Organization: MDOU DSKB No. 22

Location: Krasnodar Territory, Yeysk

Project type

According to the activity dominant in the project: creative - search.

Project participants: children of a general developmental group from 3 to 4 years old, group teacher, parents.

By time: long term.

By nature of contacts: within the DOW.

Project justification

“A child only learns not conventional sounds by studying his native language, he drinks spiritual life and strength from the native breast of his native word.

It explains nature to him as no natural scientist could explain it;

it acquaints him with the character of the people around him, with the society in which he lives, with its history and aspirations, as no historian could acquaint him with;

it introduces it into popular beliefs, into popular poetry, as no aesthetician could introduce;

it finally gives such logical concepts and philosophical views, which, of course, no philosopher could communicate to a child.

K.D.Ushinsky

Age from 3 to 4 years is of particular importance for the speech development of the child.

The main task of a teacher in the field of speech development of children of primary preschool age is to help them master spoken language, master their native language.

The most important source for the development of the expressiveness of children's speech are the works of oral folk art, including small folklore forms (riddles, nursery rhymes, counting rhymes, lullabies).

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

Based on this, basic foundation for the development of speech in children of the second junior group I chose methodical theme"The role of oral folk art in the speech development of children of primary preschool age."

RELEVANCE

One of the effective means of educating such a person and his full development is oral folk art.

The possibility of using oral folk art in a preschool institution for the development of speech of preschool children is due to the specifics of the content and forms of works of verbal creativity of the Russian people, the nature of acquaintance with them and the speech development of preschoolers.

Children perceive folklore works well due to their gentle humor, unobtrusive didacticism and familiar life situations.

Oral folk art is an invaluable wealth of every nation, a view of life, society, nature developed over the centuries, an indicator of its abilities and talent. Through oral folk art, the child not only masters his native language, but also, mastering its beauty, conciseness, joins the culture of his people, gets the first impressions about it.

PROBLEM:

Why do our children speak badly? maybe because we have forgotten how to talk to them. when communicating with their children, parents rarely use sayings and proverbs, and in fact they are the essence of resolving any conflict.

oral folk art has an amazing ability to awaken a good beginning in people. the use of oral folk art in work with children creates unique conditions for the development of speech, thinking of children, motivation of behavior, accumulation of positive moral experience in interpersonal relationships.

The absence of epithets, comparisons, figurative expressions impoverishes, simplifies speech, turns it into inexpressive, boring, monotonous and unpleasant. without brightness and brilliance, speech fades, dims.

Project hypothesis:

If you use oral folk art along with modern techniques learning, the child's speech will improve and the level of cognitive and communicative abilities of children will increase.

Objective of the project:

development of creative, cognitive, communicative abilities of children on the basis of oral folk art.

Project objectives:

To acquaint children with the outside world - nature (plants, animals, birds); with the way of life and way of life of the Russian people.

Improve dialogical and monologue speech.

To cultivate aesthetic feelings when getting acquainted with samples of oral folk art.

To form the prerequisites for search activity, intellectual initiative, positive attitude for organized learning activities.

Methods and forms of the project:

FORMS:

Classes, leisure activities, advisory work with educators and parents, free-independent activities

(individual work using didactic materials).

Methods:

Observation, storytelling, games, display.

Project Implementation Strategy

This project is carried out within the framework of the pedagogical system of MDOU DS KV No. 22 in the city of Yeysk MO Yeysk district of the Krasnodar TerritoryDevelopment perspective plan organization, the development of creative, cognitive, communicative abilities of children was carried out on the basis of oral folk art. ;

• with children - in specially organized activities, in the joint activities of the teacher and children:

• conducting a cycle of thematic classes on various types of activities in order to enrich pedagogical influences aimed at mastering a certain speech content by the child through the effective use of small folklore forms;
• didactic games, role-playing games, dramatization games, guessing riddles, observations ;
• outdoor games ;
• special game tasks ;
• psychogymnastics.

• with parents - through psychological and pedagogical work, involving parents in a single general educational space "family - kindergarten":
  • carrying out activities to improve the psychological and pedagogical culture of parents;
  • organizing joint leisure activities with parents and children.

Expected Result

• To acquaint children with the outside world - nature (plants, animals, birds); with the way of life and way of life of the Russian people.
• to enrich the social life of preschoolers, their horizons will expand;
• in children to increase interest in oral folk art; Improve dialogical and monologue speech.

Cultivate aesthetic feelings when getting acquainted with samples of oral folk art.

To form the prerequisites for search activity, intellectual initiative, a positive attitude towards organized learning activities.

• children will form ideas about moral and valuable norms and rules of behavior;
• the communicative and social competence of children will be formed;
• parents will form ideas about creating a favorable emotional and social - psychological climate for the full development of the child;
• parents will be involved in a single space "family - kindergarten";

Stages and terms of implementation:

Stage I - preparatory,

Stage II - practical,

Stage III is the final one.

1) preparatory: preparation of goals and objectives, selection of literature on oral folk art;

2) actually - research (main): implementation of the main activities provided for by the project;

3) final: generalization of the results of the work, their analysis, formulation of conclusions.

IIIstage - final

PERFORMANCE:

Familiarization of children with oral folk art and its everyday use both in sensitive moments and in gaming activity develops the child's oral speech, his fantasy and imagination, affects spiritual development teaches certain moral standards.

Children's folklore gives us the opportunity to early stages the life of a child to attach him to folk poetry.

With the help of small forms of folklore, it is possible to solve almost all the tasks of the methodology for the development of speech, therefore, along with the main methods and means of the speech development of preschoolers, I use this richest material of the verbal creativity of the people.

Lullabies are introduced to children as early as early age, which allows kids to memorize words and forms of words, phrases, to master the lexical and grammatical aspects of speech.

Rhymes, rhymes, chants are the richest material for the development of the sound culture of speech. developing a sense of rhythm and rhyme, we prepare the child for further perception of poetic speech and form his intonational expressiveness.

Riddles enrich the vocabulary of children due to the ambiguity of words, help to see the secondary meanings of words, form ideas about their figurative meaning. they help children learn the sound and grammatical structure of Russian speech, forcing them to focus on the language form and analyze it. solving riddles develops the ability of preschoolers to analyze, generalize.

To solve all the above problems of the speech development of children, I selected and compiled a card file of games based on children's folklore.

Russian folk, round dance games attracted my attention not only as a huge potential for physical development child, but also as a genre of oral folk art. the folklore material contained in the games contributes to the emotionally positive mastery of native speech. children play outdoor games with great pleasure, desire and interest.

I noted that in the process of familiarizing children with mobile and finger games not only speech is formed, but also develops fine motor skills hands and fingers, which prepares the child's hand for writing, makes it possible to improvise, combine word with action. and most importantly, the level of development of children's speech is directly dependent on the degree of formation of fine movements of the hands and fingers.

On the basis of folklore works, she compiled a complex of hardening gymnastics after daytime sleep for children of primary preschool age, which is used every day to strengthen and maintain children's health, maintain interest in physical exercises.

I consider various leisure and entertainment activities to be one of the effective forms of work with children on speech development. in accordance with this, she developed a cycle of entertainment of the artistic and aesthetic cycle.

Prepared consultations on this topic for parents and teachers, reflecting topical issues in the development of the child's speech in preschool and family.

She made table theaters: "Masha and the Bear", "Teremok", "Geese Swans", "Kolobok" and theaters on flannelgraph: "Three Bears", "Geese Swans", "Zayushkina Hut", "Turnip", "Kurochka" ripple".

Compiled a card index of Russian folk games: “Cucumber-Cucumber”, “Lark”, “Sea Figure”, “Duck and Drake”, “At the Bear in the Forest”, “Bridge”

Together with the parents, the group collected a children's library of Russian folk tales.

Diagnostics in the section of the program "from birth to school" showed the effectiveness of the work I am implementing to familiarize children with oral folk art.

There is an increase in the number of children with a level above the average by 20%, the correspondence of the level of speech development to age norms is observed in 78% of the children of the group.

In the section "development of the dictionary" positive dynamics was 9.4%, in the section "development of coherent speech" - by 9.5%, there are no children with a low level.

I am sure that folklore effectively develops the oral speech of a child, influences his spiritual, aesthetic and emotional development.

Thus, introducing a child to folk culture should begin with early childhood. folklore is a unique means for transmitting folk wisdom and educating children at the initial stage of their development. children's creativity is based on imitation, which serves as an important factor in the development of the child, his speech. Gradually, the kids develop an internal readiness for a deeper perception of the works of Russian folk literature, the vocabulary is enriched and expanded, the ability to master their native speech.

In my future work, I will effectively use and implement all types and forms of children's folklore, Russian folk games, reading and telling fairy tales.

Ensuring project activities

Methodical:

1. Baburina G.I., Kuzina T.F. Folk pedagogy in the education of preschoolers. M., 1995.

2. Anthology of pedagogical thought of Russia and the Russian state of Xll-XII centuries, M., 1985.

3. Dal V.I. Proverbs and sayings of the Russian people. M., 2009.

4. Larks: Songs, sentences, nursery rhymes, jokes, counting rhymes / Comp. G. Naumenko. M., 1998.

5. Knyazeva O.L., Makhaneva M.D. Familiarization of children with the origins of Russian culture: Textbook-method. Manual 2nd ed., revised. and additional St. Petersburg,. 2008.

6. Kozyreva L.M. I speak beautifully and correctly. Speech development in children from birth to 5 years. M., 2005.

7. Russian folklore / Comp. V. Anikin. M., 1985.

8. Yanushko E.A. Help your child speak! The development of speech of children 1.5-3 years old. M., 2009.

“Not conditional sounds only a child learns, studying his native language,
he drinks spiritual life and strength from the native breast of his native word.
* It explains nature to him, as no natural scientist could explain it;
* it introduces him to the character of the people around him, to society,
among which he lives, with his history and aspirations, as no historian could acquaint him with;
* it introduces it into popular beliefs, into popular poetry, as no aesthetician could introduce;
* it finally gives such logical concepts and philosophical views,
which, of course, no philosopher could tell a child ... "
( K. D. Ushinsky)

1. Update

In order to attract public attention to the development of culture, the preservation of cultural and historical heritage and the role of Russian culture throughout the world, 2014 in Russian Federation declared the Year of Culture by the President.
At present, the problem of raising children on the basis of Russian national culture, at a meeting of national achievements, is very relevant.
Undoubtedly, With the intensive introduction of computerization into life, the folk language begins to lose its emotionality. It was filled with foreign words, and the language of the computer is devoid of color, imagery.
The modern environment in which children grow up is a chaotic set of elements of various traditions and cultures, which is fraught with the threat of the development of indifference, because it is impossible to comprehend, understand and love everything at the same time. Something must be special in life. This special thing for our children should be their native Russian culture.
2. Short review theories
Acquaintance with the traditions and customs of the Russian people helps to cultivate love for the history and culture of the Russian people, helps to preserve the past.
Russian folklore is a path from the past, through the present, to the future, a pure and eternal source.
Therefore, children's knowledge of folk culture, Russian folk art, folklore, resonates in children's hearts, has a positive effect on aesthetic development children, reveals the creative abilities of each child, forms a common spiritual culture. And it is necessary to start familiarizing with the values ​​of folk culture from an early age. Childhood memories are indelible. Children are very trusting and open. Fortunately, childhood is a time when a genuine sincere immersion in the origins of national culture is possible.
Russian folklore is a living spring of pure and bright water. It helps to look into ourselves, to understand who we are and where we come from. Ancient wisdom reminds us: "A man who does not know his past knows nothing."
Folklore is called "living antiquity ". In it, as in a magic box, there are nursery rhymes and counting rhymes, games and songs, riddles and tongue twisters. Folk pedagogy (and it underlies children's folklore) takes into account all the features of the development of our children.
Russian folk games, round dances, dances, folk songs, ditties, nursery rhymes, tongue twisters, fairy tales, riddles, incantations, proverbs, sayings are the richest source of physical, cognitive and moral development children.
Pestushki and nursery rhymes help relatives to nurse the baby in the first year of his life. There was a long Russian tradition - all activities related to childcare should be accompanied by songs, rhymes, sayings, sayings . Rhythmically built speech sharpens the perception of the world around, causing a feeling of joy in children.
all sorts of games (burners, salki, blind man's buff, round dances, etc.) meet the physical needs of the child, his active nature. They help the kid find his place in the team, teach him to communicate not only with his peers, but also with children older and younger than him. This is an indispensable experience of social adaptation, which, unfortunately, has been lost today.
Nursery rhymes about animals help the child learn the world. They develop his memory, attention and imagination.
Juicy and figurative language tales, shifters and fairy tales responds to the desire of adults to convey to the child a sense of the multicolored world around and contributes to the development of his sense of humor.
Mystery - one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects or phenomena are given in an extremely compressed, figurative form.
playful dialogues and riddles - the main material for the development of a child's speech, his memory and attention, and tongue twisters, tongue twisters - kind "folk speech therapy".
Using in speech Proverbs and sayings , children learn to express their thoughts and feelings clearly and concisely, expressively, coloring their speech intonation. At the same time, the ability to creatively use the word develops, the ability to figuratively describe the object, to give it a vivid description.
Small folklore genres, if you look more broadly, give the child a certain positive "development program".
AT preschool age there is a special type of activity aimed at understanding the world - speech-thinking; at the same time, not the accumulation of knowledge in itself, but the provision in the process of their acquisition of the unity of thought and word. Mastering speech in the unity of the pronunciation and semantic aspects restructures mental activity. The child gets the opportunity to learn what cannot be perceived with the help of the senses, learns to control his behavior, to be aware of his activity. The development of speech and thought activity is an important task in preparing preschoolers for school.
3. Methodological foundations
K.D. Ushinsky (29), V.I. Dahl (12), D.B. Elkonin (33), N.Kh. Shvachkin (32).
The educational potential of folk pedagogy was highly appreciated by K.D. Ushinsky (29): “Education, created by the people themselves and based on folk principles, has that educational power that is not found in the best systems based on abstract ideas ...” He believed in the principle “people without nationality - a body without a soul. knowing well folk customs, rituals, traditions, he came to the conclusion that "the wisdom of the ancestors is a mirror for posterity" and therefore stood up for public education, because it is a living example of national development.
4. Survey results
In most cases, preschoolers with OHP demonstrate a lack of understanding of the hidden meaning of figurative expressions, a literal interpretation of the meaning of proverbs, insufficient ability to abstract from a specific situation, and purposefully analyze the conditions of a mental task.
At an older age, these children have certain knowledge and intellectual skills, but their logical activity is characterized by extreme instability and lack of planning: they pay attention to any one, randomly snatched sign, characteristic of an object or phenomenon. It is difficult for children to express their thoughts. In speech, they do not use abstract concepts, rarely use generalized words, and find it difficult to prove their judgment. The reasoning of children is inconsistent, illogical. Statements are short, abrupt, grammatically unformed.
Conclusion: To overcome the existing problems, it is advisable to use small folklore forms in speech therapy work as a means of shaping children's speech-cogitative activity, enriching and clarifying the vocabulary, improving understanding of the speech of others through acquaintance with the figurativeness and ambiguity of the native language.
5. The purpose of the work
Optimization of speech therapy work with older preschool children with OHP through the use of small folklore forms.
6. Tasks
In accordance with the stated goal, tasks are defined:
1. Determine the theoretical and methodological foundations for the use of small folklore forms in speech therapy work with children aged 5 years with ONR;
2. To identify the features of understanding and use of small folklore forms by children of senior preschool age with OHP;
3. To develop a thematic block of the use of small folklore forms in work with children aged 5 years with ONR in order to develop their full-fledged speech activity and increase the efficiency of the speech therapy process;
4. Check the effectiveness of the use of small folklore forms in speech therapy work with children aged 5 years with ONR.
7. Principles
We build our work on the development of children's speech by means of children's folklore on the following basic principles:

• integration of work based on folk art with different directions educational work and activities of children (reading fiction, familiarization with nature, speech development, various games, productive activities);
• active inclusion of children in a variety of artistic and creative activities: musical, visual, game, artistic and speech, theatrical;
• based on the principle individual approach to children, taking into account their individual preferences, inclinations, interests, the level of development of a particular children's activity, individual work with each child in the process of collective activities with children;
• caring and respectful attitude towards children's creativity in whatever form it appears. 8. Implementation

To solve the tasks we use set of methods : theoretical analysis of general and special psychological and pedagogical literature on the problem, examination of children, conversations with parents, consultations, joint holidays, leisure activities, exhibitions, reading fiction, explanation, learning, dramatization games, creating a file cabinet for children on folklore: nursery rhymes, tongue twisters, tongue twisters, the Zvukarik album, didactic games based on fairy tales…
In correctional and speech therapy work with children with severe speech disorders of 4 years of age, available are " small folklore forms»- nursery rhymes, tongue twisters, counting rhymes, short tales; with children 5-6 years old, along with the complication of "small forms", we devote more space to folk tales, proverbs, sayings, incantations, teasers, riddles; children 6 - 7 years old should be introduced to fables, ditties, epics.
Main forms organization of teaching children, on which folklore material is used by a speech therapist teacher, are individual and subgroup speech therapy classes species :
- classes on the development of lexical and grammatical means of the language;
- classes on the formation of coherent storytelling skills;
- classes on the formation of the correct sound pronunciation (at the stage of automation of sounds in coherent speech);
- logarithmic exercises.
Folklore works are used in various structural components classes: in the organizational moment (when children are introduced to the topic of the lesson), in the main part (when studying the topic), during dynamic pauses, finger gymnastics, mimic gymnastics, when performing various kinds massage, breathing exercises.
When used in correctional and speech therapy work folklore material we made sure that:

• Subject to the selection of small folklore forms, taking into account the age capabilities of children and the organization of systematic work, they can be understood by children with severe speech disorders.
• The use of small folklore forms in speech therapy work contributes to the solution of such tasks, how:

- educational - enrichment of the dictionary, the formation of the lexical and grammatical structure of speech, a coherent statement, the improvement of the sound side of speech;
- developing - the development of phonemic hearing, the development of observation, the development of fantasy, creativity preschoolers and the ability to find means of expressing the image in facial expressions, gestures, intonations;
- educational - to cultivate love for the native language, a kind attitude towards our smaller brothers, a sense of beauty, to expand the idea of ​​\u200b\u200bgoodness, truth, beauty.
9. Phased
You need to work out tongue twisters in the following order:

• say the tongue twister slowly, in a whisper, articulating very clearly with your lips;
• pronounce the tongue twister in a whisper, quickly, also articulating very clearly;
• speak “through your teeth” (lips actively articulate, teeth are clenched);
• pronounce the tongue twister loudly, slowly, articulating very clearly;
• speak loudly, as clearly and quickly as possible.

We pronounce each tongue twister with different intonations: interrogative, cheerfully, sadly, “out of breath” (“as if they were running after the bus”).
The correctional and developmental possibilities of the riddle are diverse:

• education of resourcefulness, ingenuity, speed of reaction;
• stimulation of mental activity;
• development of thinking, speech, memory, attention, imagination;
• expanding the stock of knowledge and ideas about the world;
• sensory development.

This is especially true for children with general underdevelopment of speech, because. in this case, the riddle becomes a significant practical material for the correction and formation of the correct speech of the child.
Preschoolers with OHP have difficulty understanding and interpreting the text of riddles, which, of course, affects the correctness of guessing.
The conditions that ensure the correct understanding and correct guessing of riddles are:

Preliminary familiarization of children with the objects and phenomena referred to in the riddle;
- the teacher's thinking through the way of using riddles, the nature and manner of their presentation;
- the level of speech development of children;
- taking into account the age characteristics and capabilities of preschoolers with OHP.

When developing the mental abilities of children with severe speech disorders, it is important not only to simply guess familiar riddles, but also to teach them to make up their own.
Making children aware proverbs as a folklore genre, we develop the moral qualities of the individual, creative thinking, enrich speech using a variety of techniques that make this work interesting and most effective for the formation moral qualities every child.
The composition of proverbs and sayings as a type of creative activity can be included as part of the lesson or carried out as a separate lesson. It is important to explain to the children that in the proverb the thought is expressed briefly, concisely. When compiling proverbs and sayings, you can not add extra words (unlike answering questions where you need to formulate full sentences). It is important to compose a new proverb, saying, but at the same time retain the form, intonation pattern and semantic meaning of the former one.
Among the proverbs and sayings, you can find examples of ready-made game exercises. Proverbs like this one: “You won’t find the truth with him, like a snake’s legs,” you can make a lot. For example, you won’t find stripes on a giraffe, spots on a lion, hooves on a cat, teeth on a rooster, a shell on a crocodile, claws on a pike ... It is important that children learn to notice the features of the world around them, consolidate knowledge, learn to express thought in words, formulating it in a special way.
Working on understanding the figurative meaning of the proverb, we develop associative thinking in them. "Wags his tongue like a cow's tail" - here the language of a talkative person, divulging his own and other people's secrets, is compared to a cow's tail. Proverbs and sayings are fertile material for the development of both associative thinking and figurative speech.
It should be borne in mind that the development of creativity cannot proceed without relying on visibility. The use of pictures in such games is mandatory. They help children understand and complete the task faster, create a positive emotional background. When compiling proverbs similar to such as “A goose is not a comrade to a pig” (or “A wolf is not a comrade to a horse”), pictures do not have to be displayed in pairs at once. Children are invited to choose pictures of animals, who, in their opinion, is “not a friend” to whom. Children themselves make pairs according to this principle and then come up with proverbs themselves. Only after training exercises with visualization do children have the ability to abstract.
Having become acquainted with effective techniques and methods of working with proverbs, conclusions can be drawn:
1. The child evaluates the facts of his life according to their significance, implements a value attitude towards the world. Value is for the child everything that has a certain significance for him.
2. The use of proverbs and sayings and work on them, increases the level of education, consciousness, morality, patriotism, mutual understanding and diligence.
3. In children, the level of cognitive and speech activity increases, vocabulary is enriched.
4. Through proverbs and sayings, the grammatical structure, coherent speech, and speech activity of preschoolers with OHP develop and form.
The use of proverbs and sayings allows you to make the work more exciting for children and the speech therapist, as well as increase the level of assimilation of material on lexical topics.
10. Conclusion
In conclusion, we can formulate the following conclusions:
The use of small forms of folklore in working with children with OHP allows you to give the child the opportunity to show all his abilities, consolidate his pronunciation and teach him to use in his speech the material that he learned in the classroom.
In a short period of time, children have become more liberated, they are not afraid to speak, they perform tasks more intensively, they try to remember speech material and transfer it to communication with their peers. Speech development classes have become more interesting both for them and for the speech therapist.
In our future work, we will actively use all types and forms of children's folklore, reading and telling fairy tales, since small forms of folklore develop children's oral speech, affect their spiritual, aesthetic and emotional development.
prospects further work we see:
- in deepening the correctional and developmental possibilities of small folklore forms used in the process of speech therapy work with children aged 5-7 years with ONR,
- in search of ways to ensure effective interaction of specialists on this issue,
- in the integration of correctional and speech therapy work on the material of small folklore forms with children with speech disorders.

Links to sources:

1. Anikin V.P. Russian folk proverbs, sayings, riddles, children's folklore. M.: Uchpedgiz, 1957. 240s;
2. Anikin V.P. A step to wisdom. M., 1988;
3. Anikin V.P. Russian folk proverbs, sayings, riddles and children's folklore. M., 1957;
4. Venger L.A., Mukhina V.S. Psychology. M.: Education, 1988. 328s;
5. Vygotsky L.S. Thinking and speech. Psychological M-L research., 1938;
6. Vygotsky L.S. Mental development of children in the learning process Sat. M-L., 1935;
7. Gvozdev A.N. Questions of studying children's speech. M., 1961;
8. Gvozdev A.N. Formation of the child's grammatical structure of the language In 2 hours. M., 1949;
9. Generalova N. Russian folk rhymes in the life of kids // Doshk. education.-1985.-№11.-p.21-24.;
10. Grigoriev V. M. Folk games and traditions in Russia. M., 1994.
11. Braid, weave. Russian folk songs and round dances / / Comp. V. Agafonnikov. M., 1973;
12. Dal V.I. Proverbs and sayings. Naputnoe // Russian folk poetic creativity. Reader on folklore /Comp.: Yu.G. Kruglov. M.: Higher school, 1986. S. 185-193;
13. Zharenkova G.I. Understanding of grammatical relations by children with general underdevelopment of speech /School for children with severe speech disorders. M., 1958;
14. Zhinkin N.I. Mechanisms of speech. M., 1958;
15. Agrutdinova M., Gavrish N. Use of small folklore forms // Doshk. education.-1991.-№9.-p.16-22;
16. Illarionova Yu.G. Teach children to solve riddles. Moscow: Enlightenment, 1976. 127p.;
17. Karpinskaya N.S. Artistic word in the upbringing of children (early and preschool age). M.: Pedagogy, 1972. 143s.;
18. Kartushina M. Yu. Abstracts of logorhythmic activities with children aged 5-6 years. M.: TC Sphere, 2005;
19. Kudryavtseva E. The use of riddles in didactic game(senior preschool age) // Doshk. education.-1986.-№9.-p.23-26;
20. Matskevich A.Ya. Small forms of folklore for preschoolers // Working with a book in kindergarten/ Comp.: V.A. Boguslavskaya, V.D. One-time. M.: Enlightenment, 1967. S. 46-60;
21. Melnikov M.N. Russian children's folklore. M.: Enlightenment, 1987.239s.;
22. Orlova N. The use of proverbs and sayings in work with children // Doshk. education.-1984.-№4.-p.8-11.;
23. Romanenko L. Oral folk art in the development of children's speech activity // Doshk. education.-1990.-№7.-S.15-18.;
24. Sergeeva D. And how it speaks, like a river murmurs (small folklore genres in the labor activity of preschoolers) // Doshk. education.-1994.-№9.-p.17-23;
25. Usova A.P. Russian folk art in kindergarten. - M.: Enlightenment, 1972. 78s.;
26. K.D. Ushinsky / Selected pedagogical works in two volumes / Edited by A.I. Piskunova, G.S. Kostyuk, D.O. Lordkipanidze, M.F. Shabaeva. - M. "Pedagogy", 1974;
27. Khvattsev M.E. How to prevent and eliminate voice and speech deficiencies in children. - M., 1962;
28. Khmelyuk M. The use of riddles in working with children // Doshk. education.-1983.-№7.-p.18-21;
29. Shvachkin N.Kh. "The development of speech forms in a younger preschooler".//Issues of the psychology of a child of preschool age. - Sat. Art./Under. ed. A.N. Leontiev, A.V. Zaporozhets. - M., 1995;
30. Elkonin D.B. Child psychology: development from birth to seven years. Moscow: Enlightenment, 1960. 348s.

K.D. Ushinsky:

Preschool childhood, as a period in human life, plays an important role in shaping what not only each individual person, but the whole of humanity, the world as a whole will become. Embedded in preschool childhood educational, ideological, moral, cultural priorities determine the life path of generations, affect the development and state of the entire civilization. It is necessary to pay as much attention as possible to the formation of the inner world of the child. Invaluable help in this is provided by communication with the book.

“Reading is the main skill,” wrote A.S. Pushkin. Through reading fiction, the child learns the past, present and future of the world, learns to analyze, moral and cultural values ​​are laid in it.

Modern children spend more and more time playing computer games and watching TV. Sociological studies in our country and abroad have revealed negative trends: there is a markedly reduced interest in reading among younger preschoolers and teenagers; the share of reading in the structure of children's free time has been drastically reduced.

To date, the relevance of solving this problem is obvious. In order to educate a reader in a child, an adult must himself show interest in a book, understand its role in a person’s life, know books recommended for preschool children, and be able to talk interestingly with kids.

Reading develops a person's speech, makes it correct, clear, understandable, figurative, beautiful.

Reading develops a person's soul, teaches him to be compassionate, to be merciful, to feel someone else's pain and rejoice in someone else's success.

Reading is an impulse to creative insight, to the creation of a new artistic creation.

A person who reads knows how to use information and explore it.

A special place in preschool institutions is occupied by familiarizing children with fiction as an art and a means of developing intelligence, speech, a positive attitude towards the world, love and interest in books.

A preschooler is a kind of reader. He perceives literature by ear, and this process continues until he himself learns to read. But, even having mastered the technique of reading, he has a childish attitude to book events and heroes for a long time.

A child of preschool age is characterized by an out-of-context perception of art. In his ideas about what is happening in the work, he goes far beyond the text itself: he animates the inanimate, does not correlate the events described with real time and place, changes the work in his own way, making him the heroes of himself, his friends and acquaintances, characters of previously read books. A children's book that a child likes captures him so much that he does not separate himself from what is happening in it, plunging into it, presenting the events and the process of his participation in the depicted to the smallest detail. Such qualities are characteristic of children of senior preschool age.

Works of fiction reveal to children the world of human feelings, arousing interest in the individual, in inner world hero.
Having learned to empathize with the heroes of works of art, children begin to notice the mood of their loved ones and those around them. Humane feelings begin to awaken in them - the ability to show participation, kindness, protest against injustice. This is the basis on which adherence to principles, honesty, and true citizenship are brought up. “Feeling precedes knowledge; whoever did not feel the truth did not understand and did not recognize it, ”wrote V. G. Belinsky.
The child's feelings develop in the process of assimilation of the language of those works with which the teacher introduces him. The artistic word helps the child to understand the beauty of the sounding native speech, it teaches him the aesthetic perception of the environment and at the same time forms his ethical (moral) ideas.
The child's acquaintance with fiction begins with miniatures of folk art - nursery rhymes, songs, then he listens folk tales. Deep humanity, extremely precise moral orientation, lively humor, figurative language are the features of these miniature folklore works. Finally, the kid is read author's fairy tales, poems, stories available to him.
The people are an unsurpassed teacher of children's speech. In no other works, except for folk, you will find such an ideal arrangement of difficult to pronounce sounds, such an amazingly thoughtful combination of a number of words that barely differ from each other in sound. For example: “There was a bull that was stupid, a stupid bull, the bull had a white lip, it was stupid”; "The cap is not sewn in the style of a cap, it is necessary to recap it, whoever recaps it, that half a cap will be peas." And benevolent banter, subtle humor of nursery rhymes, teasers, counting rhymes - effective remedy pedagogical influence, a good "medicine" against laziness, cowardice, stubbornness, whims, selfishness.
A journey into the world of a fairy tale develops the imagination, fantasy of children, encourages them to write themselves. Brought up on the best literary models in the spirit of humanity, children show themselves just in their stories and fairy tales, defending the offended and weak and punishing the evil. Thus, helping children to master the language of a given work of art, the teacher also fulfills the tasks of education.
And aesthetic, and especially moral (ethical) ideas, children should take out precisely from works of art, and not from the moralizing arguments of educators about the works they read, prepared questions on questions. The teacher must remember: excessive moralizing about what has been read brings great, often irreparable harm; “Disassembled” with the help of many small questions, the work immediately loses all charm in the eyes of children; loses interest in it. One must fully trust the educational possibilities of a literary text.
Fiction plays an important role in the development of the social experience of the preschooler.

In fiction, especially in fairy tales, there are plots in which children find themselves alone, without parents, describe the trials and tribulations that, in this regard, fall to their lot, and very emotionally represent the aspirations of child characters to find a home and parents again.

A lot of works that are written for preschool children form their right attitude to nature, the ability to carefully handle living beings; form positive attitude to work, form knowledge about the work of adults, about the organization of labor activity. All this contributes to the educational opportunities for teaching children labor skills. Skill Mastery Raises labor activity to a higher stage of development, allows the child to set and achieve goals; ensures a more complete and successful use of labor activity as a means of moral education.

A reader in a child will grow up when literature, a book correspond to his worldview, his needs, his spiritual impulses, when the book contains the answer to a question that is still ripening in the mind, when emotions are anticipated. The circle of children's reading is the circle of those works that I read (or listen to reading) and perceive the children themselves.

The reading circle of preschoolers is changing especially rapidly. Here, in fact, each year of a child's life has its own works. And what sounded to the baby of the second year of life and understood by him, the five-year-old will be uninteresting or will be rethought by him. For children 6-7 years old, more voluminous books are needed that require reading with a continuation, having a multi-way plot, a large number actors, complex artistic techniques.

Thus, the selection of literature for children's reading depends on the age of the child, on his passions and preferences, but not only ...

The selection of literature for children's reading is greatly influenced by the historical and moral time in which the child reader lives. Choosing a book to read to a baby today, we must definitely think about its focus on the formation of positive emotions of the child, positive activity. The nature of art is such that it inspires a person, including a small one, to some accomplishments, deeds, actions.

For preschool children, it is necessary to choose literature with vivid illustrations.

You should also remember about the thematic diversity of works. In children's reading, all topics should be presented: the theme of children's games and toys; the theme of nature, wildlife; the theme of the relationship between children and adults, relationships in the children's team; the theme of the family, debt to parents, relatives; theme of childhood the theme of honor and duty; the theme of the war; historical theme and many others. It is desirable to present all these topics to the child both as eternal and as sharply modern.

It is also necessary to remember the variety of author's names, which will show the child a variety of approaches to depicting something or, conversely, one and the same approach, which will be perceived as the only true one in relation to the depicted.

The correct selection of literature for children's reading involves taking into account the gender differences of children. This does not mean that boys and girls should read completely different literature. This means that an adult who selects literature for reading to children must take into account that girls need to read those books that talk about women's virtues, housekeeping, and women's destiny. Boys will be interested in literature about strong, courageous people, about travel, inventions, human behavior in emergency situations, and so on.

It is logical to remember the seasonal principle in the selection of literature for reading, because in the hot summer time it is inappropriate to read about how “fluffy white snow falls and spins”.

The circle of children's reading should include works imbued with humanistic ideas, carrying the eternal values ​​of goodness, justice, equality, labor, health and happiness, peace and tranquility for everyone. The works are moral, but not moralistic. Literature for children should not set itself the task of correcting morals. It is designed to initially talk with the child about what the ideal is and what are the ways to achieve it, what is the eternal truth and how to follow it, what are the true values ​​and what are the false ones. Its task is to teach the child to think about what is happening around, analyze and draw conclusions. She must develop his mind and soul.

Thus, we can conclude that the role of reading in the development of a preschool child is very large. Reading, telling and retelling fiction to a preschool child has a huge impact on the intellectual, mental, creative, psychological and psychophysiological development. Reading develops artistic and speech skills, forms the moral and cultural side of the child, conveys ideas about life, work, attitude to nature, thereby developing the social experience and labor activity of a preschooler.

All these priorities, laid down in preschool age, harmoniously develop the child as a full-fledged personality.

Fiction is an effective means of intellectual, moral and aesthetic education, has a great influence on general development child, directly contributes to the formation of readiness for learning.
In poetic images, fiction opens and explains to the child the life of nature and society, the complex world of human relations, contributes to the speech development of the child, giving him examples of the correct literary language.
For successful subsequent schooling, a six-year-old child must develop a certain interest and love for the book, the ability to perceive and understand the text read to him, answer questions about the content, independently retell simple works, give an elementary assessment of the characters and their actions, determine their attitude towards them. . These qualities and skills at preschool age are acquired by the child and improved in the process of familiarization with works of art.
Through a special organization, intonational coloring, the use of specific linguistic means of expression (comparisons, epithets, metaphors), literary works convey the attitude of the people to a particular object or phenomenon. The visual means of the language in them are labels, emotional, they enliven speech, develop thinking, improve the vocabulary of children.

Among the factors influencing the effectiveness of solving problems of introducing children to art, an important role belongs to the educational program. Educational objectives of the program "Rainbow" for the analyzed educational field fully comply with federal state requirements.

Rainbow program

In the "Introduction to the book" section, it is proposed to read children's literature to children every day (except for classes). One of the criteria for selecting works for such reading is that the characters in their manifestations should be close and understandable to children.
The program provides a rationale for the need to read works of different genres to children (fairy tales - folk and author's, small forms of folklore, humorous works, play and lyrical poems, etc.), certain pedagogical and philological tasks are set.
Pedagogical:
extract information from children's literature, develop with its help cognitive activity children;
when reading poems, in dramatizations - to improve the artistic and speech skills of children (intonation, gesture, facial expressions).
Philological:
to develop children's interest in children's literature;
improve the aesthetic perception of works of art;
to teach compassion towards the characters, to cause joy in children from meeting with kind and beautiful world children's book:
to develop in children the ability to pay attention to the visual and expressive means, to the beauty of the language;
learn to notice the differences between genres (fairy tale, short story, poem).
Particular attention in the program is given to the organization of the book corner. It is proposed to involve children in the selection of books, call them to talk about the content of the book corner, organize exhibitions, etc.
The compilers of the program recommend different forms of organization for introducing the child to the book:
lessons;
daily reading;
dramatization games and performances based on works.
For older preschoolers, topics for daily reading have been developed. There are also summaries of classes on introducing children to fiction, where you can see conversations about poetry “Why do people compose poetry?”, and looking at illustrations, and talking about some of the compositional elements of fairy tales.
The program "Rainbow" has many advantages (especially the presence of a reader), but there is not enough support for the family, for working with parents, which, unfortunately, is not provided for in the program.
Analysis of the content of speech tasks in the educational program "Rainbow" allows us to note a special focus on the child's mastering the sign system of speech, as well as the development of dialogic speech as a way of communication, at the same time, it should be noted the lack of detailing of specific knowledge, skills and abilities of children in the field of their native language .

A child of the sixth year of life is ready for all kinds of learning. A universal way of teaching life, a way of discovering and comprehending the world with the help of a book. At the age of six, a child is able to listen for 30-40 minutes and look at a book on his own for half an hour. In the senior group, work continues to familiarize children with the treasury of world fiction.

Target:

education in preschoolers of the need to communicate with the book.

Tasks

Continue to develop children's interest infiction:

– improve the aesthetic perception of works of art;

– draw the attention of children to figurative and expressive means (figurative words
and expressions, epithets, comparisons);

– help the child feel the beauty and expressiveness of the language and work, instilling sensitivity to the poetic word;

– to improve the artistic and speech performing skills of children when reading poems, in dramatizations of works;

– to educate the child's need to consider the book, talk about its content;

– show children the main differences between a fairy tale, a story, a poem.

Forms and methods of work:

• 
  literary lounge;
• 
  literary evenings;
• 
  themed weeks.
• 
  quizzes;
• 
  conversations and classes;
• 
  book exhibitions and thematic exhibitions of drawings and crafts;
• 
  reading competitions;
• 
  literary games and holidays;
• 
  excursions;
• 
  watching filmstrips, cartoons, presentations;
• 
  stock.

K. D. Ushinsky was well aware of the achievements in the most important areas of natural science and believed that it should take its rightful place in general education. “Natural sciences in all branches have not only been moved forward in the sense of serious scientific development, but have become the subject of attention of scientists in relation to the pedagogical side of the issue. It seems to us that it is difficult to find any other subject of teaching, more than the natural sciences, capable of developing mental abilities and strengthening their strength in a child. The logic of nature is simpler, more obvious and stronger than the logic of classical languages, which are still used for the purpose of development.

Ushinsky assigned an exceptionally important role in the content of education to his native Russian language, especially at the first stages of education.

The existing practice of studying the Russian language at school did not satisfy K. D. Ushinsky in any way, firstly, because a negligible amount of study time was allocated for its study, and secondly, because when studying it, all attention was directed to grammatical forms.

K. D. Ushinsky, of course, did not deny the need to study grammar, but the study of the grammatical structure should only be a means to mastering the innumerable riches of the native language: “The bright, transparent depths of the national language reflect not only the nature of the native side, but the whole history of spiritual life people."

The study of the native language enriches the student with a wide variety of knowledge, develops his mind, educates him aesthetically, teaches observation, and communicates the rules of strict logic.

“A child does not only learn conventional sounds by studying his native language, but he drinks spiritual life and strength from the native breast of his native word. It explains nature to him as no natural scientist could explain it; it acquaints him with the character of the people around him, with the society in which he lives, with its history and its aspirations, as no historian could acquaint him with; it introduces it into popular beliefs, into popular poetry, as no aesthetician could introduce; it finally gives such logical concepts and philosophical views, which, of course, no philosopher could communicate to a child.

In solving one of the main questions of didactics - "what to teach?" – K. D. Ushinsky proceeded from the principle of the scientific nature of the content of education. The sciences are constantly developing, and along with the progress of the sciences, the content of school education must also change. At the same time, one cannot mechanically transfer the latest achievements of science into the content of general education; didactics selects new scientific data, singling out of them only those that can have educational and educational value. One of the tasks of pedagogy is to “extract from the mass of the facts of each science those that can have an application in the matter of education, separating them from the great multitude of those that cannot have such an application, bring these selected facts face to face and, highlighting one fact to another, to make a conveniently observable system out of all, ”wrote Ushinsky.

K. D. Ushinsky was not an armchair scientist who had withdrawn from life. He actively intervened in reality, ruthlessly criticized the practice of the state school. So, official, state-owned pedagogy considered the ability to read and write as the main criterion for the literacy of the people. Ushinsky, on the other hand, argued that a person’s education cannot be determined only by the ability to read and write. “You can not be able to read and write and be far more educated than someone who has mastered this simple mechanism for himself, and stopped there ... We even happened to notice some kind of special inability for literacy in simple and unspoiled people, unusually capable not only practical activity, but in general to mental development, and, on the contrary, remarkably stupid literate people, possessed by some kind of unconscious and useless love of reading. We find one of the reasons for this strange phenomenon in the very method of teaching literacy, which almost everywhere still remains with us at the former scholastic level.