rhymes, riddles, sayings, etc. to complex poetic images of fairy tales; from lines that are amusing and soothing to situations that require the little listener to exert all his mental strength.

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

Studying the research of N.V. Gavrish showed that preschool children have difficulty understanding and interpreting the meaning of proverbs and sayings.

Some preschoolers can recreate in their speech only a visual single image that corresponds to a specific situation. The abstract essence of the proverb remains closed to the child.

Children make associations, often not to the content of the entire proverb, but to some individual word from it. This makes it difficult to break away from a specific situation and move on to a generalized image. However, G. Klimenko claims that when systematically working with children using proverbs and sayings, older preschoolers are already able not only to understand expressions of folk wisdom, but also to draw logical conclusions based on them.

N.V. Gavrish also found that preschoolers find it much more difficult to guess metaphorical riddles than descriptive ones. Some children do not understand the figurative structure of the language of riddles and do not adequately interpret metaphors. In most cases, children have associations with one word. For example, in the riddle about a cloud on the word “white” - “These are polar bears”, “A swan, because it is white”; in the riddle about the fox on the word. There is no smoke, no fire" - "Fire truck", "Firemen, because they are putting out the fire, and there is no smoke, no fire."

It is interesting that in a story, fairy tale, or poem, children perceive metaphor much more easily than in a riddle. N.V. Gavrish explains this by saying that the literary text describes a real situation, and the riddle is an allegory.

Mastering the figurative structure of language, awareness of the figurative meaning of words and phrases is possible only at a certain level of abstract and figurative thinking.

E. Kudryavtseva identified some reasons for errors when children guessed riddles:

They inattentively listen to the text of the riddle;

They do not remember the entire text of the riddle;

Do not fully or partially understand the text of the riddle;

When guessing and comparing, not all the features present in the riddle are used;

They do not have enough knowledge about the mystery;

They cannot correctly analyze, compare and generalize the signs indicated in the riddle.

Even if the correct answer is given, one must distinguish between random and purposeful guessing. E. Kudryavtseva identifies the following signs of purposeful guessing:

The preschooler is interested not only in the result, but also in the decision process itself. logical problem;

In search of an answer, all signs of objects and phenomena indicated in the riddle are analyzed, compared and summarized;

The child himself checks the correctness of possible answers, compares their characteristics and connections with those indicated in the riddle;

The preschooler strives to explain his answer, to prove its correctness with reason;

In case of an error, the child continues to search for the correct answer;

A preschooler has no difficulty comparing riddles.

Thus, with the teacher’s purposeful work with children, preschoolers in older groups are able to guess riddles with both precisely named signs and encrypted ones.

As for other small forms of folklore, N. Novikova in her research emphasizes that some children know and enjoy repeating nursery rhymes, jokes, and songs. But most children do not have speech skills. When recognizing a nursery rhyme or a fairy tale, they only name its characters. The author sees the reason in the unsystematic work of teachers on the use of small forms of folklore in the speech development of children.

So, if small forms of folklore are selected taking into account the age capabilities of children and systematic work with preschoolers is organized, then they will be accessible to their understanding and awareness. The use of small forms of folklore in the speech development of children is fully justified. Let us pay attention to the perception of fairy tales by preschoolers.

The perception of a fairy tale is a complex process of actively recreating the figurative, objective and moral-semantic content of a fairy tale, as a special literary and artistic form, a way for a child to master social reality. The perception of a fairy tale, like play, is one of the most significant types of child activity, determining the development of both intellectual and cognitive processes (speech, thinking, imagination), and the emotional, personal, moral and aesthetic development of the child.

O.I. Nikiforova distinguishes three stages in the development of perception of a fairy tale: direct perception, reconstruction and experience of images (based on the work of the imagination); understanding the ideological content of the work (it is based on thinking); the influence of fiction on the reader’s personality (through feelings and consciousness). A child's interest in books appears early. At first, he is interested in turning the pages, listening to an adult read, and looking at the illustrations. With the advent of interest in the picture, interest in the text begins to arise. As research shows, with appropriate work, already in the third year of a child’s life, it is possible to arouse his interest in the fate of the hero of the story, force the baby to follow the course of the event and experience feelings that are new to him. As mentioned above, one of the features of children’s perception of fairy tales is empathy for the characters. Perception is extremely active. The child puts himself in the place of the hero, mentally acts, fights his enemies. At puppet theater performances, children sometimes intervene in events, try to help the hero, and give hints to the characters in unison. E.A. Fleurina also noted such a feature as the naivety of children's perception: children do not like a bad ending, the hero must be lucky (kids do not want even a stupid mouse to be eaten by a cat).

A child’s artistic perception develops and improves throughout preschool age. L.M. Gurovich, based on a generalization of scientific data and his own research, examines the age-related characteristics of preschoolers’ perception of a literary work, highlighting two periods in their aesthetic development: from two to five years, when the child does not clearly separate life from art, and after five years, when art, including including the art of words, becomes valuable in itself for the child.

Let's briefly look at age characteristics perception of fairy tales by preschool children.

Children of primary preschool age are characterized by the following perceptual features:

The dependence of text understanding on the child’s personal experience;

Establishing easily recognizable connections when events follow each other; perception of a fairy tale preschool imagination;

The focus is on the main character, children most often do not understand his experiences and motives for his actions;

The emotional attitude towards the characters is brightly colored;

There is a craving for a rhythmically organized style of speech.

At this age, children need to be taught to listen to fairy tales, as well as follow the development of action in a fairy tale, and sympathize with the positive characters. It is very important to draw children’s attention to the figurative language of fairy tales, attracting preschoolers to repeat the individual words, expressions, and songs of the characters that they remember.

In middle preschool age, some changes occur in the understanding and comprehension of the text, which is associated with the expansion of the child’s life and literary experience. Children establish simple causal connections in the plot and, in general, correctly evaluate the actions of the characters. In the fifth year, a reaction to the word appears, interest in it, the desire to repeatedly reproduce it, play with it, and comprehend it. According to K.I. Chukovsky, a new stage of the child’s literary development begins, a keen interest arises in the content of the work, in comprehending its inner meaning. IN middle group Children continue to be introduced to fairy tales. Children at this age already perceive not only the content of a fairy tale, but also some features of the literary language (figurative words and expressions, some epithets and comparisons). After reading, children can answer the questions posed, think, reflect, analyze, come to correct conclusions and at the same time notice and feel the artistic form of the work. At this age, children are able to notice the beauty and richness of the Russian language. Their vocabulary is actively developing and enriching.

At older preschool age, children begin to become aware of events that were not in their personal experience, they are interested not only in the actions of the hero, but also in the motives of actions, experiences, feelings. They are able to sometimes pick up on subtext. An emotional attitude towards the characters arises on the basis of the child’s comprehension of the entire conflict of the work and taking into account all the characteristics of the hero. Children develop the ability to perceive text in the unity of content and form. The understanding of the literary hero becomes more complex, and some features of the form of the work are realized (stable turns of phrase in a fairy tale, rhythm, rhyme). Older children are able to more deeply comprehend the content of a literary work and realize some of the features of the artistic form that expresses the content. The analysis of a fairy tale should be such that children can understand and feel its deep ideological content and artistic merits, so that they remember and love the poetic images for a long time. The questions asked to children should reveal the child’s understanding of the main content and his ability to evaluate the actions and actions of the characters. IN preparatory group The teacher is faced with the task of instilling in children a love of books, of fiction, and the ability to feel an artistic image; develop a poetic ear (the ability to capture the sonority, musicality, rhythm of poetic speech), intonational expressiveness of speech: cultivate the ability to feel and understand the figurative language of fairy tales. Children also develop the ability to elementary analyze the content and form of a work. A child in a pre-school group should be able to: identify the main characters; based on an analysis of the characters’ actions, express your emotional attitude towards them (who you like and why); determine the genre (poem, story, fairy tale); capture the most striking examples of language figurativeness (definitions, comparisons).

The ability to perceive a fairy tale, to realize, along with the content and features of artistic expressiveness, does not arise spontaneously; it is formed gradually throughout preschool age. L.M. Gurovich noted that in the process of developing artistic perception, children develop an understanding of the expressive means of a work, which leads to a more adequate, complete, and deep perception of it. It is important to form in children a correct assessment of the heroes of a fairy tale. Conversations can provide effective assistance in this regard, especially using problematic questions. They lead the child to understand the “second”, true face of the characters, previously hidden from them, the motives of their behavior, and to independently re-evaluate them (in the case of an initial inadequate assessment). A preschooler's perception of a fairy tale will be deeper if he learns to see the elementary means of expressiveness used to characterize the reality depicted.

Thus, the ability to perceive a fairy tale as a work of art, to realize, along with the content, elements of artistic expression, does not come to the child by itself: it must be developed and educated from a very early age.

The main content of work in classes on the development of speech of preschoolers is teaching how to best use the language means of the intended content based on the development of all aspects of speech. All lexical, grammatical and intonation exercises are carried out on the material of sayings and proverbs, which clarify children’s ideas about the variety of genres of folklore and their imagery and deepen the artistic perception of works.

Such training promotes the conscious transfer of formed ideas into verbal creativity.

The development of speech based on the formation of sensitivity to the word and shades of its meanings can be carried out in different directions. First of all, it is necessary to draw children’s attention to enriching life experiences, and for this it is constantly necessary to organize targeted observations using small forms of folklore and fairy tales.

The first stage of training involves expanding children's understanding of small forms of folklore and fairy tales. Through several activities and themed entertainment, preschoolers develop an interest in various forms folklore: with an emotional focus (rhymes, jokes); with its practical correlation with the world (counting books, tongue twisters); with allegorical folk speech (riddles, proverbs, sayings). For this purpose, scenarios of folklore holidays are used: “Meeting with a favorite work”, “Gatherings”, where the main task is the combination of general folklore works.

The second stage of training is aimed at developing in children an understanding of the lexical-semantic relationships between linguistic signs, which are characteristic of proverbs and sayings.

In this regard, it is necessary to pay attention to the following criteria for selecting proverbs and sayings:

1) semantic accessibility of expressions, that is, the ability of children to comprehend words and phrases, as well as the concepts that they mean;

2) the artistic capacity of proverbs and sayings, the expressiveness of the emotional and expressive side, the figurativeness of the text;

3) frequency of use of expressions, that is, the relative regularity of the reproduction of folklore forms in speech practice.

Proverbs and sayings must be systematized and presented in the form of the following groups: thematic, artistic, logical-thematic and foreign cultural.

The third stage of training is devoted to the use of proverbs in various types of activities of preschool children: educational and speech, play, everyday, leisure. Here the main method of work is the interpretation of proverbs and sayings as phraseological units. With the help of speech association techniques, pantomimic actions and illustrating proverbs and sayings, children's understanding of the literal and figurative meaning of words and phrases is deepened. At this stage, new verbal cognitive information is consistently mastered, and at the same time, children’s lexical abilities to navigate this information develop.

The fourth stage of training is aimed at determining the lexical and phraseological competence of children when using proverbs and sayings in independent speech. The correlation of words in a figurative meaning is determined. At this stage, children’s knowledge is aimed at combining, complexing tasks (familiarization, clarification of knowledge and activation of proverbs and sayings in speech). Children are invited to continue the proverb according to the given beginning: “As it comes back to haunt ....” (he will respond that way); name a proverb based on rhyming words: hands - boredom (“skillful hands do not know boredom”); choose a proverb for the given word: squirrel (“spinning like a squirrel in a wheel”); make up a story based on the text of the proverb. Preschoolers simultaneously master valuable information about the richness of the vocabulary of their native language and the variety of its shades. When doing the exercises, get acquainted with antonyms and synonyms.

E.A. Flerina, A.P. Usov noted that the most important condition for the use of proverbs and sayings is relevance, when there are facts and circumstances illustrating them. Then the hidden meaning for the child is clear. Proverbs and sayings should be pronounced expressively, with different intonations, and also accompanied by gestures and facial expressions.

Pure sayings, nursery rhymes, proverbs, and sayings are used in speech therapy to identify deviations in a child’s sound pronunciation. To do this, the child is asked to pronounce several phrases in a row, in which the sound used is repeated as often as possible. Children love tongue twisters very much, therefore, when developing a child’s speech, they should be used as often as possible. To develop the vocal apparatus, children pronounce tongue twisters with different voice strengths, at different tempos, silently. This is where the ability to change intonation develops. Children pronounce a given phrase with a questioning or exclamatory intonation (affectionately, angrily, pitifully, sadly). In order for speech to develop, you need to monitor the clarity of the pronunciation of each sound.

There are several ways to work with tongue twisters:

1. The child picks up the ball and, rhythmically tossing and catching it with his hands, pronounces a tongue twister. You need to throw and catch the ball for each word or syllable.

2. The child says a tongue twister, throwing a ball from one hand to the other.

3. You can pronounce a tongue twister by clapping the rhythm with your palms.

4. Pronounce the tongue twister 3 times in a row without getting lost.

Thus, the teacher uses various tongue twisters to develop phonemic hearing, speech breathing, to practice diction, voice strength, and speech rate. The use of sayings and proverbs in classes and in Everyday life activates the child’s speech, promotes the development of the ability to clearly formulate his thoughts, and helps to better understand the rules of worldly wisdom. Keeping albums of children's verbal creativity can be a kind of game of being a writer. Albums can take the form of books created and illustrated by the children themselves. They may contain riddles, poems, and rhymes invented together with adults. The topic of the essay can be a nursery rhyme or a tongue twister. The child dictates the essay, and the adult writes it down. In this situation of “written speech”, complex syntactic constructions are activated, and some constructions of colloquial speech are overcome (F.A. Sokhin, M.S. Lavrik).

A riddle can serve as an introductory part to telling fairy tales, looking at objects and paintings, or it can act as an extended activity - an evening of riddles, a game of riddles. In order for children to begin to make riddles themselves, such evenings and games must be held regularly, repeatedly including the same riddles in different combinations. At first, children simply guess, and then they are asked to prove the correctness of the answer (Why do you think it’s a wolf? a fox? etc.). When justifying the answer, the child uses complex sentences. Riddles can be widely used in everyday life and in children's activities. This is indicated by Yu.G. Illarionova, M.M. Alekseeva and others. So, in order to make the usual washing process attractive for children, you can make a riddle about toilet items. When going for a walk, you can make a riddle about the toys and objects that they will take with them. Methodists suggest using riddles not only at the beginning and during the activity, but also at its completion in order to consolidate the signs of objects in the minds and speech of children.

In classes with children of the seventh year of life, the development of sound analysis of words continues (the ability to isolate certain sounds, syllables and stress in words or phrases). Children's composing of riddles about words and sounds is an indicator of the development of their linguistic thinking.

A.M. Borodich, A.Ya. Matskevich, V.I. Yashin suggests using small folklore in theatrical activities (dramatization games, concerts, holidays), where children’s storytelling skills are strengthened, their vocabulary is activated, and expressiveness and clarity of speech are developed. When developing children's speech using fairy tales, methodologists give the following recommendations:

1. A fairy tale should be told to a child, not read. And tell it repeatedly. It is necessary to artistically, artistically recreate the images of the characters, to convey both the moral orientation and the severity of the situation, and one’s attitude to the events.

2. In order for children to listen to a fairy tale attentively, they need to be prepared for this. You can use the following techniques:

Show a fairy tale using toys ( table theater);

Use a saying, and a new fairy tale It’s better to start with a familiar saying, and start a fairy tale you’ve already heard with a new, interesting saying.

3. Alekseeva M. M., Yashina V. I. suggest using verbal methodological techniques in combination with visual ones:

Conversations after reading the fairy tale, helping to determine the genre, main content, means of artistic expression;

Selective reading at the request of children;

Examination of illustrations, books;

Watching filmstrips and films after reading the text;

Listening to a recording of a fairy tale being performed by masters of artistic expression;

4. When telling a fairy tale, it is recommended to use modeling. The characters of fairy tales, as well as the objects with which they act, become substituted objects. A set of substitutes (different circles) is made and offered to the child by an adult. The child is required to choose circles so that it is immediately clear which circle, for example, is a crocodile, and which is the sun. When the process of choosing deputies has been mastered, you can move on to playing simple plots. Depending on how much the child has mastered modeling, the completeness of the plot being played out changes.

5. You can end a fairy tale with well-known endings: “The fairy tale ends here, and whoever listened, well done.” The purpose of using them is to let the child understand that the fairy tale is over and to distract him from the fantastic. Proverbs that fit the content of a fairy tale can also serve as endings; this will reinforce the impression of what was heard and teach the child to appropriately use figurative folk expressions.

6. R. Khalikova revealed the originality of techniques influencing the moral, patriotic, international education of preschool children in the process of becoming familiar with folklore:

The figurative perception of proverbs and fairy tales deepens if children are simultaneously introduced to decorative items folk life, national costume Russian people and people of other nationalities.

Including questions in a conversation about fairy tales, the answers to which require focusing on the moral qualities of the hero.

Using the method of comparing national folklore works, which makes it possible not only to form certain ideas about the characteristic national characteristics oral creativity, but also to cultivate a deep interest in the analysis of these features, an understanding of the value of the folklore of each people; Children should be brought to the understanding that different peoples in fairy tales equally evaluate the actions of the characters.

Using the method of comparing modern life with that depicted in fairy tales.

7. After classes, it is necessary to create conditions for a variety of creative activities for children, reflecting the impressions received from the perception of folklore works: inventing fairy tales, riddles, drawing on the themes of their favorite fairy tales, dramatizing them.

Thus, the use of various types of oral folk art in combination with other educational means contributes to the enrichment of vocabulary, the development of speech activity of preschool children, as well as the formation of a harmoniously developed, active personality that combines spiritual wealth and moral purity. When working with children, the teacher must remember that childhood impressions are deep and indelible in the memory of an adult. They form the foundation for the development of his moral feelings, consciousness and their further manifestation in socially useful and creative activities.

Let us dwell briefly on the specifics of preschoolers studying small forms of folklore and fairy tales in different age groups.

In progress with kids The teacher widely uses small folklore forms. A nursery rhyme, riddle, counting rhyme, appropriately said by the teacher, improves the mood of children, makes them smile, and develops interest in cultural and hygienic skills. The teacher also conducts special classes that introduce children to works of folklore. Kids enjoy participating in folk games accompanied by songs (“Loaf”, “Geese-Swans”, “White-sided Magpie”, etc.). There is an acquaintance with the first fairy tales (“Ryaba Hen”, “Turnip”, “Kolobok”, etc.).

In the middle group The teacher continues to introduce children to works of Russian folk art, first of all, to Russian folk tales: “The Fox with a rolling pin”, “The Zhikharka”, “Geese-Swans”, Ukrainian fairy tale"Mitten" and others. In class they explain why the fairy tale is called a folk tale. Leisure evenings and special holiday matinees are held, where the main participants are older preschoolers, but children of the fifth year of life can also read nursery rhymes, dance in circles, and sing songs.

In the older group The teacher plans classes specifically dedicated to Russian folk art. In addition, it is advisable to get acquainted with folklore outside of class: in the evening, on a walk in the forest or on the lawn, the children sit around the teacher, and he tells them a fairy tale, asks riddles, and sings folk songs with the children. Free dramatizations of folk songs are very interesting. In the senior group, children are introduced to proverbs and sayings for the first time. The teacher says that the people have created apt short expressions that ridicule laziness, praise courage, modesty, and hard work; explains when it is appropriate to use sayings and proverbs. Introducing children to proverbs can be part of a lesson on familiarizing themselves with the world around them or developing speech. In the older group, children begin to be introduced to the oral folk art of not only Russian, but also other peoples. Children will learn that the well-known fairy tale “Rukavichka” is Ukrainian, “Light Bread” is Belarusian, and the cheerful song “Where does the sun sleep?” created in Armenia.

With works of folklore children of the preparatory group They meet mostly outside of class. A special place is given to getting to know sayings and proverbs. The teacher no longer only explains their content, hidden meaning, possible options use, but also teaches how to use this or that saying correctly and appropriately. In the preparatory group, children continue to be introduced to folk songs, to more serious, deeper in content works of national epic (legends, epics, tales) not only of the Russian people, but also of peoples of other nationalities. A special role is played by the teacher’s conversation preceding reading or storytelling - it leads preschoolers to understand the ideological meaning of the work.

We see that the educational, educational and aesthetic significance of folklore is enormous, since, by expanding knowledge about the surrounding reality, it develops the ability to subtly sense the artistic form, melody and rhythm of the native language. With the help of small forms of folklore and fairy tales, it is possible to solve almost all problems of the methodology for developing the speech of preschoolers (development of phonemic hearing, sound analysis, vocabulary, awareness of the composition of words, formation of grammatical categories, development of communication skills, abilities and skills of coherent speech).

Thus, we are convinced that it is possible and necessary to use this rich material of the people’s verbal creativity both in the classroom and in the process of children’s independent activities. Classes should be conducted systematically, and small forms of folklore and fairy tales should be accessible and understandable to the child. As a result, children’s interest in oral folk art increases; they use proverbs and sayings in their speech, independently organize games using rhyming rhymes, and come up with riddles and fairy tales. No less important for the development of speech of preschool children through small folklore forms and fairy tales is the principle of cooperation between family and kindergarten, which ensures the continuity of the upbringing and education of children. Parents enjoy learning with their children and selecting proverbs, sayings, riddles, explaining their meaning, and inventing fairy tales. K.D. Ushinsky believed that the formation of personality should go through mastering the native language, which has been accumulating the treasures of human experience for thousands of years.

Of particular importance for greater understanding of the content of small folklore works and fairy tales is such an emotional device as addressing a child by name, which allows him to become, as it were, an accomplice in the action and through this come to an understanding of the folklore work. At the same time, this technique shows the adult’s attention to the child, respect for him, recognition of the uniqueness and uniqueness of his personality.

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Ekaterina Pushkareva
Master class “Oral folk art as a means of developing the speech of preschool children”

Good afternoon, dear colleagues!

Subject master class« Oral folk art as a means of developing the speech of preschool children».

Target: show techniques and methods of working with works oral folk art.

Tasks:1. Transfer of experience through direct and commented demonstration of actions, methods, techniques and forms of pedagogical activity;

2. Increasing the level of professional competence of participants master class;

3. Popularization of innovative ideas, technologies, and discoveries of teaching staff.

- Preschool age is an important period for child speech development. Unfortunately, in the modern world, live communication for children is increasingly being replaced by computers and television, and this trend is constantly growing. As a result, the number of children with unformed coherent speech. That's why speech development is becoming an increasingly pressing problem in our society.

Nothing enriches the figurative side like this children's speech, How oral folk art - folklore. In practice preschool education, one can observe such picture: when familiarizing elders preschoolers with folklore genres, the content aspect comes first, rather than genre and linguistic features. Teachers rarely use these forms in their classes. speech development with children. The use of folklore often comes down to memorizing proverbs, nursery rhymes, and riddles.

Therefore, today I would like not just to tell, but to show and give the opportunity to practically try out some of the methodological techniques that I use in my work with children in speech development through oral folk art. This includes such folklore genres:

1. Tongue twisters

2. Riddles

3. Proverbs and sayings

4. Russians folk tales

5. Folk games.

Let's take a closer look at them.

1. Tongue twisters.

How to speak tongue twisters with children? Tongue twisters were invented solely for speaking them out loud. First, you demonstrate this to the children, and then begin to learn the rhyme together. But at the same time, there are a number of rules, a sequence of actions that must be followed in order to achieve positive results in diction development.

(The teacher hands out cards with tongue twisters)

So, do everything step by step:

First, pronounce the tongue twister very slowly and clearly, breaking it down into syllables. The goal of the first step is to learn the tongue twister correctly. Pay attention to everyone's pronunciation sounds: both vowels and consonants. It is very important at this stage not to mispronounce any of them. Now you are learning both words and pronunciation. (learn tongue twister)

After this stage has been successfully completed and the child has learned the text and can pronounce it correctly, learn to do everything the same, but in silent mode. Now only the articulatory apparatus works - without a voice, only lips, tongue and teeth. (pronounce silently)

The third step is reading the tongue twister in a whisper. It is very important that in a whisper, and not hissing or quietly, the child can clearly and clearly pronounce the entire phrase. (pronounced in a whisper)

Now say the text out loud, but slowly. Together, the entire phrase, without mistakes, but without rushing.

Play with intonation pronunciation: affirmative, interrogative, exclamatory, sad and happy, thoughtfully, aggressively, humming, in different voices.

And now the time has come to organize a competition for the best result: Pronounce the entire tongue twister quickly and without errors. (pronounce pronounce)

2. Riddles.

In my work, I very often turn to this genre, not only during classes, but also during observations, excursions, conversations, looking at paintings, and during didactic games.

For example, the game "Pick up the answer". I ask a riddle, and you give the answer by choosing the correct answer in the picture. (2 subgroups take turns guessing).

For the purpose of teaching children To make my own riddles, I play this game.

A game "Guess by description". On the table there are pictures depicting well-known objects. The child takes a picture, without showing or naming it, and describes the characteristic features of the object. The rest of the children guess the object from the description.

For example: round, smooth, rubbery, bouncing off the ground (ball). Or: round, smooth, sweet, red inside, green outside (watermelon)

3. Proverbs and sayings.

To practice the sound side children's speech I use tasks with proverbs and sayings. By listening and discussing the content of proverbs and sayings, we improve active speech and develop thinking. They have a great educational influence on preschoolers due to its special form, emotionality, imagery, brightness and accessibility. They introduce children with moral and ethical standards, develop cultural behavior skills, teach them to be polite, modest, and responsible.

1. Creative task“Make up rules for a saying”.

For example:

"There is power in truth"

Always tell the truth;

Don't tell your friend's secret without his consent;

Don't point your guilt at others;

Help tell the truth to your loved ones;

Teach the younger ones to tell the truth age.

“Don’t teach by idleness, but teach by handicraft”

Don't mess around;

Teach and learn yourself;

Don't mess around with others;

Help your friends;

Teach the younger ones age.

“When you’ve finished the job, go for a walk”

Don't give up what you started;

Finish the job, then rest;

Finish what you start;

If you start something, finish it;

Do not be lazy.

"One for all and all for one"

Support your neighbor;

Always and in all cases help each other;

Stand strong for each other in times of trouble.

“Work feeds, but laziness spoils;

Don't be lazy to work;

By labor you will earn your bread and food;

A lazy person will not succeed in life;

Work hard and achieve your goals in life;

Teach the younger ones age, hard work.

“They carry water for the offended”

Don't be offended without reason;

Don't get angry over a trifle;

“No matter how fast a lie may be, you can’t escape the truth”

Don't lie;

No matter how you lie, the truth will come out;

You can't cheat;

The truth is stronger, and lies are weaker.

2. Game “Which proverb is better?”:

It is better to have 100 rubles than 100 friends.

It is better to have 100 friends than 100 rubles.

It's better to have 100 rubles and 100 friends.

It's better to have two new friends than one old one.

Better an old friend than two new ones.

It is better not to have either old friends or new ones.

3. Game Naughty letters in proverbs and sayings"

Exercise: Find mischievous letters in proverbs and sayings that have fallen out of place, thereby changing the usual meaning.

1. A mustache is good, but two are better. (Not a mustache, but a mind).

2. They carry soda on the offended. (Not soda, but water).

3. Work is not a regiment - it won’t run away into the forest. (Not a regiment, but a wolf).

4. You can’t spoil the mash with butter. (Not Masha, but porridge).

5. The old circle is better than the new two. (Not a circle, but a friend).

6. Hunger is not a brush. (Not a brush, but an aunt).

7. Two boots - container. (Not a container, but a pair).

8. We ourselves have ears. (Not with ears, but with a mustache).

9. Worms are found in still waters. (Not worms, but devils).

10. The pond feeds and clothes. (Not a pond, but work).

11. More work, less dreams. (Not dreams, but words).

12. This is not a nightmare - you can’t brush it aside. (Not a nightmare, but a mosquito).

4. Fairy tales.

Big role in for the development of coherent speech in preschoolers, fairy tales are played, in particular their dramatization. This type of work allows any child to feel successful, introduces him to the riches of the Russian language, and forms coherent speech in best examples literary language.

In my work I use tasks like this: fairy tales:

1. Verbal and didactic game "Radio"

Game action: Teacher, addressing the children, speaks: "Today, we will play new game, called "Radio". Do you know what they call a person who speaks on the radio? That's right, they call him an announcer. Today on the radio the announcer will tell the children of our group. He will describe one of the Russian heroes folk tales, and you and I will guess.

First I will be the announcer, listen up! Attention! Attention! Guess which fairy tale this hero is from. Her teeth are sharp, her coat is warm, red, she is beautiful, crafty, insidious. Who is this?

2. Modeling fairy tales.

For children to better understand the technique of modeling a fairy tale, we first examine them in different types of activities - such How: reading a fairy tale, conversation, looking at illustrations, dramatizing a fairy tale, puppet theater.

Then we move on directly to working with models.

Modeling begins with replacing some objects with others (real - conditional). The replaced objects will be the heroes of children's fairy tales. It is convenient to use paper circles, squares, rectangles, etc., differing in color and size as substitutes.

For example: fairy tale (show didactic material) "Zayushkina's hut" .

Fox's hut (icy)– blue square;

Hare's hut (bast)– brown square;

Fox – orange circle;

Hare – white circle;

Wolf – gray circle;

Bear – brown circle;

Rooster - red circle.

After the substitutes are selected, the children tell the story at the board, selecting the corresponding circles and placing them on the playing field, thereby creating a spatial model of the motor type. In the future, children successfully tell a fairy tale using models.

5. Folk games.

Besides all this, we enjoy relaxing and playing folk games. Folk games are laconic, expressive and accessible to the child. They stimulate active thought and help broaden one’s horizons.

Now I suggest you play folk game with a handkerchief, because the Maslenitsa holiday is coming soon, the driver becomes Maslenitsa. Children walk holding hands in a circle, Maslenitsa moves towards them in the inner circle

Maslenitsa hums:

And I am Maslenitsa,

I'm not a stepdaughter

I walk with a handkerchief

I'll come to you now.

The children stop, and Maslenitsa stands between two children and pronounces:

There is a scarf on my shoulder,

Who will run faster?

The children, between whom Maslenitsa stopped, run around the outer circle. The one who reached Maslenitsa faster and took the scarf from his shoulder becomes the driver.

Speech development in preschoolers it's important. Folklore genres allow the most complete develop children's coherent speech, since children are interested in phrases and expressions folk speech. Folklore also allows children to feel more relaxed, bolder, more directly, develops imagination, gives complete freedom for self-expression. That is why I chose the topic of self-education “Influence oral folk art for the development of speech in preschool children».

Thank you all very much for your attention and participation in master class. (brochures on the topic are distributed)