Municipal state educational institution - "Secondary school No. 29"

Elective program
"Our home is the South Urals"
for extracurricular activities of younger students
3rd grade

Developer: Lasenko E.Yu.
Primary school teacher

I Section I. Explanatory note
Currently, at the level of world public opinion (UNESCO, the Club of Rome), the need to protect cultural heritage as the main condition for the continuity of generations, the global destiny of civilization is considered, and the need to study this heritage as the basic foundation of modern education is emphasized. Turning to folk traditional culture as a means of educating children in national tolerance, interest in the history and culture of different peoples, awareness of their national "I", expanding the information level, forming responsiveness, friendliness is relevant and generally significant.
The purpose of the program: to promote the upbringing and development of children on the ideas of folk pedagogy, to help children enter the world of folk culture, to make it their property.
Program objectives:
- to promote the expansion and deepening of children's competence about the culture, history of the peoples of the southern Urals;
- to form an emotionally positive attitude towards the ethno-cultural heritage of the region;
- to develop the ability to creatively and independently reflect ethno-cultural traditions in various types of children's activities.

Section II. General characteristics of the elective
The elective "Our Home - the Southern Urals" reveals the content, logic, scope of work with children of primary school age, aimed at ensuring education and development based on the ideas of folk pedagogy.
The scientific and methodological development of the program is based on the leading ideas of folk pedagogy, which constitute the essential characteristic of the program for the upbringing and development of children.
1. The idea of ​​a cosmological structure of the world (world order, world order), where there is a close relationship between man and living and inanimate nature, raising a child in collaboration with nature, caring for it, improving the “I” of a person through familiarization with nature, traditions of honoring the surrounding world, native nature.
2. The idea of ​​educating a modern person, i.e. a person who is harmoniously, diversified, which is the goal of folk pedagogy.
3. The idea of ​​educating a child with an optimistic attitude as a way of worldview, perception of life. This is expressed in the focus of a person's life on the ideal of the good, joyful, beautiful, creative, when a happy and joyful life is conditioned by active goodness; in the tradition of organizing a joyful perspective of education and life in general; in the desire of the people to use the "school of humor" in the upbringing of children.
4. The idea of ​​a traditionally benevolent, activating attitude towards the child as an object and subject of life together is expressed in natural cooperation with children in the process of their continuous support; in the application of folk pedagogical means and methods that take into account the psychological and pedagogical features inherent in primary school age (needs for love and affection, a positive emotional state); in stimulating the responsiveness of children with the help of various methods and techniques.
5. The idea of ​​the value of a person as such and his life reflects the desire of any nation to instill in a child the necessary sense of the reliability of life. Raising a sense of the reliability of life is associated with the need for awareness and understanding of the necessary labor training, respect for work as a value from an early age.
6. The idea of ​​self-building of the child's personality, which is realized in everyday life through the assimilation of the "ethical code" of the people by him. The "ethical code" of the people is a collective set of rules and norms of behavior, a social standard of beliefs (good - bad, beautiful - ugly, it is possible - it is impossible, etc.), a moral culture of behavior in everyday life (house building) and society (world building).
7. The idea of ​​traditional veneration of parents, relatives, pedigree, ancestors, home, children reflects the specifics of folk culture, its values. The idea of ​​educating the future family man, owner, mistress, responsible for the moral microclimate of the family, is traditional for all peoples. Family traditions and customs of hospitality holidays, home improvement, care for the sick, helping people in trouble, etc. is the stereotypical norms and rules of mutual assistance in the family, society, realizing different aspects of the life of the people, laws, principles of life, standards of behavior by which people consciously evaluate their actions and activities.

Section III. The place of the elective course "Our home is the South Urals" in the curriculum
The program is designed for 2 years - 34 hours a year with classes once a week, the duration of classes is 30-35 minutes. The content of the elective course is differentiated by sections, including means that implement the ideas of folk pedagogy. The information part of the program material reflects cognitive information about the history, life, life of the peoples of the Southern Urals, their relationships in everyday life, family, work, attitudes towards nature, the specifics of game and speech folklore, and the features of fine arts.

Section IV
acquaintance with folklore works of different genres, with the folklore of different peoples of the Southern Urals (Bashkir, Tatar, Russian);
formation of ideas about the features of the dwelling of the peoples inhabiting the South Urals (Russians, Bashkirs, etc.)
the formation of the ability to perform certain techniques of the Ural painting (“animation”, “underpainting”, “stretching”); individual elements (bud, flower, leaf, etc.)
formation of the ability to perform certain types of composition (in a circle, symmetrical, in the corners);
acquaintance with different types of folk games (round dance, mobile, verbal) of the peoples of the South Urals;
education of tolerance, respect for the carriers of other cultures;
the formation of the ability to think about the meaning of proverbs, to correlate with situations that have arisen in life, to highlight the general meaning in the proverbs of different peoples;
the formation of ideas about family ties in the family, about the attitude towards relatives;
the formation of ideas about the traditions and customs associated with the maintenance of kinship, good neighborly relations;
education of respect for one's nature;
Section V. Personal, meta-subject and subject results of mastering the elective program "Our home is the South Urals"
The personal results of studying this optional course are:
education of Russian civil identity: patriotism, respect for the Fatherland, the past and present of the multinational people of Russia; awareness of their ethnicity, knowledge of the history, language, culture of their people, their region, the foundations of the cultural heritage of the peoples of Russia and mankind; assimilation of humanistic, democratic and traditional values ​​of the multinational Russian society; fostering a sense of responsibility and duty to the Motherland;
formation of a holistic worldview corresponding to the current level of development of science and social practice, taking into account the social, cultural, linguistic, spiritual diversity of the modern world;
the formation of a conscious, respectful and benevolent attitude towards another person, his opinion, worldview, culture, language, faith, citizenship, history, culture, religion, traditions, languages, values ​​of the peoples of Russia and the peoples of the world; readiness and ability to conduct a dialogue with other people and achieve mutual understanding in it;
mastering social norms, rules of conduct, roles and forms of social life in groups and communities, taking into account regional, ethno-cultural, social and economic characteristics;
development of moral consciousness and competence in solving moral problems based on personal choice, the formation of moral feelings and moral behavior, a conscious and responsible attitude to one's own actions;
formation of communicative competence in communication and cooperation with peers, older and younger children, adults in the process of educational, research, creative and other activities;
formation of the value of a healthy and safe lifestyle;
formation of the foundations of ecological culture corresponding to the modern level of ecological thinking, development of experience in environmentally oriented reflexive-evaluative and practical activities in life situations;
awareness of the importance of the family in the life of a person and society, acceptance of the value of family life, respectful and caring attitude towards members of one's family;
development of aesthetic consciousness through the development of the artistic heritage of the peoples of Russia and the world, creative activity of an aesthetic nature.
The meta-subject results of studying this optional course are:
the ability to independently plan ways to achieve goals, including alternative ones, to consciously choose the most effective ways to solve the tasks;
the ability to correlate their actions with the planned results, to control their activities in the process of achieving the result, to determine the methods of action within the framework of the proposed conditions and requirements, to adjust their actions in accordance with the changing situation;
the ability to assess the correctness of the task, their own ability to solve it;
possession of the basics of self-control, self-assessment, decision-making and the implementation of a conscious choice of one's activities;
the ability to create, apply and transform signs and symbols, models and schemes to solve the tasks;
the ability to organize educational cooperation and joint activities with the teacher and peers; work individually and in a group: find a common solution and resolve conflicts based on the coordination of positions and taking into account interests; formulate, argue and defend your opinion;
the ability to consciously use speech means in accordance with the task of communication to express one's feelings, thoughts and needs; planning and regulation of their activities; possession of oral and written speech, monologue contextual speech;
formation and development of ecological thinking, the ability to apply it in cognitive, communicative, social practice and professional orientation.
Subject results are reflected in the content of the program (section "Main content")

The program is a backbone factor of the pedagogical process, and the pedagogical process, in turn, is a holistic and developing process.
The following principles were identified as the initial principles for constructing the program.
The principle of humanitarian thinking, according to which the core of the program is a person and the system of his value relationships with the outside world. This determined the selection of content that reveals the child's ideas about folk culture; about the family world and family relations; about the role of adults in the upbringing of children; about traditions and customs; about family ties; family ethics; about the value of each individual and its characteristics as a family member.
The principle of pedocentrism, according to which the knowledge most relevant for a given age is determined, since their significance is to establish continuity between the perception of the modern world, life and life and folk traditional culture.
The culturological principle, according to which knowledge and means of their presentation are selected, ensuring that children are introduced not only to the general culture, but also to the national one. In accordance with this principle, the program includes topics of various content, revealing the external and internal culture of the family, the best examples of the traditions and customs of folk traditional culture. Thus, prerequisites were created for the formation of interest in traditional folk culture.
The principle of an active approach to the formation of interest among schoolchildren in traditional folk culture, by virtue of which knowledge is selected in the content of the program and tasks for children are included that activate activities of different content and different levels of interest, such as: a comprehensive thematic presentation of the material, solving conflict stories in the game and verbal plans, effective and practical activities aimed at making family portraits-collages, the “tree of life”, paraphernalia of the people's home, organizing theatrical and game activities to consolidate didactic material, etc.
The principle of creating a pedagogical environment that provides both subject-environmental, mediated formation of interest in folk traditional culture, and the creation of a personality-oriented style of communication with children by organizing joint emotionally positive experiences, active and effective communication experience of children, parents and teachers.
The material of the program is built in accordance with the principles put forward and dictates the logical design of the model for building and introducing the program into the life of the school institution.

Section VI. The content of the elective "Our home is the South Urals"
Section VII. Thematic planning

№
p/p
date
Topic of the lesson
The main activities of students

The history of human life in the South Urals
They get acquainted with the history of the settlement of the territory of the Southern Urals, the places of residence of primitive people, explain the name "primitive people", "Stone Age", "Bronze, Copper Age", explain the words "nomadic", "sedentary people". Consider the first drawings of people (animals, hunting scenes).

Man and the world around
They get acquainted with folk ideas about space, the world, nature, with the nomadic and sedentary traditions of the Southern Urals. Explain the words "nomadic people", "sedentary people". Explain the words "artisan", "factory" man.

Man and the calendar of nature
They get acquainted with the people's understanding of the order, the rules of nature, the world, according to which people lived in the Southern Urals - the peoples lived according to a certain calendar. They study the features of folk costumes of Russians, Bashkirs, Tatars and other peoples living in the South Urals. They study the features of people's dwellings, reflecting the order, the world order. Explain the meaning of the phrase "all year round".

Man and nature of the Southern Urals
They get acquainted with the natural and geographical zones of the Southern Urals: forest, mountain, forest-steppe, steppe. They name some natural objects (lakes, rivers, mountains, etc.), reflecting the history of their native land, the poetic attitude of peoples to their native nature. They talk about animals, birds, plants that live in the region.

Man and calendar traditions
Get acquainted with some folk calendar traditions and rituals of the Southern Urals. They learn about the close relationship of a person, his family, clan with nature.

Man, race and nature
They get acquainted with the folklore of the peoples of the Southern Urals, reflecting the comparison of a person, his character, relationships in the family, with people, with nature. They learn about the semantic meaning of the word "nature" - what is given at birth ("at birth", "at birth"). They call home (family) folk methods of treating patients with the help of natural remedies in the Southern Urals (herbal medicine, mud therapy, hardening in a bath, the use of honey, etc.).

Man and his family
They get acquainted with the semantic meaning of "family", with its composition, the peculiarities of the relationship of family members, the presence of traditions in the family. They talk about their family traditions.

Family home
They get acquainted with the traditions and customs associated with the construction and relocation to a new home. Tells about the names of people's dwellings, planning, objects of people's life.

Folk household items
Get acquainted with the semantic meaning of the word "utensils". Learn about the attitude of adult family members and children to household items. They talk about various types of utensils in the people's dwelling, their purpose.

Features of relationships in the family
They get acquainted with the folk features of the family regime (the relationship between spouses in the family, the relationship between brothers and sisters). They talk about the care of all family members about older family members, about the functions of family members in different nations.

The moral foundations of the family
They get acquainted with the moral foundations of family life among the peoples of the Southern Urals. Name the main traditions of relationships in the family.

Family and household

Family holidays
They get acquainted with the distribution of responsibilities for housekeeping in the family among different peoples. They name some of the activities of home economics and crafts of the peoples of the Southern Urals. Group work: gender-role responsibilities of boys and girls to participate in the household.

The strength of a family is in its kindred
They learn about family ties, genealogy, traditions and customs associated with maintaining family, good neighborly relations. They get acquainted with folk games, amusements, amusements of different peoples of the Southern Urals.

Family and nature
They learn about the attitude of the people to nature: careful, poetic, aimed at application in the economy. Get acquainted with the figurative folk names of plants, nature.

Folk holidays
They strive to replenish their knowledge of folk holidays through various sources of information (considering objects of folk life, folk dwellings, illustrations, reading a book, listening to folklore: verbal, musical, conversation, etc.). They draw conclusions about the relationship between the calendar of nature, work, lifestyle, folklore, traditions of the South Urals.

Traditions of caring for the child (for peoples living in the South Urals)
They get acquainted with the traditions and customs in relation to newborn children, talk about the feasible help of each child in the family. They call, study, sing lullabies, pestles, nursery rhymes, tell each other about holding various games and fun.

The idea of ​​the value of a person and his life
They get acquainted with the values ​​of a person and his life (not wealth, money, house, but his life, health). Work in groups: make up a set of Russian proverbs about human values. They talk about the first libraries, about garrison schools.

Traditional folk dwellings in the South Urals
They get acquainted with traditional dwellings in the Southern Urals, name the differences between Russian, Bashkir, Tatar folk dwellings.

Traditions of the Russian people associated with the construction of dwellings
They talk about the customs of the Russian people associated with construction and relocation to a new house, they name the choice of material for construction and the timing of construction.

Family traditions and rituals during the transition to a new home, housewarming.
They get acquainted with the hospitality of families living in the Southern Urals, call the traditions of respectful attitude towards elders, to their home, show interest in pedigree, relatives and ancestors. They learn folk games that reflect family relationships.

Folklore. Use of lullabies
Get acquainted with lullabies, their purpose and some features of the content. They perform lullabies in role-playing games, perform dramatizations with toys based on the plots of literary works. They select illustrative material, tape recordings, helper toys.

Folklore. The use of pestles, nursery rhymes, jokes
They get acquainted with pestles, nursery rhymes, jokes, their purpose and some features of the content. They perform nursery rhymes in dramatized games, compose, draw illustrations for nursery rhymes.

Folklore. Use of tall tales
Get acquainted with tales-shifters. They work in groups: they distinguish fables-shifters from other folklore genres. Invent their own lies.

Folklore. The use of invocations and sentences
Get acquainted with the features of invocations and sentences. They come up with incantations and sentences, appeals to various natural phenomena and animals. They work in groups: write down invented nicknames in albums, create books.

Folklore. Use of boring tales
Get acquainted with the peculiarities of boring fairy tales. They compose their own boring fairy tales, draw illustrations for boring fairy tales.

Folklore. Use of teasers
They talk about the origin of teasers, their purpose, and compare them with other forms of folklore. They use a teaser in dramatization games, entertainment.

Folklore. Use of proverbs and sayings
They get acquainted with proverbs, use available proverbs and sayings in the appropriate situation. They think about the meaning of proverbs, correlate with a specific case, situation. Invent fairy tales, stories according to the content of proverbs.

Folk games
They get acquainted with the origins of the culture of their people, with the origins of gaming culture in general. They talk about folk games, alternating games of different nationalities, including in turn mobile, verbal, round dance. They work in groups: they hold competitions, competitions: "Who knows more about folk games."

folk art
They study the demographic features of the Ural Territory, the people's dwelling of different peoples. Consider national clothes, looking for differences. They create sketches, making elements of clothing, hats, household items (rocker arms, caskets, etc.) on them. Participate in decorative and design activities to create three-dimensional and flat layouts (Ural village, Bashkir village, etc.)

Visual activity "Ural painting". "History - a tale about the Ural father"
Get acquainted with the history of the settlement of the Urals. They work on the meaning of the words "dignify", "disdain", "stumbling". They look at photographs of wooden huts, a collection of Ural stones.

Visual activity "Ural painting". "The Tale of How the Ural House Painting Appeared"
They get acquainted with the Ural house painting: purpose, compositional features of execution in the interior of the hut. They work on the meaning of the words “telukha”, “flight”, “dwell”, etc. They look at photographs and photocopies of elements of the interior of the hut from the book by V.A. Baradulin “Folk paintings of the Urals and the Urals: a peasant painted house”. - L., 1987. They work in groups: they name objects of folk craftsmen, decorated with paintings (Khokhloma, Gorodets).

Visual activity "Ural painting". "Ural house painting"
They continue to get acquainted with the Ural house painting: the features of choosing a color scheme. They master the techniques of working with a flat brush and oil paints (“stretching”). Work in groups: play the game "Find and name".

Visual activity "Ural painting". "The Tale of the Smart Duck".
They continue to get acquainted with the Ural house painting: the features of choosing a color scheme. They master certain techniques of painting with oil paint (“animation”). Work in groups: play the game "Pick by color".

Visual activity "Ural painting". "Composition in the Ural painting"
They get acquainted with the artistic features of the Ural painting, with different options for its compositional solution. Make up patterns (consider diagrams, compare them, find similarities and differences in the location of identical elements of patterns.)

Visual activity "Ural painting". "Magic patterns of the Urals"
They get acquainted with the semantics of individual elements of the Ural painting (lion, owl, "tree of life", wreath). Draw flowers for mom and dad.

Visual activity "Ural painting". "Drive away the black monster, the smoky monster!"

They stage the fairy tale “Drive away the black monster, the smoky monster!” They work in groups: they hold a competition of riddles, proverbs, sayings about home, hospitality, friendship, diligence.

The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Bashkirs"
They get acquainted with the history of the Bashkir people: their place of residence in the Urals, the main types of management (cattle breeding, hunting, fishing, beekeeping), housing features (yurt, hut, hut). They listen to the legend about the origin of the Bashkirs. Consider drawings depicting yurts, huts, huts. Perform sketches of the Bashkir dwelling.

The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Yurt" (tirme)
They get acquainted with the device of the yurt, with the features of the interior, with the specifics of the design of the two halves of the housing. . Considering the layout of the Bashkir yurt with a removable dome. They choose a figurative form (type of yurt) according to their desire, draw, decorate the yurt with an ornament.

The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Summer Bashkir Village"
They get acquainted with the traditional structure of the Bashkir village, with the peculiarities of the location of yurts. They work in groups: they create a model of a summer Bashkir village. They form a single composition. Complement with images of trees, animals (horses, sheep) in the process of joint activities.

The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Bashkir hut"
They get acquainted with the features of the Bashkir dwelling: the exterior (pediment, architraves, porch), interior (stove, design features of the female and male halves) of a village house. They choose a blank that they like in shape - a casing, decorate it with motifs of the Bashkir ornament, draw up a “window” (cardboard blank).

The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Curtain" (sharshau)
They get acquainted with the individual elements of the internal space of the dwelling: the curtain (sharshau). Decorate the curtain with an ornamental pattern.

The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Rug for guests" (tour yurfan)
They get acquainted with the traditions of hospitality of the Bashkir family, with a guest place, its location in the Bashkir yurt. They decorate a rug for guests using the applique technique.

The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Patterned ribbon" (tartma)
Get acquainted with the patterned tape for dragging the bed. They decorate the ribbon with a pattern using a specific or mixed technique (appliqués, felt-tip pens, appliqué + felt-tip pens).

The dwelling of the peoples of the Southern Urals. "Bashkir dwelling". "Towel"
They get acquainted with the functions of towels (utilitarian, aesthetic, ceremonial), with decoration options, with color options. They decorate a towel with a pattern, focusing on a certain version of the composition and color scheme.

Ural folk dwelling. Russian hut. Cossack scrap. Bashkir hut. Bashkir yurt.
They get acquainted with the features of the external and internal design of the people's dwelling of the Southern Urals. They name individual elements of the external design of the dwelling, the Ural painting, the Bashkir ornament. They talk about the artistic language of folk art, i.e. expressive functions of color, form, composition.

Ural legends and traditions
They get acquainted with ancient tales and legends of the Southern Urals. Use fairy tales in role-playing games. Illustrate the stories they read. Create baby books for children.

Project Protection
Use the acquired knowledge in their projects.

Literature
1. Babunova E.S. Our home is the Southern Urals. - Chelyabinsk, "Vzglyad", 2007
2.Galiguzov I.F. Peoples of the Southern Urals: History and Culture. – Magnitogorsk, 2000
3. Baradulin V.A. Folk paintings of the Urals and the Urals. Peasant painted house. - L., 1987
4. Kostomarov N.I. Home life and customs of the Great Russian people. - M., 1993
5. Kuzbekov F.T. History of culture of the Bashkirs. - Ufa, 1997

An example of a regional model of long-term planning ("I-concept" of a person)

Long-term planning for the implementation of the program for the upbringing and development of preschool children based on the ideas of folk pedagogy (5-6 years old)

"Our home is the South Urals" (regional component)

Month

Subject

Target

preliminary work

materials

September

1 Week

"History of human life in the South Urals"

To ensure that children are familiarized with the history of the settlement of the Southern Urals by people; about the settlement of primitive people.

Contribute to the acquaintance of children with the concepts of "bronze", "copper" era.

To form children's ideas about the extraction of iron, copper ore, the appearance of the first metallurgy; the emergence of fortress cities in the Bronze Age; plots of the first drawings of people (animals, hunting scenes).

Illustrations depicting the settlement of primitive people; Fortified cities: the first drawings of people.

Book-album "Chelyabinsk region".

2 weeks

"Man and his family"

To ensure that children are familiarized with the semantic meaning of the word "family", the composition of the family.

To promote acquaintance with the peculiarities of the relationship between family members; traditions in the family.

Awaken feelings of respect for your parents.

Review of albums "My family".

Writing stories about your family.

Reading stories, poems about family.

learning poems about mom and dad.

Hearing musical works and performance songs about family, mom, dad.

Albums for viewing "My family".

Card file of riddles, poems about the family.

3 week

"Lullabies"

To achieve a clarification of children's ideas about lullabies, their content, form.

To achieve an understanding of the role of lullabies in family life, in the relationships between parents, grandparents, children (mutual love, care).

To ensure the development of the ability to see the expressive images of the lullaby, the figurative means of the language (epithets: chiseled, gilded), rhythm, rhymes, the presence of words that create the rhythm of the lullaby (“byu-bye”, “lyuli-lyuli”).

Contribute to the improvement of the performance skills of children.

Contribute to the development of children's creative abilities (the ability to compose their own lullabies).

Examination of books with lullabies with illustrations.

Listening to lullabies.

Role-playing game "The Upper Room".

Books of lullabies with illustrations.

Record library of lullabies.

Didactic material: cradle, cradle, doll.

4 week

"Stone Master"

To ensure that children are familiarized with the products of stone carvers, with the Ural crafts - stone carving.

Contribute to the development of artistic taste.

Awaken feelings of pride for the craftsmen of their native land.

Reading P. Bazhov "Mistress of the Copper Mountain".

Examination of handicrafts made of stone.

Exhibition of handicrafts made of stone (figurines, decorations, paintings).

October

1 Week

"Man and the world around"

To form children's ideas about the popular idea of ​​space, the world, nature.

To ensure that children are familiarized with the concepts of "nomadic people", "settled people", with the nomadic and settled traditions of the peoples of the Southern Urals (Russians, Bashkirs, Kazakhs, Tatars, etc.).

Examining illustrations on this topic.

Listening to the songs of the peoples of the Southern Urals.

Album "Chelyabinsk region.

illustrations on the subject.

Record library of songs of the peoples of the Southern Urals.

2 weeks

"Family home"

Ensure that children are familiar with the traditions and customs associated with building and moving into a new home. The choice of material for the construction of a new house. Choice of construction site. Choice of construction time.

To promote familiarization with the names and purpose of parts of the national dwelling: windows, walls, doors, layout features.

Examining illustrations on this topic.

album "Chelyabinsk region".

Illustrations depicting the construction of a dwelling, parts of a dwelling.

3 week

"Pestushki, nursery rhymes, jokes"

To systematize the knowledge of children about the poetry of nurturing, its role in the upbringing of children in the family.

To promote the development of the ability to highlight the figurative means of the language in the text.

to promote the performance by children of nursery rhymes, jokes in theatrical games, at folklore holidays. Improve the performance skills of children.

Examination of books with nursery rhymes, jokes, pestles with illustrations.

Drawing illustrations for nursery rhymes.

Act out jokes.

Reading nursery rhymes, jokes, pestles.

Card index of pestles, nursery rhymes, jokes.

Books of nursery rhymes, jokes, pestushek with illustrations.

4 week

"Zlatoust - the city of masters"

To ensure that children get acquainted with the oldest city of metallurgists - Zlatoust - the birthplace of damask steel.

To promote familiarization with the concept of "Zlatoust engraving".

Examination of illustrations depicting the city of Zlatoust. Examination of the works of Zlatoust engraving.

Card file of poems about the city of Zlatoust.

Map.

Illustrations depicting Mr. Zlatoust.

Exhibition of works by Zlatoust masters.

November

1 Week

"Man and the calendar of nature"

Contribute to the development of the idea that all the peoples living in the Southern Urals (nomadic, sedentary) lived in a certain order, harmony.

To ensure that preschoolers get acquainted with the people's understanding of the order, the rules of nature, the world, according to which people lived in the Southern Urals - the peoples lived according to a certain calendar.

Examining the illustrations

on this topic.

illustrations on the subject. Album "Chelyabinsk region".

2 weeks

"Folk Household Items"

Ensure that children are familiarized with the semantic meaning of the word "utensils".

To promote familiarity with the various types of utensils in the house.

Awaken feelings of respect for household utensils.

Examining illustrations depicting household utensils.

Illustrations depicting household utensils.

Card file of riddles about household utensils.

3 week

"Fables"

To achieve a clarification of the idea of ​​the genre features of fables.

contribute to the development of the ability to reason, develop the logic and evidence of statements.

To ensure the development of the ability to invent fables by analogy with ready-made texts.

Examination of books with fables with illustrations.

Drawing illustrations for fiction

Stage tales.

Illustrated fiction books.

Fable card file.

4 week

"Masters of Cast Iron"

To ensure that children are familiarized with the cities of the Urals (Kusa, Kasli) with their heraldry.

To promote acquaintance with artistic casting from cast iron.

Examination of illustrations depicting Kasli castings.

Illustrations depicting the heraldry of the cities of Kasli, Kus.

Exhibition of Kasli casting products.

December

1 Week

"Man and Nature of the Southern Urals"

To help familiarize children with the natural and geographical zones of the Southern Urals: forest, mountain, forest-steppe, steppe.

To ensure that children get acquainted with the names of some natural objects (lakes, rivers, mountains, etc.), reflecting the history of their native land, the poetic attitude of peoples to their native nature.

To promote familiarization of children with animals, birds, plants that live in the region.

Lead to the idea that every person should live in harmony with nature, protect, love it, not harm it.

Examination of illustrations depicting animals, plants, birds of the Southern Urals; natural-geographical zones; rivers, lakes, mountains.

Reading legends about lakes, rivers, mountains of the Southern Urals.

Reading poems about the nature of the Southern Urals.

Illustrations depicting animals, plants, birds of the Southern Urals; natural-geographical zones; rivers, lakes, mountains.

Card index of the artistic word about the nature of the Southern Urals.

Legends about lakes, rivers, mountains of the Southern Urals.

Presentation "Animals and flora of the Southern Urals", "Rivers, lakes, mountains of the Southern Urals".

2 weeks

"Features of relationships in the family"

To provide children with knowledge about the national characteristics of the family regime.

Contribute to the acquaintance of children with the relationship of spouses in the family: the father (husband) is the owner of the house, the breadwinner of the family, does the hardest work, protection, support of the whole family, take care of parents, brothers and sisters; mother (wife) - the mistress of the house, accustoms children to housework, "leads" the house, monitors relationships in the family.

Examining illustrations on this topic.

illustrations on the subject.

3 week

"Invocations and Sentences"

To achieve a clarification of the idea of ​​the genre features of invocations, sentences.

To contribute to the development of the ability to pronounce the incantations expressively (intonation of the request).

Contribute to the development of creative abilities.

Reading and memorizing invocations and sentences.

Games-staging on calls and sentences.

Card file of invocations and sentences.

4 week

"What gives us the native land"

Contribute to the generalization and consolidation of children's knowledge of the folk crafts of the Southern Urals.

To ensure the consolidation of the ability to distinguish between the work of stone carvers, Zlatoust engraving, artistic cast iron.

Examination of the map and atlas of the Chelyabinsk region.

Examination of illustrations of folk crafts of the Southern Urals.

Map and atlas of the Chelyabinsk region. Illustrations and handicrafts of the Southern Urals.

January

1 Week

"Man and Calendar Traditions"

Contribute to the formation of children's ideas about the close relationship of a person, his family, kind with nature.

To ensure that children are familiarized with the calendar rites and traditions of the peoples of the Southern Urals.

Examining illustrations on this topic.

illustrations on the subject.

2 weeks

"The moral foundations of the family"

To help familiarize children with the traditions and customs associated with strengthening the family, with knowledge of their ancestry. The attitude of the family to literacy, to knowledge, to the book.

Provide information about relationships in the family and with old people, the sick and orphans, and small children. The attitude of families towards people in trouble. Encouragement and punishment of children in families.

Awaken in children a sense of love, care, mercy.

Examining illustrations on this topic.

illustrations on the subject.

3 week

"Boring Tales"

To achieve clarification of children's knowledge about the features of the content and form of boring fairy tales.

Show the way boring fairy tales exist in modern life.

Arouse the desire to tell boring tales.

Help develop a sense of humor.

Reading boring stories.

Card file of boring fairy tales with illustrations.

4 week

« Legends of the Southern Urals»

Reading the legends of the Southern Urals.

February

1 Week

"Human and nature"

Provide information about the semantic meaning of the word "nature" - what is given at birth ("at birth", "at birth"). “Kin”, “relatives”, “nature” - fishing, denoting the living conditions of any people.

To help children understand that family relationships were compared with natural phenomena.

To ensure that children get acquainted with the folklore of the peoples of the Southern Urals, reflecting the comparison of a person, his character, relationships in the family, with people, with nature.

Examining illustrations on this topic.

Reading the folklore of the peoples of the Southern Urals.

illustrations on the subject.

Card file of folklore of the peoples of the Southern Urals.

2 weeks

"Family and Household"

Contribute to the formation in children of knowledge about the distribution of responsibilities for housekeeping in the family.

Encourage children to take part in household chores

Examining illustrations on this topic.

Reading proverbs and sayings about work.

illustrations on the subject.

Card file of proverbs and sayings about work.

3 week

"Teasers"

To help familiarize children with teasers, their purpose (to ridicule negative character traits), form (the presence of rhyming words) and origin.

To ensure the development of the ability to correctly assess typical life situations.

To contribute to the development of the ability to correctly respond to a teaser, not to be offended, to be able to respond to a teaser.

Learning teasers.

Card file of teasers.

4 week

"The city of Miass is a particle of the Chelyabinsk region"

Contribute to the activation of the concepts of "Region", "map".

Awaken feelings of pride in the native land.

Examination of illustrations about the nature of the native land.

Making up stories for them.

Album design with maps of the Chelyabinsk region. Examination of the map of the Chelyabinsk region.

Reading fiction about the native land.

Map of the Chelyabinsk region.

Fiction about the native land.

March

1 Week

"The city of Miass is my Motherland"

Ensure the consolidation of children's knowledge - the name of the city, their home address.

Contribute to the expansion and enrichment of children's knowledge about their hometown.

Ensure that children are familiar with the heraldry of the city.

Awaken feelings of pride for the "small" Motherland.

Examination of postcards, photographs of Miass.

Reading and memorizing poems by Miass poets.

Design of the stand "Miass - my city".

Postcards, photos about Miass.

Card file of poems of Miass poets. Stand "Miass is my city".

2 weeks

"The strength of the family is in its relatives"

Contribute to the formation of ideas about family ties in the family, about the attitude towards relatives. Traditions and customs associated with maintaining kinship, good neighborly relations.

Ensure that children are familiar with the meaning of the words "relatives", "relatives", "nephew", "niece", "cousin".

To promote the formation of a kind-hearted, friendly attitude towards relatives.

Examining illustrations on this topic.

Reading proverbs, poems, family stories.

illustrations on the subject.

Card file of proverbs, poems about the family.

3 week

« Proverbs and sayings"

Contribute to the enrichment of children's ideas about proverbs, sayings (meaning, content, form).

To contribute to the development of the ability to think about the meaning of proverbs, correlate with situations that arise in life.

Awaken interest in the language, the desire to make your speech expressive.

Reading folklore onomatopoeia, explaining unfamiliar words, viewing illustrations.

Learning proverbs and sayings.

Card file of the album with illustrative material.

4 week

« Legends of the Southern Urals»

Help children develop the ability to understand the main content of the works.

To ensure the development of verbal creativity based on folklore. To contribute to the enrichment of children's speech with the vocabulary of folklore works.

Reading the legends of the Southern Urals.

The book "Legends of the Southern Urals".

April

1 Week

"South Ural is my Motherland"

To contribute to the expansion of children's understanding of the location of the city and region.

To ensure that children are familiarized with the concepts of "region", "map", "South Ural".

To contribute to the expansion of the idea of ​​the homeland not as a city and region, but as a region.

Awaken a sense of pride in the native land.

Examination of illustrations about the nature of the native land, compiling stories on them.

Album design with maps of the Chelyabinsk region. Examination of the map of the Chelyabinsk region. Reading

Illustrations about the nature of the native land.

Card index of the artistic word about the nature of the native land. Map of the Chelyabinsk region

2 weeks

"Health is the success and wealth of the family"

To ensure that children are familiarized with folk home methods of treating patients in families.

Contribute to the idea of ​​children about folk hardening in the family.

Examining illustrations on this topic.

Memorizing proverbs about health.

illustrations on the subject.

Card file of proverbs about health

3 week

"Kaleidoscope of Russian folk tales"

4 week

« Legends of the Southern Urals»

Help children develop the ability to understand the main content of the works.

To ensure the development of verbal creativity based on folklore. To contribute to the enrichment of children's speech with the vocabulary of folklore works.

Reading the legends of the Southern Urals.

The book "Legends of the Southern Urals".

May

1 Week

"Russia - My Motherland"

To promote familiarization of children with nature, history, culture of Russia.

Provide familiarization with the national heraldry of Russia.

Awaken a sense of love and affection for their country.

Examination of illustrations about the nature of Russia, national heraldry.

Reading and learning poems about Russia.

Listening to songs about Russia.

Illustrations about the nature of Russia, national heraldry.

Card file of poems about Russia.

Record library of songs about Russia.

2 weeks

"Kaleidoscope of oral folk art" - final lesson

To promote the familiarization of children with oral folk art - fairy tales.

To ensure the consolidation of children's knowledge about the diversity of the folklore genre.

Awaken emotionally positive emotions to this type of folk art.

Exhibition "Visiting a Fairy Tale". Exhibition of drawings of children together with their parents based on Russian folk tales. Reading Russian folk tales. Examining illustrations for fairy tales.

Finger puppet - Petrushka. Table theatre.

Card file of books of Russian folk tales. Children's drawings for fairy tales. Illustrations for fairy tales.

3 week

"Ural - the land of blue lakes"

Contribute to the acquaintance of children with the lakes of our region, with the legends about them.

Awaken respect for the nature of the native land.

Examination of photographs, postcards depicting lakes (Turgoyak, Ilmen, Koshkul, Spruce, Kisegach).

Reading legends, tales about these lakes, poems by Miass poets.

Photographs, postcards depicting lakes (Turgoyak, Ilmen, Koshkul, Spruce, Kisegach).

Card file of legends, tales about these lakes, poems of Miass poets.

4 week

« Legends of the Southern Urals»

Help children develop the ability to understand the main content of the works.

To ensure the development of verbal creativity based on folklore. To contribute to the enrichment of children's speech with the vocabulary of folklore works.

Reading the legends of the Southern Urals.

The book "Legends of the Southern Urals".

Municipal budgetary preschool educational institution

"Kindergarten No. 479 combined type"

Chelyabinsk

Project

"WE LIVE IN THE NATIVE LAND"

Ural is a wonderful water region!
For us, you are a real paradise,
We are all priceless and close
Springs of the native land.

Developed

Educator MBDOU DS No. 479

Shakirova Galina Egorovna

Chelyabinsk

2016

annotation

According to the Federal State Educational Standard, one of the principles of preschool education is to take into account the ethnocultural situation in the development of children. The allocation of this principle, in our opinion, is due to the availability for the development of a child - a preschooler of the features of regional culture.Today, local history is becoming a very important link in the development of a preschool child. Local history helps to see the beauty in nature, to find beauty in folk art, which will forever be associated with unforgettable images of the native land. The study of one's own region is exclusively, both in educational and cognitive terms. Acquaintance with the past, present and prospective future of their small homeland, the peculiarities of nature, economic, political, cultural and other conditions contributes to the formation of a civic worldview in children.

Relevance: The implementation of the education system is impossible without knowledge of the history, traditions and culture of one's native land. Modern studies devoted to the problems of patriotic education of preschool children (O.A. Knyazeva, N.V. Vinogradova, M.D. Makhaneva) consider the national-regional component as a fundamental factor in the integration of social and pedagogical conditions. At the same time, the emphasis is on fostering love for one's home, native land, the national culture of one's people, and one's native nature. In this regard, a special role is given to local history work with preschoolers.

There are eight federal districts in Russia, each of which is a specific multinational and multicultural entity, one of them is the Ural Federal District. We live in the richest region in the Southern Urals. And they should help children learn how beautiful and rich the land that bears such a proud name is."The concept of local history education in the Chelyabinsk region" dated June 21, 2005 allows you to comprehensively solve the problems of both strengthening the integrity and unity of the educational space of Russia, and the formation of a regional educational policy and the development of regional education programs.

The local history course fully complies with the requirement set by the law of the Russian Federation "On Education" for general education programs, which "are aimed at solving the problem of forming a general culture of the individual, adapting the individual to life in society, and creating the basis for a conscious choice and development of professional programs."

Regional educational program for the upbringing and development of preschool children on the ideas of folk pedagogy "Our home is the South Urals". meaningfully reveals one of the ways of social and personal development of children of senior preschool age, carried out in the process of familiarization with the culture of the peoples of the South Ural region.

Implementation of the program "Our home is the South Urals"reveals the content, logic, volume of work with children of preschool age, aimed at ensuring education and development on the ideas of folk pedagogy. The information part of the program material reflects cognitive information about the history, life, life of the peoples of the Southern Urals, their relationships in everyday life, family, work, attitudes towards nature, the specifics of game and speech folklore, and the features of fine arts.Includes a description of the means of folk pedagogy, their upbringing opportunities and methodological recommendations for the use of these tools in educational organizations as part of the main educational program of preschool education, formed by participants in educational relations.

The essence of the projectWe live in our native land"is to sow and nurture in the child's soul the seeds of love for the native nature, for the native home, for the history and culture of the country.

Thus:

The project "We live in our native land" reveals thethe process of formation of local history educationchildren of senior preschool age (5-7 years old), includes authors-compilers: E. S. Babunova, L. V. Gradusova, E. G. Lopatina, and others; organization of interaction with parents on the formation of local history education of preschoolers in the family and the creation of a developing subject-spatial environment for local history education in preschool educational institutions.

A variety of forms, means, methods and techniques of local history activities in the project "We live in our native land" affect the level of children's knowledge about the phenomena and objects of the world around them, a positive emotional and aesthetic attitude towards them, and most importantly, the content and quality of children's views on cultural -historical values, for familiarization with the culture of the native land.

Working with children on the material of their native land, traditions and culture, contributes to the formation of social orientations in preschool children, including landmarks, goals and means of life.

In local history work, it is necessaryapplication of modern approachesto the organization of various types of children's activities, the widespread use of methods for the development of cognitive activity, will increase the child's interest in knowledge of local history content, will entice him into gaming thematic activities.

Project on the topic: "We live in our native land"

MBDOU DS No. 479 Chelyabinsk

The age of children involved in the implementation of this project is 5-7 years. It's definedintensive entry into the social world, the formation in children of initial ideas about the ethnic and national culture of the peoples of the immediate and distant national environment. The role of the teacher is to satisfy children's curiosity and give the child elementary knowledge about the traditions, life, and culture of the peoples of their native land. With this in mind, we can say about the favorable prospects and relevance of the formation of ethnocultural awareness among preschoolers.

Educational standards

This project is focused on state standards for socio-communicative, cognitive, speech, artistic, creative and physical development and involves the implementation of currently relevant competency-based, personality-oriented, activity approaches.

Education of diligence, thrift, accuracy, purposefulness, enterprise, responsibility for the results of their activities, respect for people of various professions and the results of their work.

The project involves:

implementation of the program "Our Home - South Urals";

organization of interaction with parents on the formation of local history education of children of senior preschool age.

designing a developing subject-spatial environment for local history education.

Implementation period: long-term -1 year (January 2016 - January 2017)

Project type: creative

Project type: informative

List of participants: frontal.

Interaction: teachers, children, parents.

Problem : history, life, and way of life of the peoples of the South Urals

Fundamental question: How to learn about the history of the Southern Urals?

Problem questions:What kind of people live in the Southern Urals? What is the life of the peoples of the Southern Urals? Games of the people of the Southern Urals?

Objective of the project: implementation of the software and methodological complex "Our Home - the Southern Urals", which allows you to reveal cognitive information about the nature of the Southern Urals, about the history, life, life of the peoples inhabiting it, the specifics of game and speech folklore, the originality of decorative and applied art.

PIntroducing children to the historical and spiritual values ​​of their native land, fostering respect for cultural and national traditions, the formation of search motivation for local history activitiescarried out through the solution of the following tasks:

Implementation of the program "Our Home - South Urals"authors-compilers: E. S. Babunova, Gradusova L. V., E. G. Lopatina, and others;

ABOUT organization of interaction with parents on the formation of local history education of preschool children in the family;

Creation of a developing subject-spatial environment for local history education.

Expected results from the implementation of the project:

Formation of local history educationchildren of senior preschool agedetermined by pedagogical conditions,throughimplementation of the program "Our Home - South Urals"authors-compilers: E. S. Babunova, L.V. Gradusova, E. G. Lopatina, and others; Oorganization of interaction with parents on the formation of local history education of preschool children in the family and the creation of a developing subject-spatial environment for local history education.

Stages of project implementation

Stage I - preparatory

Target:Creation of conditions for project implementation"We live in our native land."

Includes:

Implementation of the software and methodological complex "Our Home - the Southern Urals", which allows you to reveal cognitive information about the nature of the Southern Urals, about the history, life, life of the peoples inhabiting it, the specifics of game and speech folklore, the originality of decorative and applied art. The program "Our home is the South Urals" is part of the "Basic general educational program of preschool education MBDOU DS No. 479" formed by the participants in educational relations.

In order to improve the level of professional skills of teachers of preschool educational institutions in matters of patriotic education in the process of local history work, a number of methodological measures have been planned. Annex 1.

ABOUTdetermination of the features of local history education of children of senior preschool age (5-7 years old) for the implementation of the program "Our home is the South Urals".

Implementation:

The priority direction of the work of the educators of our kindergarten has become a systematic, purposeful activity to familiarize older preschoolers with their native land,history, culture, natural and economic features of the Southern Urals.

In order to improve the level of professional skills of teachers of preschool educational institutions in matters of patriotic education in the process of local history work, a number of methodological activities were planned and will be carried out.

Table 1

The plan of work of teachers on the problem of "Moral and patriotic education of preschoolers in the process of local history work"

In order to determine the features of local history education of children of senior preschool age for the implementation of the program "Our Home - the South Urals",carried out diagnostic work on the level of assimilationimplementation of the program "Our home is the South Urals".

Methodology for diagnosing children of senior preschoolage-orientedPindicators of mastering the content of the regional componentfor the implementation of the program "Our home is the South Urals"

Criteria for the level of assimilation of the program "Our home is the South Urals":

Has an idea about the main sights of the city of Chelyabinsk, the Chelyabinsk region, the Ural region;

Has an idea about regional art crafts, distinguishes between types of regional fine arts;

Has an idea about professions related to the specifics of his native city, region: machine builders, metallurgists, power engineers, miners, livestock breeders;

Names the works of writers of the Southern Urals, names the authors, emotionally reacts to poetic and prose works of art;

Shows interest in the features of the historical past of the city, region;

Shows interest in the achievements of city athletes in the field of sports;

Shows interest in folk outdoor games.

The diagnostic results are shown in the diagram, where the high level is 21 b (3 points per answer), the average level is from 14 - 21 b (2 points per answer), the low level is from 7 - 14 b (1 point per answer).

Thus, 26 older children participated in the diagnosis, as a result, the distribution of older preschoolers by developmental levels was clarified.. features of local history educationare graphically represented in the histogram in fig. 1.

Rice. 1. Histogram of the level of development of the features of local history educationin older preschool children

Thus,medium and low level features of local history educationin older preschool childrenindicates the need for appropriate work to improve the levellocal history education, organization of project activities on the topic: "We live in our native land."

Stage II - practical stage

The problem of socialization is particularly relevant at the present time, and is reflectedVthe content of psychological and pedagogical work on the development of children in the educational field "Social and communicative development" presented inFederal state educational standard of preschool education.

Target:to promote the upbringing and development of children on the ideas of folk pedagogy, to help children enter the world of folk culture, to make it their property.

Tasks:

Contribute to the expansion and deepening of children's competence about the culture, history of the peoples of the Southern Urals.

To form an emotionally positive attitude towards the ethno-cultural heritage of the region.

To develop the ability to creatively and independently reflect ethno-cultural traditions in various types of children's activities.

Includes:

To help preschoolers get to know their native land more widely, to understand its history, culture and their relationship with objects and objects of the surrounding reality and the life of society, to take part in creative activities - this is the main point of this work.

Implementation:

Purposeful activity is carried out in the process of directly educational activity of the cognitive and artistic-aesthetic cycle, as well as joint activities with children. Carrying out thematic educational activities 2 times a month (weeks 1 and 3), followed by elaboration of the topic in various forms of joint activities.

An important principle for selecting information about the world around us for preschool children is the local history principle, which involves the use of close, accessible material in work with children that corresponds to the age characteristics of preschool children, their concrete-figurative, visual thinking.

Plan of activities for the implementation of local history education of children of senior preschool age. Ural region.

Tasks of educational work with children 5-7 years old:

To update the existing ideas about the features of the nature of the Southern Urals: natural and geographical zones: forest, mountain, steppe. Give information about the names of some natural objects (lakes, mountains, rivers). Clarify knowledge about the flora and fauna of the Ural region.

To expand cognitive interest in the history of the development of the native land, types of management, housing features, calendar rituals, traditions and customs among the peoples common in the Urals.

To teach to highlight the expressive means of the works of Ural oral folk art: lullabies, proverbs, fables (figurative means of language, rhythm, rhyme).

• improve performance skills.

• develop creativity, sense of humor.

• to cultivate interest in the language, the desire to make their speech expressive, to activate the independent use of proverbs by children.

Introduce children to the origins of national and regional culture: introduce children to the work of writers, poets and composers of the Southern Urals; with works of decorative and applied art of the Urals: engraving, embossing, embroidery, casting, stone-cutting art, etc. to develop the ability to understand the artistic language of folk art, the semantics of images.

To expand children's ideas about their hometown: the coat of arms, its sights and memorable places, streets and squares, enterprises, architectural structures and their purpose (theaters, museums, sports palaces).

table 2

To acquaint children with the history of the settlement of the Urals.

Develop cognitive interest, curiosity, creativity.

To cultivate love for the small Motherland - the Ural region.

Develop knowledge about the nature of the Urals

Summary of directly educational activities with children of senior preschool age on the topic: "The Red Book of the Chelyabinsk Region" (Appendix)

The development of the speech "Beauty and wealth of the Urals"

Drawing "Beautiful people live in the Urals"

Modeling "Ural master jewelers"

Examination of illustrations, memorization of poems about the Urals.

Examination of the map "Ural region".

Summary of directly educational activities on the topic: "Arkaim - a sunny city"

Design of the album "Our Land".

Reading N. Agapov "History - a tale about the Ural father."

Games "Timerby",

r.n.i. "Two Frosts"

EntertainmentMistress of the Copper Mountain (Appendix)

Summary of directly educational activities on the topic: "Turgoyak - the younger brother of Baikal"

Inform parents about the content of the work

Excursion to the Museum "Native Land"

Selection of illustrations, postcards about the Ural nature.

Reading literature.

Joint drawings on the theme "Bazhov's Tales", "Beloved City of Chelyabinsk"

Presentation "The Red Book of the Chelyabinsk Region"

Master class for parents "Ural painted boards"

"Indigenous people of the Urals"

To consolidate the knowledge of children that people of different nationalities live in the Urals: Bashkirs, Tatars, Russians

To acquaint children with the history of the Bashkir, Tatar, Russian people: the place of residence in the Urals, the main types of management (cattle breeding, hunting, fishing, beekeeping).

Develop figurative perception, cognitive interest of children.

Cognitive lesson "Indigenous inhabitants of the Urals".

Examination of photo albums (photos with views of the Urals, the nature of the Urals, unique natural monuments, places of their native land that children visited in the summer with their parents)

Drawing "Ural tales".

Excursion to the children's library.

Conversation "Multinational Ural".

Reading the legend "Origin of the Bashkirs"

Reading Tatar, Russian fairy tales, proverbs, sayings.

Examination of the map, definition of the region of Bashkiria. Tatarstan.

Examination of illustrations, an excerpt from "Bashkiria", "Ufa", "Tatarstan", "Kazan", "Russia", "Moscow".

Games "Copper stump", "Temerbay", "Rooks are flying".

Listening to Bashkir, Tatar, Russian melodies, songs.

Reading Bashkir, Tatar, Russian fairy tales, legends.

A selection of postcards about Bashkiria, Tatarstan, Russia.

Selection of photographs of family holidays, excursions.

Bring patches of fur, material, leather.

Competition of crafts from waste material (dolls).

"Traditional folk dwellings in the South Urals"

To form children's knowledge about the Bashkir, Tatar, Russian people, to acquaint them with the features of the home:

home arrangement;

interior features (two halves: male, female);

specific home design.

To consolidate knowledge about the features of Bashkir. Tatar, Russian ornament, its color scheme.

Develop initiative and independence.

Develop aesthetic feelings: the desire to bring beauty into the world around.

Cognitive lesson "Traditional folk dwellings in the South Urals"

Application "Summer Bashkir Village"

Drawing "Yurt"

Modeling "Russian hut"

The development of speech. Retelling of the fairy tale "Lazy Son"

Making a layout "Yurt"

Examination of illustrations, postcards, photographs.

freehand drawing

Games "Yurt", "White Bone", "Golden Gate"

Learning poems, songs about the Urals, getting to know the folklore of the Urals, conducting classes - games "Introduction to the games of grandparents of the Urals" (with the assistance of a music director)

Joint drawings "Yurt", "Russian hut"

Production of rugs, blankets, pillows for the “Yurt” layout

Selection of Bashkir proverbs

"Folk costumes of the Southern Urals" (Bashkir, Tatar, Russian national clothes)

To acquaint children with the peculiarities of national clothes.

To develop the ability to select colors and make patterns of national content and color.

To consolidate knowledge about the semantics of motifs of Bashkir, Tatar, Russian patterns.

Raise interest, friendly attitude to the traditions of the Bashkir, Tatar, Russian people

Cognitive lesson "National Bashkir, Tatar, Russian clothes"

Drawing "Bashkir national costume"

Application "Boots - ichigi"

The development of speech. Descriptive story

Examining illustrations.

Listening to music, learning dance (movement).

Making jewelry for costumes.

P / games "Shooter", "Sticky stumps", "Grandfather Mazai".

Listening to Bashkir, Tatar, Russian music.

Sheathe the doll in a national costume.

Help parents in the manufacture of national costume (sew skullcaps, komzol), making jewelry.

We use the following sources to obtain local history information:

periodicals (newspapers, magazines);

fiction literature of the Urals;

archival funds;

museum funds;

all kinds of plans and maps;

material traces of culture (works of sculpture, painting, architecture).

Basic principles of local history work:

systems approach;

the utmost certainty of the facts;

the synchronism of individual areas of search (for example, the art or nature of the region cannot be considered outside the historical context).

A specially organized developmental environment for local history in kindergarten corresponds to certainrequirements:good illumination in the daytime and in the evening of the corners of local history; expediency of placement of exhibits, accessibility, aesthetics, scientific character, reliability of the presented material. Work in such corners develops speech, imagination, thinking among preschoolers, broadens their horizons, contributes to the moral formation of the personality, expands the area of ​​social and moral orientations and feelings of children, awakening love for their native land.The organization of local history centers (corners) in age groups will improve the quality of work with children in the field of familiarization with the history and traditions of their native land.

Working in the area of ​​local history, preschoolers put into practice the knowledge they received while visiting museums during excursions around Chelyabinsk.

The group creates conditions for the manifestation of children's imagination and initiative. Children can reflect impressions of their native land in drawings, in joint work with parents and educators (making models, models, crafts from clay, plasticine, natural and waste material).

The elements of the game environment are a series of didactic games to get acquainted with the native land: “Houses are different”, “Road signs”, “Collect the coat of arms and flag”, “Who will be the first to find the way to kindergarten”, “Urban transport”, “Green friend” , "Mosaic with a view of the sights of the city", etc.

The topics of museum expositions are different, here are some topics that our kindergarten teachers use

"The history of the city of Chelyabinsk";

"The nature of our Southern Urals";

"Red Book of the Southern Urals";

“The pride of our city and region. Heroes of the Great Patriotic War";

"In the world of antiques".

Working with children in this direction involves the use of the project method, in which children acquire the skill of search activity, the ability to analyze the collected material, and interest in the final result. Here are some topics of projects developed and implemented by our teachers:

"The world of animals of our region" (layout);

"The world of plants of our region" (photo-collage);

"Sights of our city" (presentation), etc.

The proposed topics contribute to the gradual, consistent expansion and deepening of children's knowledge, the formation of an emotionally positive attitude towards the knowledge gained.

Stage III - Final

Purpose: Evaluation of performance, summing up.

Final diagnostics

Parent survey

Presentation of the results of the work carried out (photo exhibition, multimedia presentation, creation of a card file, albums on the topic of the project)

Final event for the project "Legends of the gray Urals"

Article in the media, on the website of the kindergarten.

A group of 26 children participates in the diagnostic evaluation. Diagnostics is carried out in order to fix the estimated indicators of this group after the implementation of the project. The diagnostics focused on pindicators of mastering the content of the regional component of the main general educational program MBDOU DS No. 479 Chelyabinsk.

Thus, as a result of the diagnostic work carried out, it was found that in the course of the implementation of the project “We live in our native land”, children of senior preschool age (6-7 years old) improved development indicatorsfeatures of local history education. Summary quantitative results of the level of developmentfeatures of local history educationin older preschool childrenare graphically represented in the histogram in fig. 2.

Rice. 2. Histogram of the level of development of the features of local history educationin children of senior preschool age after a formative experiment

Table 3

Results in comparison

Points/Level

at the beginning of the of the year

Points/Level

at the end of the of the year

High - 0

High - 7 - 54%

Medium - 8 - 62%

Medium - 6 - 46%

Low - 5 - 38%

Low - 0

Children significantly increased their performance in terms ofdevelopment of local history education,the results obtained clearly indicate the effectiveness of the work carried out to introduce the regional component on the basis of the program "Our Home - the South Urals" and the main general educational program of the preschool educational institution into work practice.

It is important to note that the ongoing work is effective only if the organization of interaction with parents and the full participation of the family in the ethno-cultural education of preschoolers.

The main forms of work with parents were:

Design of information stands for parents “We are Uralians”, “Peoples of the Southern Urals”, “Holidays of the peoples of the Southern Urals”;

Excursions, joint holidays and quizzes create a powerful motivation for learning in children, being the emotional background against which the assimilation of rather complex information goes easily and naturally. With the help of parents, the group created a library of books with a local history focus. It helps to awaken curiosity in children, to appreciate the beauty of their native land, the people who live nearby or once lived on this earth.

Organization of thematic consultations for parents on the topic: "The role of parents in raising children's love for their native city"; "The role of domestic cultural monuments in the moral education of preschoolers"; "Where to take the baby on a day off." Thematic consultations "Folk family traditions", "The use of folk games and toys in raising children";

Issue of thematic newspapers and magazines "Green Pharmacy of the South Urals";

Conducting joint gatherings and holidays "Kapustnik", "Sabantuy".

Master class for parents "Ural painted boards" (Appendix)

The result of cooperation with the parents of the older group was a survey on local history education of preschool children in the family, which is presented below:

Questionnaire for parents "Local history education in the family and preschool educational institution"

Dear parents! We invite you to answer the following questions:

1. What meaning do you invest in the concept of "local history education"? Do you consider it necessary and possible to start local lore education from preschool childhood? Why?___________________________________________

2. Do you know the cultural and historical heritage of the city, region well enough to ensure that the child enters the regional culture? ___

3. In what ways do you increase the level of the child's competence in matters of culture and history of the Southern Urals, his native city?________________

4. Do you consider it necessary to introduce a preschool child to the culture of his native land? What ways can you suggest in solving this problem?

5. What do you think, from what age is it necessary to develop in children an interest in the natural and cultural heritage of the Southern Urals, their hometown? ________

6. Do you know what and how to tell your child about the South Urals?________

7. What literature, in your opinion, can be used when introducing children to the Southern Urals? Name famous sources _____________________

8. What do you think parents can and should do in terms of local history education of a child? _________________________________

Conclusion:

Project implementation periodunder the regional program "Our home is the South Urals"showed:

the activity of the parental position as subjects of the educational and upbringing process in the preschool educational institution has noticeably increased;

the number of parents' requests for individual consultations of specialists, with questions to the educator, has increased;

significantly increased interest in the events held by the kindergarten, as well as the quantitative composition of their participants.

In the course of the work carried out, the results :

The end result of our local history work is the creation in the group of the corner "Ural - the land of gold", the main tasks of which are:

the formation of a sensual, emotionally effective attitude to the native city;

expansion of children's ideas about the sights of the city of Chelyabinsk and the South Urals;

the formation in children of a sense of belonging to a particular culture;

assistance to the child in the correct orientation in working with objects of material culture, in studying their history of origin and technical development;

formation of a stable need for communication with the museum, development of the basis of museum culture;

education in children of a sense of dignity, pride in their family, people, city, region. Consciously careful, ecologically expedient attitude to man, to plants, to animals, to inanimate nature, to the world created by the labor of man in his native land.

Based on the experience and results of our work, we can say with confidence that the creation of a mini-museum in the group is of great importance for the cooperation of our preschool institution with the family. Children proudly present "family exhibits" they have found or created with their parents. The work on acquainting children with the life and culture of the region would be incomplete without the participation of parents. They are our assistants in equipping the museum, replenishing it with antiquities. In addition, we replenish the museum with video materials. Therefore, before the holidays, we give homework to parents to shoot old decorations of houses, holidays in villages and villages, as well as bring old things and objects. The presented material allows you to acquaint children with the natural, cultural, social characteristics of our people, city and region.

Conclusion:

The project was long and complex. Children know what the Motherland, the Urals, the native land are. They coped with the tasks assigned to them, learned a lot of new things, consolidated previously acquired knowledge. Parents were satisfied with the work done

Further development of the project :

The project can develop further, covering a larger number of participants in a kindergarten, district, city, Russia through the Internet.

Bibliography

Our home is the South Urals” Program and methodological complex for organizations implementing educational programs of preschool education. - Chelyabinsk, ABRIS. –2014.- 255p.

Ignatkina, L.S. Familiarization of preschoolers with the growth and development of animals /L.S. Ignatkina.- M. Publishing Center "Enlightenment", 1989.-18s.

Misharina, L.A. Familiarization of older preschool children with the flora and fauna of the Baikal region: textbook / L.A. Misharina, V.A. Gorbunova. - Irkutsk: Publishing House of the Irkutsk State Pedagogical University, 2007. - 296p.

Nikolaev, S.N. Theory and methods of environmental education for children: a textbook for students of higher pedagogical institutions / S.N. Nikolaev. - M .: Publishing Center "Academy", 2002. - 336 p.

Perspective planning of educational work under the program "Our Home - the Southern Urals": a manual for kindergarten teachers / ed. E.S. Babunova. - Magnitogorsk: MaGU, 2007. - 45 p. 26.

The content and technology of education and training of children of preschool age: scientific and methodical. allowance / ed. E.S. Babunova. - 2008. - 318 p. 27.

Application

State budgetary professional institution

"Kasli Industrial and Humanitarian College"

(GBPOU KPGT)

Test

Discipline: Theoretical foundations of preschool education

Topic: “Analysis of the partial program “Our home is the South Urals””

Work manager:

Chuprunova T.N.

Work completed:

4th year student

group No. 13 DO (Z)

Fakhreeva V.R.

Kasli 2017

Content:

Relevance of the program…………………………………………………………… 3

Mission, goal, tasks of the Program…………………………………………………... 3

Content section of the Program (Educational area "Speech development")…………………………………………………………………………….. 4

Targets for the implementation of the Program at the stage of completion of preschool education (Targets for the educational area "Speech Development")………………………………………………………………. 16

Features of the organization of the developing subject-spatial environment (Educational area "Speech development")…………………………………… 16

Features of planning educational activities with participants in educational relations……………………………………………………….. 17

Relevance of the program

For more than ten years, kindergartens in the Chelyabinsk region have been implementing the regional educational program "Our Home - the South Urals". The program material reveals cognitive information about the nature of the Southern Urals, about the history, life, life of the peoples of the Southern Urals, the specifics of game and speech folklore, the originality of fine arts.

The positive experience of using this program has shown its pedagogical effectiveness in preserving and developing in a child a bright and kind view of the history, culture, working people of the South Ural region, in shaping the ability to live together, accept and respect the culture of the peoples of the South Urals.

In the context of the introduction of the Federal State Educational Standard for Preschool Education, the developers of the Program were faced with the task of creating a new version of software and methodological support, while maintaining the idea of ​​educating preschoolers by means of folk pedagogy. The content of the updated program makes it possible to implement such educational areas of the Standard as "Cognitive development", "Speech development", "Social and communicative development" and "Artistic and aesthetic development", taking into account information about the regional and cultural characteristics of the Southern Urals.

The new Program develops interest not only in the historical past, but also in the present and future of the native land. The new Program is supplemented with illustrative material. Photographs allow the educator to organize a "journey" around their native land, enjoy the beauty of its nature, and get to know its inhabitants.

2. Mission, goal, objectives of the Program

Understandingmissions (strategic purpose) of the presented Program is the organization of multicultural pedagogical activity in the system of preschool education.

Purpose of the Program: to promote the education and upbringing of children on the ideas of pedagogy of the peoples of the Southern Urals.

Program Objectives:

Contribute to the enrichment of primary ideas about the nature, culture, history of the peoples of the South Ural region.

To form an emotionally positive attitude towards representatives of the cultures of the Southern Urals.

To develop the ability to creatively and independently apply multicultural knowledge in various types of children's life.

3. Content section of the Program

The content of this direction through the use of folklore involves the mastery of speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; familiarity with book culture, children's literature, listening comprehension of texts of various genres of children's literature.

Folklore reflects oral folk art, national mentality and cultural and historical traditions. The ideas of folk pedagogy are reflected in various genres of folklore. Verbal folklore includes small folklore and large folklore genre forms: nursery rhymes, ditties, proverbs, sayings, teasers, jokes, fables, tedious tales, fables-shifters, fairy tales, legends, etc. The introduction of children to oral folk art begins at an early age and is carried out throughout the entire preschool age. The types of folklore works that children are introduced to and the tasks of the work differ at different age stages, have their own characteristics.

At early and younger preschool age, pestles, incantations, nursery rhymes, jokes, and lullabies predominate in the upbringing of children. Their use allows you to realize your ideas of “upbringing an optimistic worldview”, the tradition of “a benevolent, activating attitude towards the child as an object and subject of joint life”, “connection with nature”, “ideas of self-building of the child’s personality”, “priority of family education”.

In middle preschool age, in addition to the named genres of folklore, children are introduced to tiresome fairy tales, fables, riddles, proverbs.

In work with children of senior preschool age, all genres of folklore are represented. A large place is occupied by proverbs and sayings, fables, teasers, riddles. At senior preschool age, in addition to Russian folklore, children are introduced to the folklore of other peoples (Tatars, Bashkirs) living in the region, as well as legends and traditions of their native land.

In the process of raising children on the ideas of folk pedagogy by means of folklore,a set of tasks for moral, emotional, cognitive and speech development:

Introduce children to folk traditions.

Raise interest in the folk word, in the images of folklore works.

To develop an emotional response to the works of oral folk art.

To form an understanding of the main content of folklore works.

To form ideas about the distinctive features (purpose, origin, form) of different genres of folklore.

To form the ability to highlight the expressive means of folklore works (comparisons, epithets, personifications).

To develop the performing skills of children on the material of folklore works.

To develop the creative abilities of children (inventing lullabies, fables, teasers).

To cultivate the ability to use folklore works in everyday life in appropriate situations.

To enrich the speech of children with the vocabulary of folklore works.

In early and preschool age the leading tasks are the development of an emotional response to works, the formation of an understanding of the main content of works.

purposeful work begins on the formation of ideas about the distinctive features of works of various genres, performing skills develop. In the middle group, it is important to rely on the folklore experience accumulated by children in the early years. It is necessary to create conditions for the independent performance of folklore works by children in role-playing, theatrical games.

ideas about genre features are clarified and generalized. Much attention is paid to educating children's ability to understand the main content of the work, to correlate it with the life situation. Verbal creativity develops on the material of folklore.

Familiarization with folklore is carried out in everyday life in regime processes (dressing, washing, putting to bed); in the process of educational activities (classes; reading and telling folklore works, looking at pictures, didactic games based on folklore, productive activities); in gaming activities (plot-role-playing, theatrical, round dance and outdoor games).

In acquaintance with folklore, various methods and techniques are used. Of particular importance are methods that allow children to arouse interest, an emotional response to folklore works: expressive performance, an entertaining teacher's story about the origin, purpose of various forms of folklore, the use of musical works and works of fine art that reflect folklore images. Methods are important to ensure the active position of the child, his complicity in the performance of the work (reproducing the dialogue, performing actions, etc.), the active co-creation of the child, especially in the performance of works that are a manifestation of the subculture of children (counting, teasing).

The diversity of folklore forms makes it possible to use their educational potential in educational activities, both with children and in organizing interaction with parents.

Lullabies or tales - refers to works created by adults for children. The purpose of lullabies is to lull, lull the child to sleep, determines not only the rhythm, but also the system of images (images of adults close to the child, fantastic images of Sleep and Dream). Acquaintance with lullabies begins at an early age. In working with young children, the teacher widely uses lullabies when putting children to bed, as well as in game situations. The performance must comply with folk traditions. The term "lullaby" is spoken, but it is not required for children to memorize it.

In the second junior group children are introduced to the meaning of lullabies and some features of the content and form (assistants of mothers - a cat and gulenki, affectionate appeals to children). The participation of children in the performance of lullabies in the classroom and in play situations is encouraged. There are performances with toys based on the plots of literary works (“The Tale of the Stupid Mouse” by S. Marshak); didactic games with the doll ("Let's put the doll Masha to sleep"). The meaning of lullabies is preserved in regime processes.

In the middle group children's ideas about the genre features of lullabies are clarified, folk and author's lullabies are compared, children's performing skills are developed, children are invited to compose separate lines for lullabies. The performance of lullabies by children in role-playing games is stimulated.

At senior preschool age knowledge about genre features of lullabies are specified and generalized. Children's creativity develops. Children compose their own lullabies. Lullabies are widely used in role-playing games, in leisure activities, in dramatization games. When getting acquainted with lullabies, it is necessary to have special didactic material: a cradle, a cradle (genuine or made according to the folk model); helper toys (Cat Bayun); illustrative material (books of lullabies with illustrations); tape recordings of various versions of lullabies.

Tasks of familiarization with lullabies:

Early age:

To cultivate a positive attitude towards the lullabies performed by the teacher.

Encourage participation in the performance of lullabies while rocking the dolls (pronunciation of individual words “bayu-bay”).

To acquaint with the cradle (cradle), enrich the passive vocabulary (cradle, cradle).

Junior preschool age:

Continue to acquaint children with lullabies.

To give children some information about the origin and purpose of lullabies (they sang at the cradle when they put the children to bed, therefore the songs are called “lullabies”, they express concern for children: they will sleep soundly, grow up strong and healthy).

To acquaint with some folklore images (Guli-Gulenki, Sleep and Sandman).

Pay attention to the nature of the performance (gently, affectionately). Mothers love their children, address them with affectionate names (Vanyushenka, Andryushenka).

To promote the performance of lullabies in independent play activities.

Middle preschool age:

Continue to acquaint children with the genre features of lullabies (features of content and form).

Show the difference and similarity of folk and author's lullabies.

Develop performing skills (perform lullabies lingeringly, gently, affectionately).

Senior preschool age:

Clarify children's ideas about lullabies, their content, form.

To help understand the role of lullabies in family life, in the relationships between parents, grandparents, children (mutual love, care).

To teach to see the expressive images of the lullaby, the figurative means of the language (epithets: chiseled, gilded), rhythm, rhymes, the presence of words that create the rhythm of the lullaby (“bayu-bay”, “lyuli-lyuli”).

Improve the performance skills of children.

Develop children's creativity.

Pestushki - short sentences, accompanying with rhythmic and rhymed speech, the hygienic and physical procedures necessary for the child: washing, bathing, massage.

nursery rhymes - accompany the games of an adult with a child, his pens, fingers.

jokes - small poems in 4-6 lines, with their content reminiscent of small fairy tales in verse. The content of the jokes is made up of bright, colorful pictures of the surrounding life (everyday life, household, pets).

Particular importance is attached to pestles and nursery rhymes in work with children of early and younger preschool age.

In infancy and early childhood pestles are used by the teacher when carrying out appropriate procedures (washing, mastering walking skills, various hand movements).

pestles are used by the teacher when performing appropriate game actions with puppets. The teacher encourages the participation of children in the performance of pestles and nursery rhymes in everyday life. Special classes are held to familiarize children with nursery rhymes.

In middle and senior preschool age the purpose of pestles and nursery rhymes is specified: pestles are designed to help the child master the skills of washing, walking; amusement - amuse, amuse. Attention is drawn to the features of content and form. Nursery rhymes and pestles are compared with lullabies, riddles.

To get acquainted with nursery rhymes, it is necessary to have toys, illustrations reflecting folklore images (“goat”, “white-sided magpie”, “cockerel”) in groups of early and younger age. It is possible to use the theater of pictures. The teacher tells the nursery rhyme and shows the children pictures that reflect the content of the nursery rhymes. Children of middle and older preschool age can perform nursery rhymes, in dramatization games, draw illustrations for nursery rhymes, compose nursery rhymes themselves. At the senior preschool age, it is possible to organize a "nursery nursery rhyme theater" - the creation of game miniatures by children according to the content of nursery rhymes.

The tasks of introducing children to pestles, nursery rhymes, jokes:

Early age:

Introduce children to oral poetry.

Cause an emotionally positive attitude towards pests, nursery rhymes.

Contribute to maintaining a joyful mood during the procedures.

Fix the name of body parts (arms, legs, head).

To stimulate active participation in the performance of pestles (performing movements and onomatopoeia).

Junior preschool age:

Introduce children to oral poetry.

Help to understand the purpose of nursery rhymes, jokes, pestles (help the child learn to walk, wash, amuse, entertain the child, performed affectionately, gently).

To stimulate the participation of children in the performance of nursery rhymes, jokes by the teacher (finishing words, performing movements, imitating game actions).

Encourage independent performance of pestles in games with dolls.

Middle preschool age:

Clarify children's ideas about pestles, nursery rhymes, jokes, their content and form.

To help understand the role of pestles, nursery rhymes in raising young children (they teach movements, amuse, entertain).

Support the desire to tell nursery rhymes, jokes to dolls in role-playing games.

Senior preschool age:

Summarize children's knowledge about the poetry of nurturing, its role in raising children in the family.

Learn to highlight the figurative means of the language in the text.

To promote the performance by children of nursery rhymes, jokes in theatrical games, at folklore holidays. Improve the performance skills of children.

Fables - shifters - works in which events unbelievable from the point of view of common sense develop. The whole system of images contradicts life's real observations.

Acquaintance with fables-shifters can purposefully begin with the middle group. Although it is possible to acquaint with individual, accessible in content, fables even earlier. Children of primary preschool age are attracted by rhythm, familiar images. Younger preschoolers highlight only individual inconsistencies in the text.

In the middle group, children are introduced to fables as a genre of folklore. They support the feeling of joy that arises in children from finding inconsistencies in the text. The same text can be referred to repeatedly, it is desirable to use illustrations for fables, in which children find the appropriate episodes.

At the senior preschool age, children are taught to distinguish fables-shifters from other folklore genres, to substantiate their point of view. However, the analysis of texts should not reduce the feeling of joy, fun when meeting with fables.

At older preschool age, children themselves can compose fables, first by analogy with ready-made texts, replacing individual characters (cow-sheep) or actions (flies-swims), and then invent their own fables. At the senior preschool age, children are introduced not only to folk, but also to the author's tales of K. Chukovsky, D. Kharms and others.

The tasks of introducing children to fables-shifters:

Middle preschool age:

To acquaint children with fables, the features of their content (fairy tales tell about events that cannot happen in life).

Arouse interest in fables, the desire to find errors in the text.

Maintain a sense of joy that arises from hearing tall tales.

Senior preschool age:

Clarify ideas about the genre features of fables.

To teach children to reason, to develop logic and evidence of statements.

Learn to invent fables by analogy with ready-made texts.

Develop a sense of humor.

invocations - poetic appeals to various natural phenomena (sun, wind, rain), small songs intended for singing by a group of children.

sentences - appeals to animals, birds, built on the principle of request-wishes. Often sentences are based on onomatopoeia. Sentence calls bring joy to children, entertain them.

Calls and sentences help to educate children in a sense of connection with nature. Calls genetically date back to ancient rites. Many incantations have now lost their magical meaning, but have acquired a comic character.

Calls and sentences can be included in the educational process, starting fromearly age. The teacher pronounces incantations and sentences during observations on a walk, during various weather phenomena, meeting with birds, insects, as well as in game situations. At this age, the execution of calls and sentences is accompanied by gestures (stretch your hands to the sun, show how much water is needed - knee-deep, like a butterfly flaps its wings), as well as onomatopoeia.

At preschool age children are involved in the execution of invocations and sentences, the execution of sentences and invocations on the initiative of children is encouraged.

Middle preschool age general ideas are given about the origin and purpose of invocations and sentences (invocations - from the word “click”, “call”, appeal to objects of nature: the sun, rain, wind, asking for a good harvest), it is noted that the invocations were invented by the people, attention is drawn to the intonation with which the calls are pronounced.

At senior preschool age children's ideas about the genre features of invocations and sentences are specified. Children's creativity develops. Children themselves come up with incantations and sentences, appeals to various natural phenomena and animals. Children's creativity can be reflected in albums and books in which the incantations invented by children are recorded. Calls and sentences become part of dramatization games, folklore holidays.

Tasks of familiarizing children with invocations, sentences:

Junior preschool age:

To attach to oral folk art.

Maintain the desire to pronounce incantations with the teacher.

Middle preschool age:

To acquaint children with the content and form of invocations, sentences.

To promote the perception of invocations, sentences as a way of communicating with nature.

Involve children in the collective execution of calls, sentences.

Senior preschool age:

Clarify ideas about the genre features of invocations, sentences.

Develop the ability to pronounce incantations expressively (intonation of the request).

Develop creative abilities. Learn to come up with your own options for invocations, sentences.

Boring tales- jokes are jokes of a fabulous nature, with which storytellers entertain children or try to discourage their excessive interest in fairy tales. A tedious fairy tale is offered instead of a fairy tale. A tedious tale in the form of a narration is close to a fairy tale and a saying, by appointment - to a podvyka. Fairy tale narration is always broken by mockery, which are of a different nature: immediately after the beginning, the end of the tale is announced; it is proposed to wait a long time for the end; the last words do not end the boring tale, but serve as a bridge to the repetition of the text: “Should we start the tale from the end?”.

Acquaintance with boring tales can begin withmiddle preschool age. Children are introduced to the purpose and features of boring fairy tales. It is advisable to talk about the features of boring fairy tales in a conversation with children, to show them an example of the correct telling of a boring fairy tale (intonation, pauses). The teacher encourages the participation of children in telling fairy tales, observes the reaction of children in the process of telling, reminds them how to listen and tell such fairy tales.

At senior preschool age the repertoire of boring fairy tales that children are introduced to is expanding. Telling boring tales is included in folklore holidays and leisure activities. The teacher encourages children to tell boring tales in independent activities, attempts to compose their own boring tales. Children draw illustrations for boring fairy tales.

Tasks of familiarization with boring tales:

Middle preschool age:

To acquaint with tiresome fairy tales, features of their form (lack of completeness, repetition).

Arouse interest in boring fairy tales, desire to learn boring fairy tales.

Senior preschool age:

Clarify children's knowledge about the features of the content and form of boring fairy tales.

Show the way boring fairy tales exist in modern life.

Maintain the desire to tell boring tales.

Develop a sense of humor.

teaser - a rhyme that rhymes a playful or offensive line with a name (“Masha is a confusion”). A teaser is a peculiar form of children's satire, in which negative traits of character, behavior, disobedience to the rules of the game are ridiculed. Acquaintance of children with teasers is possible insenior preschool age. Before telling children about teasers, the teacher needs to observe the children, find out if children use teasers in their daily communication, what they make fun of in teasers (appearance, character traits: greed, snitch), how children react to teasers (offended, try to answer).

Acquaintance with teasers should be carried out in such a way as not to increase negative tendencies in the relations of children, not to cause a desire to offend, humiliate. Acquaintance with teasers is possible if an emotionally positive atmosphere is created in the group. Children are told about the origin of teasers, their purpose, and are compared to other forms of folklore. First, they give examples of teasers with names that are not in the group, as well as teasers where names are not called.

After the children see in teasers not only offensive, but also funny (exaggeration), unusual rhymes, they can be invented for the names of all the children in the group, everyone can offer their own version. In the future, teasers can be used in staging games, entertainment. In everyday life, the use of teasers must be treated with caution. Children who are offended by teasers can be told that a teaser can always be answered with a teaser.

Tasks of familiarization with teasers:

Senior preschool age:

To introduce children to teasers, their purpose (to ridicule negative character traits), form (the presence of rhyming words), and origin.

Learn to correctly assess typical life situations.

To cultivate the ability to respond correctly to a teaser (if the teaser is fair, try to improve, not be offended, be able to respond to the teaser).

Proverb- this is a short, poetically figurative, rhythmically organized work of folk art, summarizing the historical and social experience of a generation. Clearly forming moral and ethical norms, proverbs are vivid examples of practical philosophy.
Proverb- this is a well-aimed expression, expressed on a specific occasion, a figure of speech, only hinting at a conclusion.
Acquaintance with proverbs can be started from the early preschool age. At this age, the teacher does not explain to children what a proverb is, but can use proverbs and sayings available to children in the appropriate situation. After cleaning the toys: “Finished business, walk boldly2”, in an outdoor game: “Small and remote”. In this case, the term "proverb" is not necessarily used.
In the middle preschool age, the teacher uses proverbs and sayings in everyday life in appropriate situations. They repaired the toy: "As they say, the work of the master is afraid." For children who are bored and do not know what to do: “The day is boring until the evening, if there is nothing to do,” etc.
The teacher uses the term "proverb" more widely. “As the proverb says: “Measure seven times, cut once.” Explains to the children that proverbs were invented by the people.
At older preschool age, children are given a definition of “proverbs” that is accessible to them. Proverbs are the wise thoughts of the people. The meaning of proverbs in human life is shown - they teach, help to live. If you do not know what to do, remember, as the proverb says. A proverb will always help. Sayings make our speech more beautiful, interesting. Children are called the distinctive features of the form of proverbs (short, just a few words).
Children are taught to think about the meaning of proverbs, to correlate with a specific case, situation. The specific educational value of the proverb depends on the content: the education of diligence, respect for parents, love for the motherland, etc. At older preschool age, children can be introduced to proverbs of different peoples that reflect the same thought. At this age, the creative abilities of children develop. They can be taught to invent fairy tales, stories according to the content of proverbs. Proverbs and sayings should be widely used in the educational process, in various activities: household, labor, gaming. The teacher himself uses proverbs, invites children to think about which proverb is suitable for a given situation, encourages children to use proverbs independently.
During the year, acquaintance with proverbs is carried out in the process of organized educational activities: clarification of the genre features of proverbs, enrichment of the repertoire list of proverbs, comparison of proverbs with other folklore forms, selection of proverbs for literary texts, inventing stories and fairy tales according to proverbs. Proverbs are included in various folklore holidays and entertainments. Didactic games according to proverbs are widely used: verbal "Who will name more"; with visual material "Collect a proverb."

Tasks of familiarization with proverbs and sayings:

Middle preschool age:

1. Introduce children to proverbs.
2. Draw attention to the content of proverbs in specific situations.
Senior preschool age:
1. Enrich children's understanding of proverbs, sayings (meaning, content, form).
2. Learn to think about the meaning of proverbs, correlate with situations that arise in life.
3. Learn to highlight the common meaning in the proverbs of different peoples.
4. Raise interest in the language, the desire to make your speech expressive.
5. Activate the independent use of proverbs by children.

Based on the large population of the inhabitants of the Southern Urals, the Program involves the acquaintance of older preschool children with different genres of folklore: fairy tales, proverbs, legends and traditions that are common among the Russian, Bashkir, Tatar people, the Ural Cossacks. Acquaintance with legends allows enriching children's understanding of folklore genres; children are given an accessible definition of a legend as "a poetic legend about some historical event". With the help of legends and traditions, children learn about their ancestors, the origin of geographical names, customs and traditions of peoples.
Of great interest to children are legends about the origin of the names of rivers, mountains, settlements. So, there are Bashkir and Tatar legends about the origin of the names of the Ural River and the Ural Mountains. The legends give interpretations of such names as the Sugomak, Egoza, Taganay mountains, the Sysert, Agidel, Miass rivers, Zyuratkul, Kasli lakes, the cities of Minyar, Chelyabinsk, "Kyshtym".

There are also poetic versions of legends in the works of the Ural poetess N. Kondratkovskaya (“Ural Larch”), which children listen with pleasure. Legends arouse the interest of children, as they are close to a fairy tale, Batyrs, heroes act in them, magical transformations take place. Legends awaken the child's thought, make him learn about the beauty and wealth of his native land. It is better to tell legends and traditions to children, connecting them with specific historical facts, with a story about the origin of the geographical names of the places where they live, with excursions to objects that are described in legends, with looking at photographs and paintings.

Acquaintance with proverbs and sayings of different peoples allows you to show children the commonality of moral ideals of representatives of different peoples. So children are introduced to Russian, Bashkir, Tatar proverbs about the attitude to work, family, friendship. For example, the Russian proverb “Without labor you cannot take out a fish from the pond”, the Bashkir proverb “Without labor there will be no food”, the Tatar proverb “Without labor you will not catch a hare”.

In addition to the folklore of the peoples of the Southern Urals, children can also be introduced to the works of writers whose work is associated with the region and allows them to tell children about the beauty of the Ural region, to acquaint them with its nature, history, customs, and people. For the Ural region, this is the work of P.P. Bazhov, D.N. Mamin-Sibiryak, as well as modern Ural writers - L. Tatyanicheva, B. Ruchyev, A. Dementyev, N. Kondratkovskaya, N. Pikuleva.

Acquaintance of children with the work of P. Bazhov allows you to talk about the beauty of the Ural region, to acquaint you with its past, with the rites and customs of people, their way of life. The tales of P. Bazhov "Sinyushkin Well", "Silver Hoof", "Golden Hair", "About the Great Poloz" teach friendship, honesty, kindness, love for one's work, develop cognitive interests, enrich the literary experience of preschoolers with images of "The Mistress of the Copper Mountain" , "Fire-jumps", "Stone Flower".

Targets for the implementation of the Program at the stage of completion of preschool education

Targets of the educational area "Speech development"

The child has basic information about folklore works of different genres of the peoples of the Southern Urals (Bashkir, Tatar, Russian);

The child is familiar with the work of writers and poets of the Southern Urals;

The child is able to realize the moral meaning and aesthetic value of folklore works;

The child is capable of empathy with the heroes of folklore works;

The child can use the content of folklore works in creative activities;

The child asks questions to adults and peers using emotional-figurative, explanatory-expressive speech; knows how to conduct a dialogue about the culture, art, history, nature of his native land; to talk coherently and figuratively about what they saw, to express their attitude towards it.

Features of the organization of the developing subject-spatial environment

Educational area "Speech development"

An important condition for education on the ideas of folk pedagogy by means of folklore is the creation of a developing subject-spatial environment, which includes two main components:

The speech of the teacher, enriched with folklore vocabulary;

Subject environment (objects of national life, toys, paintings, books), reflecting the content of folklore texts.

The creation of a subject-spatial speech developing environment is aimed at ensuring the naturalness and functional expediency of using folklore works by a teacher in the educational process in various activities. The teacher should appropriately apply folklore works not only in planned, but also in unexpected situations.

In all age groups, visual material is an addition to texts: household items, illustrations, folk toys, various types of books based on folklore materials (toy books, layout books), didactic games, costumes and costume elements for the teacher and children.

In older groups, it is advisable to involve children in the creation of a subject-developing environment, enrich the environment with the results of visual (crafts, drawings) and verbal creativity of children (albums of incantations invented by children, fables, etc.). The presence of a hut-museum in the kindergarten allows not only to help children imagine the objects mentioned in folklore texts, to understand their purpose, but also to show the children the conditions for the existence of folklore. The object-spatial environment may include visual and illustrative material, which allows you to visually acquaint preschoolers with photographs of South Ural poets and writers, with illustrations of nature, working people, works of decorative and applied art. The material of the music libraries may contain records of birds singing, voices of representatives of the animal world of the Southern Urals, folk musical instruments, reflecting the poetics and beauty of the native land.

Features of planning educational activities with participants in educational relations

An exemplary long-term plan for educational activities to familiarize children with folklore works in the middle group

Iquarter

Tasks:

Clarify children's ideas about lullabies, invocations, their content, form.

Introduce boring stories. Arouse interest in fairy tales, the desire to learn new things.

Develop children's creativity.

1"Night has come, darkness has brought..."

2 "Luli-lyuli-lyulenki, where are you, where are you, gulenki ..."

1 Enrich and clarify children's knowledge about the features of Russian folk lullabies

2 To develop the creative abilities of children. Learn to invent separate lines in lullabies

1Music lesson "Singing lullabies with children"

1Listening to lullabies performed by a string orchestra

2 Role-playing games with singing lullabies

3Staging a fairy tale about a stupid mouse (S. Marshak)

Boring Tales

1 “The bear came to the ford, flopping into the water ...”

2 “Once upon a time there was Yashka…”

1 Introduce children to the genre of boring fairy tales

2 Learn to highlight the genre features of a fairy tale (lack of completeness, repetition), develop a sense of humor, endurance

1 Conversation about boring fairy tales (answers to the teacher's questions about the fairy tale)

2 Telling a boring tale "Once upon a time there was Yashka ..."

3 Bear drawing

1 Review of illustrations for fairy tales

2 Dramatization of the fairy tale "The bear came ..."

3 Watching a video cassette about fairy tales, fables "Vovka in the distant kingdom ..."

invocations

1 "Autumn, autumn ..."

2 "The Mighty Bear..."

1 Clarify children's knowledge about the features of calls

2 Teach children to say chants expressively

1Performance of calls on a walk

2 When looking at books in a book corner, include chants

Fakhreeva Victoria Ramazanovna
Job title: educator
Educational institution: MDOU №8 "Eaglet"
Locality: Chelyabinsk region Kaslinsky municipal district of Kasli
Material name: Methodical development
Subject: Analysis of the partial program "Our home is the South Urals"
Publication date: 25.02.2017
Chapter: preschool education

State Budgetary Professional Institution "Kasli Industrial and Humanitarian College" (GBPOU KPGT)
Test
Discipline: Theoretical foundations of preschool education Topic: "Analysis of the partial program" Our home is the South Urals ""
Work manager:
Chuprunova T.N.
Work completed:
4th year student of group No. 13 DO (Z) Fakhreeva V.R. Kasli 2017 1
Contents: 1. Relevance of the program…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………… ……………... 3 3. Content section of the Program (Educational area “Speech development”)…………………………………………………………………………… .. 4 4. Targets for the implementation of the Program at the stage of completion of preschool education (Targets for the educational area "Speech development")…………………………………………………………………. 16 5. Features of the organization of a developing subject-spatial environment (Educational area "Speech development")………………………………………………………………………………… 16 6. Features of planning educational activities with participants in educational relations…………………… ……………………………….. 17 2
1. Relevance of the program For more than ten years, kindergartens in the Chelyabinsk region have been implementing the regional educational program “Our home is the South Urals”. The program material reveals cognitive information about the nature of the Southern Urals, about the history, life, life of the peoples of the Southern Urals, the specifics of game and speech folklore, the originality of fine arts. The positive experience of using this program has shown its pedagogical effectiveness in preserving and developing in a child a bright and kind view of the history, culture, working people of the South Ural region, in shaping the ability to live together, accept and respect the culture of the peoples of the South Urals. In the context of the introduction of the Federal State Educational Standard for Preschool Education, the developers of the Program were faced with the task of creating a new version of software and methodological support, while maintaining the idea of ​​educating preschoolers by means of folk pedagogy. The content of the updated program makes it possible to implement such educational areas of the Standard as "Cognitive development", "Speech development", "Social and communicative development" and "Artistic and aesthetic development", taking into account information about the regional and cultural characteristics of the Southern Urals. The new Program develops interest not only in the historical past, but also in the present and future of the native land. The new Program is supplemented with illustrative material. Photographs allow the educator to organize a "journey" around their native land, enjoy the beauty of its nature, and get to know its inhabitants. 2. Mission, goal, objectives of the Program Understanding
missions
(strategic purpose) of the presented Program is the organization of multicultural pedagogical activity in the system of preschool education.
Purpose of the Program:
to promote the education and upbringing of children on the ideas of pedagogy of the peoples of the Southern Urals.
Program Objectives:
 Contribute to the enrichment of primary ideas about the nature, culture, history of the peoples of the South Ural region. 3
 To form an emotionally positive attitude towards representatives of the cultures of the Southern Urals.  To develop the ability to creatively and independently apply multicultural knowledge in different types of children's life. 3. Content section of the Program Educational area "Speech development" The content of this direction through the use of folklore involves mastering speech as a means of communication and culture; enrichment of the active dictionary; development of coherent, grammatically correct dialogic and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; familiarity with book culture, children's literature, listening comprehension of texts of various genres of children's literature. Folklore reflects oral folk art, national mentality and cultural and historical traditions. The ideas of folk pedagogy are reflected in various genres of folklore. Verbal folklore includes small folklore and large folklore genre forms: nursery rhymes, ditties, proverbs, sayings, teasers, jokes, fables, tedious tales, fables-shifters, fairy tales, legends, etc. The introduction of children to oral folk art begins at an early age and is carried out throughout the entire preschool age. The types of folklore works that children are introduced to and the tasks of the work differ at different age stages, have their own characteristics. At early and younger preschool age, pestles, incantations, nursery rhymes, jokes, and lullabies predominate in the upbringing of children. Their use allows you to realize your ideas of “upbringing an optimistic worldview”, the tradition of “a benevolent, activating attitude towards the child as an object and subject of joint life”, “connection with nature”, “ideas of self-building of the child’s personality”, “priority of family education”. In middle preschool age, in addition to the named genres of folklore, children are introduced to tiresome fairy tales, fables, riddles, proverbs. In work with children of senior preschool age, all genres of folklore are represented. A large place is occupied by proverbs and sayings, fables, teasers, riddles. At senior preschool age, in addition to Russian folklore, children are introduced to the folklore of other peoples (Tatars, Bashkirs) living in the region, as well as legends and traditions of their native land. In the process of raising children on the ideas of folk pedagogy by means of folklore,
complex of tasks of moral, emotional,

cognitive and speech development:
4
1. Introduce children to folk traditions. 2. Raise interest in the folk word, in the images of folklore works. 3. Develop an emotional response to works of oral folk art. 4. To form an understanding of the main content of folklore works. 5. Form ideas about the distinctive features (purpose, origin, form) of different genres of folklore. 6. To form the ability to highlight the expressive means of folklore works (comparisons, epithets, personifications). 7. To develop the performing skills of children on the material of folklore works. 8. To develop the creative abilities of children (inventing lullabies, fables, teasers). 9. Cultivate the ability to use folklore works in everyday life in appropriate situations. 10. Enrich the speech of children with the vocabulary of folklore works. At early and younger preschool age, the leading tasks are the development of an emotional response to works, the formation of an understanding of the main content of works. In the middle preschool age, purposeful work begins on the formation of ideas about the distinctive features of works of various genres, performing skills develop. In the middle group, it is important to rely on the folklore experience accumulated by children in the early years. It is necessary to create conditions for the independent performance of folklore works by children in role-playing, theatrical games. In older preschool age, ideas about genre features are clarified and generalized. Much attention is paid to educating children's ability to understand the main content of the work, to correlate it with the life situation. Verbal creativity develops on the material of folklore. Familiarization with folklore is carried out in everyday life in regime processes (dressing, washing, putting to bed); in the process of educational activities (classes; reading and telling folklore works, looking at pictures, didactic games based on folklore, productive activities); in gaming activities (plot-role-playing, theatrical, round dance and outdoor games). In acquaintance with folklore, various methods and techniques are used. Of particular importance are methods that allow children to arouse interest, an emotional response to folklore works: expressive performance, an entertaining teacher's story about the origin, purpose of various forms of folklore, the use of musical works and works of fine art that reflect folklore images. Methods are important to ensure the active position of the child, his complicity in the performance of 5
works (reproduction of dialogue, performance of actions, etc.), active co-creation of the child, especially in the performance of works that are a manifestation of the subculture of children (counters, teasers). The diversity of folklore forms makes it possible to use their educational potential in educational activities, both with children and in organizing interaction with parents.
Lullabies or tales
- refers to works created by adults for children. The purpose of lullabies is to lull, lull the child to sleep, determines not only the rhythm, but also the system of images (images of adults close to the child, fantastic images of Sleep and Dream). Acquaintance with lullabies begins at an early age. In working with young children, the teacher widely uses lullabies when putting children to bed, as well as in game situations. The performance must comply with folk traditions. The term "lullaby" is spoken, but it is not required for children to memorize it. In the second younger group, children are introduced to the meaning of lullabies and some features of the content and form (assistants of mothers - cats and gulenki, affectionate appeals to children). The participation of children in the performance of lullabies in the classroom and in play situations is encouraged. There are performances with toys based on the plots of literary works (“The Tale of the Stupid Mouse” by S. Marshak); didactic games with the doll ("Let's put the doll Masha to sleep"). The meaning of lullabies is preserved in regime processes. In the middle group, children's ideas about the genre features of lullabies are clarified, folk and author's lullabies are compared, children's performing skills are developed, children are invited to compose separate lines for lullabies. The performance of lullabies by children in role-playing games is stimulated. In older preschool age, knowledge about the genre features of lullabies is refined and generalized. Children's creativity develops. Children compose their own lullabies. Lullabies are widely used in role-playing games, in leisure activities, in dramatization games. When getting acquainted with lullabies, it is necessary to have special didactic material: a cradle, a cradle (genuine or made according to the folk model); helper toys (Cat Bayun); illustrative material (books of lullabies with illustrations); tape recordings of various versions of lullabies.
Tasks of familiarization with lullabies:
Early age: 1. Introduce children to oral poetry. 2. To cultivate a positive attitude towards the lullabies performed by the teacher. 6
3. Encourage participation in the performance of lullabies while rocking dolls (pronunciation of individual words “bayubai”). 4. To acquaint with the cradle (cradle), enrich the passive vocabulary (cradle, cradle). Junior preschool age: 1. Continue to acquaint children with lullabies. 2. Give children some information about the origin and purpose of lullabies (they sang at the cradle when they put the children to bed, therefore the songs are called “lullabies”, they express concern for children: they will sleep soundly, grow up strong and healthy). 3. To acquaint with some folklore images (Guli-Gulenki, Sleep and Dream). 4. Pay attention to the nature of the performance (gently, affectionately). Mothers love their children, address them with affectionate names (Vanyushenka, Andryushenka). 5. Promote the performance of lullabies in independent play activities. Middle preschool age: 1. Continue to acquaint children with the genre features of lullabies (features of content and form). 2. Show the difference and similarity of folk and author's lullabies. 3. Develop performing skills (perform lullabies slowly, gently, affectionately). 4. Develop children's creativity. Senior preschool age: 1. Clarify children's ideas about lullabies, their content, form. 2. To help understand the role of lullabies in family life, in relationships between parents, grandparents, children (mutual love, care). 3. To learn to see the expressive images of the lullaby, the figurative means of the language (epithets: chiseled, gilded), rhythm, rhymes, the presence of words that create the rhythm of the lullaby (“bayu-bay”, “lyuli-lyuli”). 4. Improve the performance skills of children. 5. Develop children's creativity.
Pestushki
- short sentences, accompanying with rhythmic and rhymed speech, the hygienic and physical procedures necessary for the child: washing, bathing, massage.
nursery rhymes
- accompany the games of an adult with a child, his pens, fingers. 7

jokes
- small poems in 4-6 lines, with their content reminiscent of small fairy tales in verse. The content of the jokes is made up of bright, colorful pictures of the surrounding life (everyday life, household, pets). Particular importance is attached to pestles and nursery rhymes in work with children of early and younger preschool age. In infancy and at an early age, pestles are used by the teacher when carrying out appropriate procedures (washing, mastering walking skills, various hand movements). At younger preschool age, pestles are used by the teacher when performing appropriate game actions with dolls. The teacher encourages the participation of children in the performance of pestles and nursery rhymes in everyday life. Special classes are held to familiarize children with nursery rhymes. At middle and senior preschool age, the purpose of pestles and nursery rhymes is specified: pestles are designed to help the child master the skills of washing, walking; amusement - amuse, amuse. Attention is drawn to the features of content and form. Nursery rhymes and pestles are compared with lullabies, riddles. To get acquainted with nursery rhymes, it is necessary to have toys, illustrations reflecting folklore images (“goat”, “white-sided magpie”, “cockerel”) in groups of early and younger age. It is possible to use the theater of pictures. The teacher tells the nursery rhyme and shows the children pictures that reflect the content of the nursery rhymes. Children of middle and older preschool age can perform nursery rhymes, in dramatization games, draw illustrations for nursery rhymes, compose nursery rhymes themselves. At the senior preschool age, it is possible to organize a "nursery nursery rhyme theater" - the creation of game miniatures by children according to the content of nursery rhymes.
The tasks of introducing children to pestles, nursery rhymes, jokes:
Early age: 1. Introduce children to oral poetry. 2. Cause an emotionally positive attitude towards pestles, nursery rhymes. 3. Contribute to the preservation of a joyful mood during the procedures. 4. Fix the name of body parts (arms, legs, head). 5. Stimulate active participation in the performance of pestles (performing movements and onomatopoeia). Junior preschool age: 8
1. Introduce children to oral poetry. 2. Help understand the purpose of nursery rhymes, jokes, pestles (help the child learn to walk, wash, amuse, entertain the child, performed affectionately, gently). 3. To stimulate the participation of children in the performance of nursery rhymes, jokes by the teacher (finishing words, performing movements, imitating game actions). 4. Encourage independent performance of pestles in games with dolls. Middle preschool age: 1. Clarify children's ideas about pestles, nursery rhymes, jokes, their content and form. 2. Help to understand the role of pests, nursery rhymes in the upbringing of young children (they teach movements, amuse, entertain). 3. Support the desire to tell nursery rhymes, jokes to dolls in role-playing games. Senior preschool age: 1. Summarize the knowledge of children about the poetry of fostering, its role in raising children in the family. 2. Learn to highlight the figurative means of the language in the text. 3. Encourage children to perform nursery rhymes, jokes in theatrical games, at folklore holidays. Improve the performance skills of children.
Fables - shifters
- works in which events unbelievable from the point of view of common sense develop. The whole system of images contradicts life's real observations. Acquaintance with fables-shifters can purposefully begin with the middle group. Although it is possible to acquaint with individual, accessible in content, fables even earlier. Children of primary preschool age are attracted by rhythm, familiar images. Younger preschoolers highlight only individual inconsistencies in the text. In the middle group, children are introduced to fables as a genre of folklore. They support the feeling of joy that arises in children from finding inconsistencies in the text. The same text can be referred to repeatedly, it is desirable to use illustrations for fables, in which children find the appropriate episodes. At the senior preschool age, children are taught to distinguish fables-shifters from other folklore genres, to substantiate their point of view. However, analysis 9
texts should not reduce the feeling of joy, fun when meeting with fables. At older preschool age, children themselves can compose fables, first by analogy with ready-made texts, replacing individual characters (cow-sheep) or actions (flies-swims), and then invent their own fables. At the senior preschool age, children are introduced not only to folk, but also to the author's tales of K. Chukovsky, D. Kharms and others.
The tasks of introducing children to fables-shifters:
Middle preschool age: 1. To acquaint children with fables, the peculiarities of their content (fairy tales tell about events that cannot happen in life). 2. Arouse interest in fables, the desire to find errors in the text. 3. Maintain a sense of joy that comes from hearing tales. Senior preschool age: 1. Clarify ideas about the genre features of fables. 2. To teach children to reason, to develop the logic and evidence of statements. 3. Learn to invent fables by analogy with ready-made texts. 4. Develop a sense of humor.
invocations
- poetic appeals to various natural phenomena (sun, wind, rain), small songs intended for singing by a group of children.
sentences
- appeals to animals, birds, built on the principle of request-wishes. Often sentences are based on onomatopoeia. Sentence calls bring joy to children, entertain them. Calls and sentences help to educate children in a sense of connection with nature. Calls genetically date back to ancient rites. Many incantations have now lost their magical meaning, but have acquired a comic character. Calls and sentences can be included in the educational process, starting from an early age. The teacher pronounces incantations and sentences during observations on a walk, during various weather phenomena, meeting with birds, insects, as well as in game situations. At this age, the execution of calls and sentences is accompanied by gestures (stretch your hands to the sun, show how much water is needed - knee-deep, like a butterfly flaps its wings), as well as onomatopoeia. At a younger preschool age, children are involved in the execution of invocations and sentences, the execution of sentences and invocations on the initiative of children is encouraged. 10
In the middle preschool age, general ideas are given about the origin and purpose of invocations and sentences (calls - from the word “click”, “call”, appeal to objects of nature: the sun, rain, wind, asking for a good harvest), it is noted that he invented people, attention is drawn to the intonation with which the incantations are pronounced. At the senior preschool age, children's ideas about the genre features of invocations and sentences are clarified. Children's creativity develops. Children themselves come up with incantations and sentences, appeals to various natural phenomena and animals. Children's creativity can be reflected in albums and books in which the incantations invented by children are recorded. Calls and sentences become part of dramatization games, folklore holidays.
Tasks of familiarizing children with invocations, sentences:
Junior preschool age: 1. Introduce to oral folk art. 2. Maintain the desire to pronounce the incantations with the teacher. Middle preschool age: 1. Introduce children to the content and form of invocations, sentences. 2. To promote the perception of invocations, sentences as a way of communicating with nature. 3. Involve children in the collective execution of calls, sentences. Senior preschool age: 1. Clarify ideas about the genre features of invocations, sentences. 2. Develop the ability to pronounce the incantations expressively (intonation of the request). 3. Develop creative abilities. Learn to come up with your own options for invocations, sentences.
Boring tales-
jokes are jokes of a fabulous nature, with which storytellers entertain children or try to discourage their excessive interest in fairy tales. A tedious fairy tale is offered instead of a fairy tale. A tedious tale in the form of a narration is close to a fairy tale and a saying, by appointment - to a podvyka. Fairy tale narration is always broken by mockery, which are of a different nature: immediately after the beginning, the end of the tale is announced; it is proposed to wait a long time for the end; the last words do not end the boring tale, but serve as a bridge to the repetition of the text: “Should we start the tale from the end?”. Acquaintance with boring fairy tales can be started from the middle preschool age. Children are introduced to the purpose and features of boring fairy tales. About 11
It is advisable to tell the peculiarities of boring fairy tales in a conversation with children, to show them an example of the correct telling of a boring fairy tale (intonation, pauses). The teacher encourages the participation of children in telling fairy tales, observes the reaction of children in the process of telling, reminds them how to listen and tell such fairy tales. In older preschool age, the repertoire of boring fairy tales that children are introduced to is expanding. Telling boring tales is included in folklore holidays and leisure activities. The teacher encourages children to tell boring tales in independent activities, attempts to compose their own boring tales. Children draw illustrations for boring fairy tales.
Tasks of familiarization with boring tales:
Middle preschool age: 1. Introduce boring fairy tales, features of their form (lack of completeness, repetition). 2. Arouse interest in boring fairy tales, a desire to learn boring fairy tales. Senior preschool age: 1. Clarify children's knowledge about the features of the content and form of boring fairy tales. 2. Show the way boring fairy tales exist in modern life. 3. Maintain the desire to tell boring tales. 4. Develop a sense of humor.
teaser
- a rhyme that rhymes a playful or offensive line with a name (“Masha is a confusion”). A teaser is a peculiar form of children's satire, in which negative traits of character, behavior, disobedience to the rules of the game are ridiculed. Acquaintance of children with teasers is possible at the senior preschool age. Before telling children about teasers, the teacher needs to observe the children, find out if children use teasers in their daily communication, what they make fun of in teasers (appearance, character traits: greed, snitch), how children react to teasers (offended, try to answer). Acquaintance with teasers should be carried out in such a way as not to increase negative tendencies in the relations of children, not to cause a desire to offend, humiliate. Acquaintance with teasers is possible if an emotionally positive atmosphere is created in the group. Children are told about the origin of teasers, their purpose, and are compared to other forms of folklore. First, they give examples of teasers with names that are not in the group, as well as teasers where names are not called. 12
After the children see in teasers not only offensive, but also funny (exaggeration), unusual rhymes, they can be invented for the names of all the children in the group, everyone can offer their own version. In the future, teasers can be used in staging games, entertainment. In everyday life, the use of teasers must be treated with caution. Children who are offended by teasers can be told that a teaser can always be answered with a teaser.
Tasks of familiarization with teasers:
Senior preschool age: 1. To introduce children to teasers, their purpose (to ridicule negative character traits), form (presence of rhyming words), and origin. 2. Learn to correctly assess typical life situations. 3. Cultivate the ability to respond correctly to a teaser (if the teaser is fair, try to improve, not be offended, be able to respond to the teaser).
Proverb-
this is a short, poetically figurative, rhythmically organized work of folk art, summarizing the historical and social experience of a generation. Clearly forming moral and ethical norms, proverbs are vivid examples of practical philosophy.
Proverb-
this is a well-aimed expression, expressed on a specific occasion, a figure of speech, only hinting at a conclusion. Acquaintance with proverbs can be started from the early preschool age. At this age, the teacher does not explain to children what a proverb is, but can use proverbs and sayings available to children in the appropriate situation. After cleaning the toys: “Finished business, walk boldly2”, in an outdoor game: “Small and remote”. In this case, the term "proverb" is not necessarily used. In the middle preschool age, the teacher uses proverbs and sayings in everyday life in appropriate situations. They repaired the toy: "As they say, the work of the master is afraid." For children who are bored and don’t know what to do: “The day is boring until the evening, if there is nothing to do,” etc. The teacher uses the term “proverb” more widely. “As the proverb says: “Measure seven times, cut once.” Explains to the children that proverbs were invented by the people. At older preschool age, children are given a definition of “proverbs” that is accessible to them. Proverbs are the wise thoughts of the people. The meaning of proverbs in human life is shown - they teach, help to live. If you don't know how you are 13
do remember, as the proverb says. A proverb will always help. Sayings make our speech more beautiful, interesting. Children are called the distinctive features of the form of proverbs (short, just a few words). Children are taught to think about the meaning of proverbs, to correlate with a specific case, situation. The specific educational value of the proverb depends on the content: the education of diligence, respect for parents, love for the motherland, etc. At older preschool age, children can be introduced to proverbs of different peoples that reflect the same thought. At this age, the creative abilities of children develop. They can be taught to invent fairy tales, stories according to the content of proverbs. Proverbs and sayings should be widely used in the educational process, in various activities: household, labor, gaming. The teacher himself uses proverbs, invites children to think about which proverb is suitable for a given situation, encourages children to use proverbs independently. During the year, acquaintance with proverbs is carried out in the process of organized educational activities: clarification of the genre features of proverbs, enrichment of the repertoire list of proverbs, comparison of proverbs with other folklore forms, selection of proverbs for literary texts, inventing stories and fairy tales according to proverbs. Proverbs are included in various folklore holidays and entertainments. Didactic games according to proverbs are widely used: verbal "Who will name more"; with visual material "Collect a proverb."
Tasks of familiarization with proverbs and sayings:
Middle preschool age: 1. Introduce children to proverbs. 2. Draw attention to the content of proverbs in specific situations. Senior preschool age: 1. Enrich children's understanding of proverbs, sayings (meaning, content, form). 2. Learn to think about the meaning of proverbs, correlate with situations that arise in life. 3. Learn to highlight the common meaning in the proverbs of different peoples. 4. Raise interest in the language, the desire to make your speech expressive. 5. Activate the independent use of proverbs by children. Based on the large population of the inhabitants of the Southern Urals, the Program involves the acquaintance of older preschool children with different genres of folklore: fairy tales, proverbs, legends and traditions that are common among the Russian, Bashkir, Tatar people, the Ural Cossacks. Acquaintance with 14
legends allows to enrich children's understanding of folklore genres, children are given an accessible definition of a legend as "a poetic legend about some historical event". With the help of legends and traditions, children learn about their ancestors, the origin of geographical names, customs and traditions of peoples. Of great interest to children are legends about the origin of the names of rivers, mountains, settlements. So, there are Bashkir and Tatar legends about the origin of the names of the Ural River and the Ural Mountains. The legends give interpretations of such names as the Sugomak, Egoza, Taganay mountains, the Sysert, Agidel, Miass rivers, Zyuratkul, Kasli lakes, the cities of Minyar, Chelyabinsk, "Kyshtym". There are also poetic versions of legends in the works of the Ural poetess N. Kondratkovskaya (“Ural Larch”), which children listen with pleasure. Legends arouse the interest of children, as they are close to a fairy tale, Batyrs, heroes act in them, magical transformations take place. Legends awaken the child's thought, make him learn about the beauty and wealth of his native land. It is better to tell legends and traditions to children, connecting them with specific historical facts, with a story about the origin of the geographical names of the places where they live, with excursions to objects that are described in legends, with looking at photographs and paintings. Acquaintance with proverbs and sayings of different peoples allows you to show children the commonality of moral ideals of representatives of different peoples. So children are introduced to Russian, Bashkir, Tatar proverbs about the attitude to work, family, friendship. For example, the Russian proverb “Without labor you cannot take out a fish from the pond”, the Bashkir proverb “Without labor there will be no food”, the Tatar proverb “Without labor you will not catch a hare”. In addition to the folklore of the peoples of the Southern Urals, children can also be introduced to the works of writers whose work is associated with the region and allows them to tell children about the beauty of the Ural region, to acquaint them with its nature, history, customs, and people. For the Ural region, this is the work of P.P. Bazhov, D.N. Mamin-Sibiryak, as well as modern Ural writers - L. Tatyanicheva, B. Ruchyev, A. Dementyev, N. Kondratkovskaya, N. Pikuleva. Acquaintance of children with the work of P. Bazhov allows you to talk about the beauty of the Ural region, to acquaint you with its past, with the rites and customs of people, their way of life. The tales of P. Bazhov "Sinyushkin Well", "Silver Hoof", "Golden Hair", "About the Great Poloz" teach friendship, honesty, kindness, love for one's work, develop cognitive interests, enrich the literary experience of preschoolers with images of "The Mistress of the Copper Mountain" , "Fire-jumps", "Stone Flower". 15
4. Targets for the implementation of the Program at the stage of completion of preschool education Targets for the educational area "Speech Development"  The child has basic knowledge about the folklore works of different genres of the peoples of the Southern Urals (Bashkir, Tatar, Russian);  The child is familiar with the work of writers and poets of the Southern Urals;  The child is able to realize the moral meaning and aesthetic value of folklore works;  The child is capable of empathy with the heroes of folklore works;  The child can use the content of folklore works in creative activities;  The child asks questions to adults and peers using emotional-figurative, explanatory-expressive speech; knows how to conduct a dialogue about the culture, art, history, nature of his native land; to talk coherently and figuratively about what they saw, to express their attitude towards it. 5. Features of the organization of the developing object-spatial environment Educational area "Speech development" An important condition for education on the ideas of folk pedagogy by means of folklore is the creation of a developing object-spatial environment, which includes two main components:  The speech of the teacher, enriched with folklore vocabulary;  Object environment (objects of national life, toys, paintings, books), reflecting the content of folklore texts. The creation of a subject-spatial speech developing environment is aimed at ensuring the naturalness and functional expediency of using folklore works by a teacher in the educational process in various activities. The teacher should appropriately apply folklore works not only in planned, but also in unexpected situations. In all age groups, visual material is an addition to texts: household items, illustrations, folk toys, various types of books based on folklore materials (toy books, layout books), didactic games, costumes and costume elements for the teacher and children. In older groups, it is advisable to involve children in the creation of a subject-developing environment, enrich the environment with the results of visual (crafts, drawings) and verbal creativity of children (albums of incantations invented by children, fables, etc.). The presence of a hut-museum in the kindergarten allows not only to help children imagine the objects mentioned in folklore texts, to understand them 16
purpose, but also to show children the condition for the existence of folklore. The object-spatial environment may include visual and illustrative material, which allows you to visually acquaint preschoolers with photographs of South Ural poets and writers, with illustrations of nature, working people, works of decorative and applied art. The material of the music libraries may contain records of birds singing, voices of representatives of the animal world of the Southern Urals, folk musical instruments, reflecting the poetics and beauty of the native land. 6. Features of planning educational activities with participants in educational relations An approximate long-term plan for educational activities to familiarize children with folklore works in the middle group Quarter I Tasks: 1. Clarify children's ideas about lullabies, incantations, their content, form. 2. Introduce boring fairy tales. Arouse interest in fairy tales, the desire to learn new things. 3. Develop children's creativity. Lullabies Tasks Direct-educational activity Activities in the process of regime moments 1 “Night has come, darkness has brought ...” 2 “Luli-lyuli-lyulenki, where are you, where are you, gulenki ...” 1 Enrich and clarify children's knowledge about the features of Russian folk lullabies 2 Develop creative children's abilities. Learn to invent separate lines in lullabies 1 Music lesson “Singing lullabies with children” 1 Listening to lullabies performed by a string orchestra 2 Role-playing games with singing lullabies 3 Staging a fairy tale about a stupid mouse (S. Marshak) Boring tales 1 “A bear came to the ford, plopping in water ... "2 "Once upon a time Yashka ..." 1 Introduce children to the genre of a boring fairy tale 2 Learn to highlight the genre features of a fairy tale (lack of completeness, repetition), develop a sense of humor, endurance 1 Conversation about boring fairy tales (answers to questions from a teacher on a fairy tale) 2 Telling a boring fairy tale “Once upon a time Yashka ...” 3 Drawing a bear 1 Examining illustrations for fairy tales 2 Dramatizing the fairy tale “A bear came ...” 3 Watching a video cassette about 17
fairy tales, fables “Vovka in a distant kingdom ...” Invocations 1 “Autumn, autumn ...” 2 “A mighty bear ...” 1 Clarify children's knowledge about the features of invocations 2 Teach children to tell inscriptions expressively 1 Performing invocations for a walk 2 When looking at books in a book corner, include invocations 18