Introducing children to the origins of Russian folk culture. Additional program "introducing children to the origins of Russian folk culture"

28.06.2020

Natalya Kartashova
Introducing children to the origins of Russian folk culture

Introduction

One of the main tasks of preschool educational institutions, laid down in “Program of training and education in kindergarten” is patriotic education children.

Patriotic feelings are laid down in the process of life and existence of a person located within a specific sociocultural environment. From birth, people instinctively, naturally and imperceptibly get used to their environment, nature and culture of your country, your daily life people. Therefore, the basis for the formation of patriotism is deep feelings of love and affection for culture your country and your to the people, to their land, perceived as the native, natural and habitual habitat of man. This is patriotic education in the broad sense of the word.

The education of patriotic feelings at the present stage of development of society obliges preschool institutions to develop cognitive interest, love for the Motherland, its historical and cultural heritage.

Ancient wisdom reminds us: “A man who does not know his past knows nothing”. Without knowing your roots, your traditions people it is impossible to raise a full-fledged person who loves his parents, his home, his country, and treats others with respect peoples.

Love for big things must be instilled with small: love for one’s hometown, the region, and finally, for the big Motherland.

Thus, having laid the foundation from childhood, we can hope that we have raised a true patriot who loves his Motherland.

Relevance

Academician D. S. Likhachev “Cultivating love for the native land, for the native culture, to your hometown, to your native speech is a task of paramount importance, and there is no need to prove it. But how to cultivate this love? It starts small - with love for your family, for your home. Constantly expanding, this love for one’s native turns into love for one’s state, for its stories, his past and present, and then to all humanity." About the importance Much has been written about introducing a child to the culture of his people, since turning to the paternal heritage fosters respect and pride for the land on which you live. Therefore, children need to know and study the culture of their ancestors. It is the emphasis on knowledge history of the people, his culture will help in the future to treat with respect and interest cultural traditions of other peoples. Thus, moral and patriotic education children is one of the main tasks of a preschool educational institution. It should be emphasized that quite a lot of methodological literature on this issue is currently being published. Often it covers only certain aspects of moral and patriotic education children in specific types of activities there is no coherent system that reflects the fullness of this issue. Apparently, this is natural, since the feeling of patriotism is multifaceted in content. This is both love for one’s native places and pride in one’s people, and a feeling of inseparability with the outside world, and a desire to preserve and increase the wealth of their country.

Novelty:

Early introducing a child to the culture of his people.

1. The need for continuity of patriotic education within the framework of a unified pro-gymnasium system.

2. Influence cultural development on the degree of learning and psychological health children.

3. Introduction of innovative technologies for developmental education (museum technology and project method).

Target:

Fostering respect for antiques folk traditions, instilling love for Russian life, culture; development of creative abilities in various types of activities.

Tasks:

nurturing in a child love and affection for his family, home, kindergarten, street, city;

instilling respect for work;

development of interest in Russians traditions and crafts;

formation of basic knowledge about human rights;

Expanding ideas about Russian cities

acquaintance children with state symbols (coat of arms, flag, anthem);

developing a sense of responsibility and pride for the country’s achievements;

the formation of tolerance, a sense of respect for others peoples, their traditions.

Degree of implementation

We solve these problems in all types of children's activities: in classes, in games, in work, in everyday life - this instills in a child not only patriotic feelings, but also shapes his relationships with adults and peers. The moral and patriotic education of a child is a complex pedagogical process. It is based on the development of moral feelings.

Feeling of Motherland. It begins in a child with his relationship to his family, to the closest people - mother, father, grandmother, grandfather. These are the roots that connect him with his home and immediate environment.

The feeling of the Motherland begins with admiration for what the child sees in front of him, what he is amazed at and what evokes a response in his soul. And although many impressions have not yet been deeply realized by him, when passed through childhood perception, they play a huge role in the formation of the personality of a patriot.

The system and sequence of work on introducing children to the origins of Russian folk culture we present as follows way: select from the mass of impressions the child receives the most accessible ones to him: nature and animal world at home (kindergarten, native land); people’s work, traditions, social events, etc. Moreover, the episodes to which attention is drawn children, should be bright, imaginative, specific, and arousing interest. Therefore, when starting the work of instilling love for our native land, we are obliged to know it well ourselves, to think about what is most appropriate to show and tell to children, especially highlighting what is most characteristic of a given area or a given region as a whole. Each place has its own nature, its own traditions and its own way of life. The selection of appropriate material allows us to form in preschoolers an idea of what makes their native land famous. This requires excursions around the city, into nature, observation of the work of adults, where each child begins to realize that work unites people, requires them to be coherent, mutual assistance, and knowledge of their business. And this is of great importance acquaints children with the folk crafts of the region, folk craftsmen. In moral and patriotic education, the example of adults, especially close people, is of great importance.

Our work is carried out in several stages.

At the 1st stage in the pro-gymnasium, through the creative efforts of teachers, children and parents an ethnographic museum was opened - a workshop folk life and culture"Russian girl". In the museum-workshop "Russian girl" there are changing exhibitions where the best works of students and joint creative works are exhibited children and parents in arts and crafts and classes are held - excursions, holidays with preschoolers and primary schoolchildren.

The exhibition in the museum is presented in the form of authentic exhibits Russian folk life, creativity, handicrafts, tools. Furniture and arts and crafts products are used in the design.

At stage 2, each group created its own mini-museums, exhibits that are used for conducting classes, developing speech, imagination, intelligence, and the emotional sphere of the child. Any item in a mini-museum can suggest a topic for an interesting conversation. An important feature of these elements of the development environment is participation in their creation. children and parents. Each mini-museum is the result of communication and joint work of the teacher, children and their families. Yes, in my group "Dandelions" created a mini-museum “Our Motherland is Russia”. My students feel involved in the mini- to the museum: they participate in the discussion of its topics, bring exhibits from home. Children from older groups conduct excursions for younger ones, enriching them with their drawings and crafts.

The mini-museum introduces history, culture, natural features of our country, with folk crafts, with the life of Russians at different times, with historical and memorable places. Excursions in our museum contribute to the education of patriotism and the development of speech; formation of ideas about historical time, connections with your ancestors.

Excursion topics: "We live in Russia", "Flag of Russia", "What is a coat of arms", "Gzhel painting", "Khokhloma painting", "The nature of our country", "How our ancestors lived", "Who lives in Russia" (about different nationalities)- and others.

The next step was the development of thematic planning that would facilitate the effective and systematic acquisition by children of knowledge about their country, their native land, and the area where they live.

Moreover, the topics are repeated in each group, only the content, volume of cognitive material and complexity, and therefore the duration of the study, change. We time certain topics to coincide with specific events and holidays, for example, familiarization with rights and responsibilities - in December (before Constitution Day, Heroes of the Earth Russian - in February(before Defender of the Fatherland Day) etc., thereby providing connection with social events. (Appendix No. 1)

The main form of moral and patriotic education children We consider thematic activities because they increase children's mental activity. Comparison techniques, questions, and individual assignments help with this. We teach children independently analyze what you see, make generalizations, conclusions, offer to find the answer in the illustrations, ask your parents, etc. We repeatedly turn to the same topic, which contributes to the development of children attention and long-term preservation of interest in one topic. In addition, we combine into one topic classes not only on familiarization with the outside world, but also on familiarization with nature, music, and artistic activities (for example, “My city”, “The capital of our Motherland is Moscow”). To create an emotional atmosphere for activities, for example, in the game “Souvenir Shop,” we offer the child define: where, from what material a specific craft is made, what is it called (Khokhloma, haze, Gzhel). There is great interest among children's games"trip and travel" (along the Volga, into the past of the city, etc.). Thus, we reinforce each topic with various games, productive activities (making collages, crafts, albums, thematic drawing). Results of work on a topic that combines knowledge children We present during general holidays and family entertainment.

Upon review children with everyday life, traditions, individual historical At times we use not only fiction, illustrations, jokes, etc., but also “living” visual objects and materials (national costumes, antique furniture, dishes, tools, etc.).

A continuation of this work is the involvement children into project activities, where one project smoothly flows into another, connected by a common theme.

The last 3rd stage - defense of the mini-museum - is always the most spectacular.

Thus, we build the educational process in such a way as to evoke cognitive initiative children and support their research activities.

During the presentation, all types of folklore were widely used (fairy tales, songs, proverbs, sayings, round dances, because in oral folk creativity has preserved its special features like nowhere else Russian character, inherent moral values, ideas about goodness, beauty, truth, courage, hard work, loyalty. After all, folklore is the richest source cognitive and moral development children. Great place in when introducing children to folk culture, we assign folk holidays and traditions. Our students are regular participants in city competitions and festivals and have been repeatedly awarded with certificates and diplomas.

In conclusion, I would like to say that it is necessary introduce children to all types of national art - from architecture to painting, from dance, fairy tales and music to theater. And then the personality will develop culture child as the basis of his love for the Motherland.

Article on the topic

“Introducing children of primary preschool age to the origins of Russian folk culture”

Teacher of GBDOU No. 114

Frunzensky district

St. Petersburg

Krivoruchenko L.B.

Currently, there is a growing interest in understanding, strengthening and actively promoting national cultural traditions, embodied in original genres of folklore, family and everyday customs, rites, and rituals.

The problem of introducing preschool children to Russian folk culture and folk traditions has been repeatedly considered by scientists and practitioners. The subject of the study was issues related to the role of folk culture and folk traditions in the development of the personality of a preschooler; the corresponding content, conditions, and methods of introducing children to folk traditions, taking into account age and individual characteristics, were discussed. A number of psychological and pedagogical studies have confirmed that introducing children to folk culture ensures a connection between generations, promotes the comprehensive, harmonious development of the individual, and solves the problems of mental, physical, moral, aesthetic, labor and family education.

Getting to know the traditions and customs of the Russian people helps to cultivate a love for history, the culture of the Russian people, and helps preserve the past. Therefore, children’s knowledge of folk culture, Russian folk art, and folklore resonates in children’s hearts, has a positive effect on the aesthetic development of children, reveals the creative abilities of each child, and forms a common spiritual culture. And it is necessary to begin familiarization with the values of folk culture from an early age. Childhood impressions are indelible. Children are very trusting and open. Fortunately, childhood is a time when true, sincere immersion in the origins of national culture is possible.

Russian folk culture (concept, functions)

Currently, there are several hundred definitions of culture, both quite simple, which can be found in any dictionary, and quite complex, scattered across many works and claiming to reflect the full breadth and ambiguity of this truly comprehensive concept. The most common understanding of culture is the totality of achievements of society as a result of material and spiritual development. But culture is not only the result, but also the very process of a person’s conscious activity, during which not only the environment around him changes, but also he himself. In other words, culture is not reduced only to accumulated material and spiritual wealth, but is a continuous creative act, the only way of human existence.

Folk culture is a multifaceted, multidimensional phenomenon; it is not so much a world of objects and customs associated with them, but rather a world of ideas that are timeless in their significance, creating a holistic worldview and understanding of the world, the most significant feature of which is spirituality.

The place and role of culture in the life of a person and society are determined, first of all, by the functions that it performs. One of the main ones is the function of mastering and transforming the world, determined by the characteristics of the human psyche, which, unlike the psyche of animals, is focused not so much on adaptation to environmental conditions, but on changing, transforming nature, the natural habitat in accordance with subjective interests and goals , the needs of people.

It is also difficult to overestimate the communicative function of culture, determined by the inexhaustible need of people to communicate with each other. In the process of communication, not only energy, information, and ideas are exchanged, but also various types of emotional and intellectual forms of connections and relationships are established, social experience and social memory of humanity are transferred, and a commonality of views, passions, and beliefs is developed. The broadest and most fertile prerequisites are created for improving the culture of the mind, the culture of feelings, and a variety of forms of emotional response to communication and evaluation of its effectiveness arises.

The informative-cognitive function of culture, existing in the form of everyday, scientific, artistic, religious and other forms and types of knowledge, consists of the production, accumulation, storage, multiplication and transmission of information through symbols and signs from generation to generation.

Of particular interest for the theoretical analysis of culture is its normative function, which consists not only in the development of norms and rules of human behavior, but also in their consolidation in the form of historically developing traditions and customs, characterized by relative stability and staticity.

The value or axiological function of culture forms a system of values and value orientations of the individual and society, realizing, first of all, humanistic ideals. In this regard, the value function of culture can be considered not only as determining, but also as integrating in its content, in its very essence, the entire set of other functions.

A person’s knowledge of the achievements of folk culture, according to L.N. Tolstoy, is an important point in the moral and spiritual development of the individual. K.D. Ushinsky, developing the views of L.N. Tolstoy, believed that all great nations have their own national system of education and that the sense of nationality is strong in every person, and educational systems are determined by the nationally unique ideas of the people. Understanding the significance of a people’s culture is possible by turning to its historical past, to the rich heritage of spiritual ideals and values. Therefore, it is important for the development of pedagogical science to return to the origins of ethnic cultures on the basis of knowledge of the identity and uniqueness of each people, to introduce into the practice of working with children the pedagogical experience accumulated by one or another people, in order to eliminate the assimilation of cultures as a phenomenon characteristic of the process of absorption of one culture another .

A person’s spiritual potential is determined not so much by the degree of his involvement in world culture, but rather by the national cultural traditions of his people. When working with children, it is necessary to take into account the age characteristics of the children.

Age characteristics of children of primary preschool age (3-4 years)

At the age of 3-4 years, the child gradually leaves the family circle. His communication becomes non-situational. The adult begins to act for the child not only as a family member, but also as a bearer of a certain social function. The child’s desire to perform the same function leads to a contradiction with his real capabilities. The resolution of this contradiction is the development of play activity as a leading one in preschool age. The main feature of the game is its convention: performing certain actions with certain objects presupposes their attribution to other actions with other objects. The main content of the play of younger preschoolers is actions with toys and substitute objects. The game duration is short. Younger preschoolers are limited to playing with one or two roles and simple, undeveloped plots. Games with rules are just beginning to take shape at this age.

The leading activity is gaming. During this period, there is a transition from manipulative play to role-playing.

The leading cognitive function is perception. Children's ability to manage their attention is very limited. It is still difficult to direct the child's attention to an object using verbal instructions. To switch his attention from object to object, it is often necessary to repeat the instruction repeatedly. Attention is mainly involuntary in nature, its stability depends on the nature of the activity. Memory processes remain involuntary. Recognition still prevails. The amount of memory depends significantly on whether the material is linked into a semantic whole or scattered. Children of this age at the beginning of the year can remember two objects using visual-figurative and auditory verbal memory, and by the end of the year - up to four objects. The child remembers well everything that is of vital interest to him and evokes a strong emotional response. Information that he sees and hears many times is firmly absorbed. Motor memory is well developed: things that were associated with one’s own movement are better remembered.

In the fourth year of life, the child’s imagination is still poorly developed. A child can be easily persuaded to act with objects, transforming them (for example, using a stick as a thermometer), but the elements of “active” imagination, when the child is captivated by the image itself and the ability to act independently in an imaginary situation, are just beginning to form and appear.

By the end of early preschool age, the need for cognitive communication with adults begins to actively manifest itself, as evidenced by the numerous questions that children ask.

The development of self-awareness and the identification of the image of “I” stimulate the development of personality and individuality. The baby begins to clearly understand who he is and what he is like.

As at an early age, at 3-4 years old the recreating imagination predominates, i.e. the child is only able to recreate images drawn from fairy tales and stories of an adult. The child’s experience and knowledge and his horizons play a great role in the development of imagination. Children of this age are characterized by a mixture of elements from various sources, a mixture of the real and the fabulous. The fantastic images that arise in the baby are emotionally rich and real for him.

The age of 3-4 years is a very important period in a child’s life. It is at this stage that the foundations of the future personality are laid, the prerequisites for the moral, physical and mental development of the baby are formed.

In general, the mental development of 3-year-old children is characterized by an active focus on performing actions without the help of an adult, i.e. the desire for independence, the further development of visually effective thinking and the manifestation of elementary judgments about the environment, the formation of new forms of relationships between children, the gradual transition from single games and “side by side” games to forms of joint activities.

The sustainability of activity, the effectiveness and quality of “work” is positively influenced by offering children a motive for activity that is significant in their eyes. The younger preschooler is attracted by the motive of making something for himself, for his own play. The motive of social benefit for the child is still ineffective.

For a preschooler, the main path of development is empirical generalization, i.e. generalization of one's own sensory experience. Empirical generalizations are based primarily on the child’s visual representations. Such generalizations are carried out using figurative means, i.e. thinking becomes visually imaginative.

Therefore, the main thing in the education of a preschooler is the organization of his own experience, which an adult helps to generalize and record in a generalized form, using a visual aid: a standard, a symbol, a model. The first type of childhood experience can be called cognitive. The main form of its organization is observation and experimentation.

The second form of organizing a child’s experience is his “living” of various situations. “Living” includes not only the experience of an impartial analysis of reality, but also the experience of one’s relationship to this reality.

And since this particular age is a sensitive period for the formation of perception, the emphasis is placed precisely on the development of various forms of perception, which are the basis for the formation of the foundations of cognitive competence.

To work with children in this direction, it is necessary to choose a pedagogical technology...

Pedagogical technologies for introducing preschool children to the origins of Russian folk culture

Pedagogical technology is a set of psychological and pedagogical attitudes that determine a special set and arrangement of forms, methods, methods, teaching techniques, educational means; it is an organizational and methodological toolkit for the pedagogical process (B.T. Likhachev). The main idea of the technology is that the development of cultural space through familiarization with folk traditions is a socially, psychologically and pedagogically justified path for the creative development of a child. The technology is based on the principles:

cultural conformity;
taking into account the age characteristics of children;
aestheticization;
integrativeness;
systematicity and consistency in the selection of the content component of the technology.

The mechanism of familiarization with folk traditions can be expressed in the following formula: knowledge and ideas + motives + feelings and attitudes + skills and habits + actions and behavior.

Pedagogical conditions: pedagogical technology should be based on an integrated methodology that combines the ideas of a humanistic and active approach to education, human integrity and the principle of cultural conformity; technology should be based on leading and significant types of activity and imagery of productive imagination as a new formation of preschool age; technology contains a component of creative development.

There must be a component of creative development: gaming activity, cognitive activity, productive activity, familiarization with folklore, artistic speech and musical activity.

Introducing to folk traditions occurs through the implementation of the content component of pedagogical technology.

Based on the importance of the impact of folk traditions on a child’s personality, the content component of the technology of familiarization with the origins of folk culture can be conditionally divided into blocks. Or the steps according to which a child should be introduced to the origins of Russian folk culture:

folk philosophy;
folklore;
traditional housing and clothing;
folk games, folk holidays;
traditional folk holidays.

Blocks can be interchanged or introduced in parallel. It is more advisable to introduce folk games throughout the entire period of familiarization with the origins of Russian folk culture to maintain interest.

It is advisable to end each block with a holiday (can be folk), entertainment (involving paraphernalia, folklore, music, etc.) or a theatrical performance based on folk tales and legends. This helps to form in children a positive emotional attitude towards both folk traditions and the peoples themselves - bearers of these traditions.

Based on the adjusted version of the content component of the technology, it is necessary to develop an educational manual that includes a thematic plan. Methodological recommendations for the implementation of pedagogical technology, lesson notes. At the moment there is a Knyazeva program. O.L., Makhaneva M.D. “Introducing children to the origins of Russian folk culture.”

Psychology notes that any experience (in our case, folk traditions) can be learned in two ways. One of them is reproducing, which is based on the child’s active assimilation of previously developed behavioral techniques and methods of action for their further improvement. Another path is based on creative processing, the creation of new images and actions. This, according to L.S. Vygotsky, the path of creativity. Therefore, in the technology of familiarization with the origins of Russian folk culture, a component of creative development is distinguished.

The creative development component includes playful, cognitive, and productive activities. Familiarization with folklore, artistic, speech and musical activities.

Play as a leading activity in preschool age presupposes familiarity with the games of different nations and their use in various forms of inclusion. This type of activity involves intensifying interest in folk traditions.

Productive activities include drawing, modeling, design, and appliqué.

Familiarization with folklore reflects the genre diversity of works of oral folk art: fairy tales, legends, poems, rhymes, sayings, proverbs, riddles.

Musical activities include: performing folk songs, listening to folk music, songs; outdoor folk games with musical accompaniment; gymnastics to music; entertainment (folk holidays) using all types of musical art; theatricalization and dramatization of plots of folk tales and literary works with musical accompaniment.

Cognitive activity includes getting to know the native land and the peoples living in it; their traditions through excursions, visiting museums, video viewings, writing stories, observing the work of masters, looking at reproductions, photographs, and holding discussions.

In implementing the technology, the creation of the following conditions is of great importance:

creation of a subject-development environment (workshop, art studio, theater, etc.);
selection of video materials (films about folk crafts, folk craftsmen, etc.);
forms of involvement (gatherings, museum visits, educational conversations, targeted walks, etc.)
active involvement of parents in joint events (organization of a family club, art workshop, joint holidays, holding an open day, etc.).

In practice, these conditions were specified as follows. Pedagogical technology is implemented in the system: used folk games, fairy tales, legends, etc. are not random in nature, they are organically included in the lesson, joint activity and independent activity.

Museum-pedagogical technology also contributes to the development of children’s holistic attitude towards the history and culture of their people. The developing potential of museum-pedagogical technology helps the teacher to make the educational process of developing a holistic attitude of children to the origins of Russian folk culture systematic, thoughtful, and allows achieving superior results. The museum allows children to become acquainted with the true values accumulated by previous generations. The museum provides a unique opportunity to expand the boundaries of cultural local history space. Demonstrates the life of human society, shows it in development, which is important in the formation of a child’s historical consciousness; in the museum, directly or indirectly, an internal act of self-determination is performed, the correlation of the child’s views and experiences with the norms of other eras and cultures, which becomes the impetus for him to create himself, self-development and self-education.

It is also necessary to pay attention to such pedagogical technology as project methodology. The project method allows you to organically integrate the knowledge of students from different fields around solving one problem, and makes it possible to apply the acquired knowledge in practice. Project activities are used as a means of cognitive development of a preschooler. A feature of the project activity of preschoolers is that during its implementation in the educational process of kindergarten, adults create various situations that encourage the child to think independently, find and solve elementary cognitive problems, put ideas into practice, stimulate his activity and initiative. The main purpose of children’s project activities is to create a comfortable educational environment that allows them to reveal the potential of the individual, master the culture and world around the child, and apply the acquired knowledge in practice. In addition, children’s participation in projects contributes to “an intensive process of personal socialization, strengthens the connection between learning and life, stimulates active thinking and generates cognitive interest.”

The project method comprehensively implements such pedagogical principles as independence, cooperation between children and adults, taking into account the age and individual characteristics of children. The method is based on the idea that forms the essence of the concept of “project”, its pragmatic focus on the result that can be obtained by solving a particular practically or theoretically significant problem. This result can be seen, comprehended, and applied in real practical activities.

Project activities are always focused on the independent activities of its participants - individual, pair, group, which they perform for a certain period of time.

The organization of project activities requires a certain preparation of the teacher for active interaction with its participants, the ability to interest and motivate them for joint activities, clearly know the stages of the project, and comply with certain requirements for the use of this method in the educational process. Among them: the presence of a problem/task that is significant in research and creative terms, requiring integrated knowledge; practical, theoretical, cognitive significance of the expected results; independent (individual, pair, group) activities of participants; structuring the content of the project (indicating stage-by-stage results); the use of research methods that involve a certain sequence of actions (formulation of hypotheses, discussion of ways to formalize the final results, collection, systematization and analysis of the data obtained, summing up, drawing up the results, presenting them, formulating conclusions, putting forward new research problems). In a preschool institution, due to the age of the children, the teacher cannot provide complete independence to the pupils, therefore, project activities in the kindergarten will, from the beginning of the project to its completion, have the nature of joint collective creativity of the teacher and children.

Bibliography

Belkina V.N., Zakharova T.N. Features of project activities in a preschool educational institution. Yaroslavl Pedagogical Bulletin – 2011 – No. 4 – Volume II
Garanina N.K. Introducing preschoolers to folk culture through the means of decorative and applied art (in the conditions of a museum of a preschool institution): abstract of a dissertation for the degree of candidate of pedagogical sciences: specialty 13.00.02 /Theory and methodology of teaching and upbringing by areas and levels of education/ > / Garanina Natalia Konstantinovna; [Institute of Art Education RAO]. - Moscow: 2010. - 21 p.: ill.; 21 cm.
Koroleva E.V. On the need to introduce children to Russian folk culture. Internet magazine "Mr. Wolf". http://www.mrwolf.ru/Nauka_i_obrazovanie/Pro4ee/10708 08.09. 19.17
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Mamontov S.P. Fundamentals of cultural studies. 2nd ed. M.: Iz-vo ROU, 1996, - 272 p.
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Chernova Y.S. Russian folk toy as a means of developing moral and patriotic education.

Explanatory note
Relevance
Goals and objectives of the program
Principles of program construction
Areas of work
Components of patriotic education
Methods
Syllabus
Main thematic areas of the program

10.Thematic planning:

11.Information resources

12.Pedagogical conditions

13. Long-term plan for working with parents

Diagnostic criteria for assessing knowledge on mastering the program

15.References

16.APPENDIX. Methodological support.

EXPLANATORY NOTE.

The additional educational program “Introducing children to the origins of Russian folk culture” is a comprehensive program to familiarize children with the life, way of life and creativity of the Russian people, focused on the moral, patriotic and artistic and aesthetic education of children.

The basis of this program is the program of O.L. Knyazeva, M.D. Makhaneva “Introducing children to the origins of Russian folk culture.” In addition, the program is significantly complemented by classes in design from natural materials and integrated classes in decorative and applied arts. This program “Introducing children to the origins of Russian folk culture” is a specialized program for the aesthetic education of preschool children, effectively promoting spiritual and intellectual development, aimed at introducing children to the best traditions of arts and crafts, developing children’s creative abilities, and introducing them to the history of folk art. This program is based on the concept of aesthetic education and the development of artistic and creative abilities of children, which are based on the principles of nationality and the integrated use of different types of arts. It has a clear structure and takes into account the growth of children's creative capabilities. The program is valuable because by getting acquainted with decorative and applied arts, designing from natural materials, and participating in calendar holidays, it is easier for children to understand and imagine how people lived in Rus'. The child becomes more widely and deeply acquainted with the life and way of life of the Russian people, and this carries with it inexhaustible opportunities for the development of artistic creativity in preschoolers.

The structure of the program provides for a gradual introduction of children to arts and crafts. The educational material provided by the program is distributed in a certain sequence, taking into account the age and individual characteristics of children. The program contains the topics of the classes, their program content, and a list of materials necessary for classes to teach children arts and crafts. The material is grouped into separate blocks for each type of folk craft. Classes are arranged from simple to complex. The appendix contains brief information

about the crafts themselves, their history and development, poems, riddles, tales about them. Technical teaching aids are used when working with children.

The program is designed for children from 5 to 7 years old. The program is built on the aesthetic education of preschoolers, combining reliance on cultural tradition and innovative focus.

The program provides for introducing preschoolers to the folk crafts of Russia and includes familiarization with the customs, traditions, work of the Russian people according to the folk calendar, and poetic folk art. To cultivate interest in folk culture, oral folk art, folk music, folk games and crafts.

This program is aimed at developing children's creative abilities and aesthetic education of children.

Relevance:

The program has been developed and is being implemented in accordance with the general concept of the preschool educational institution oriented towards the child’s development stable value orientation towards self-identification as a creative person preserving and developing the traditions of national culture. Introducing children to traditional Russian culture is considered as an activity that meets the needs of a modern person, opening paths to knowledge and self-realization of one’s own personality, promoting the development of a positive model of behavior as a citizen, patriot, and successor of the national cultural tradition.

Purpose of the program:

Actively introducing children to the cultural traditions of the Russian people through the activation of cognitive activity of preschool children when introducing children to Russian national culture.

Program objectives: Educational:

developing in children a respectful attitude towards folk culture, traditions, customs of the Russian people, folk art;
development of communication skills, culture of behavior among peers;
education of collectivism;
fostering perseverance, accuracy, and responsibility.

Educational:

broadening the horizons of preschoolers;
development of creative abilities and emotional sphere of children.

Educational:

familiarizing children with the life, traditions and customs of the Russian village
familiarization with folklore works, national life, holiday rituals, folk psychology.
creating in children a certain stock of Russian folk songs, poems, nursery rhymes, and round dance games.
familiarization with the objective world of the Russian peasantry; teaching folk games and holiday rituals.

Principles of program construction:

The principle of an individual and differentiated approach- involves taking into account the age and personal characteristics of children, the level of their mental and physical development.
Principle of integrity- formation in preschoolers of a holistic understanding of modern problems of moral and patriotic education and integration of knowledge about Russian national culture.
Accessibility principle- assumes the significance of the acquired knowledge for the child, its emotional coloring. Scientific terms should not be used, although the content of some of them can be explained in an accessible and attractive way.
The principle of complexity and integration- solving the problems of moral and patriotic education in the system of the entire educational process and all types of activities.
The principle of continuity and succession of the pedagogical process;
"positive centrism" (selection of knowledge most relevant for a child of a given age);
differentiated approach to each child, maximum consideration of his psychological characteristics, capabilities and interests;
The principle of rational combination of different types of activities, age-appropriate balance of intellectual, emotional and motor stress;
The principle of constructivism- is especially important when selecting the content of moral and patriotic education for preschoolers, however, it is not always implemented in practice. Its use means that only neutral, positive or negative-positive information should be used as examples for preschoolers.

Areas of work:

familiarization with the life and work of the Russian people;
the use of Russian folklore in all its manifestations;
introducing children to the origins of Russian festive and traditional culture;
education of citizenship through familiarizing children with their native land, its nature and culture.
introducing children to folk art;
familiarization with the gaming, song and dance creativity of the Russian people.

Components of patriotic education:

Content-based (child’s ideas about the world around him)
About the culture of the people, their traditions, creativity
About the nature of the native land and country and human activities in nature
About the history of the country, reflected in street names and monuments
About the symbols of your hometown and country (coat of arms, anthem, flag)
Emotionally stimulating (emotionally positive the child's feelings towards the environment to the world)
Love and feeling of affection for family and home
Interest in life in your hometown and country

Pride in your country's achievements
Respect for the culture and traditions of the people, for the historical past
Admiration for folk art
Love for native nature, for native language
Respect for the hard worker and the desire to take part in work as much as possible
Active (reflection of attitude to the world in activity)
Productive activity
Musical activities
Cognitive activity

Expected results:

Awakening interest in the history and culture of your homeland.
Expanding children's horizons through a museum of rag dolls and everyday life, created by teachers and parents.
Widespread use of all types of folklore.
Combining the efforts of teachers and parents in organizing work to introduce Russian national culture.

Increasing the competence of parents on issues of organizing work to introduce Russian national culture.

Methods:

verbal : explanation (often using lullabies, pesters, sayings), story, conversation, discussion, analysis of proverbs, guessing riddles;
visual: display of exhibits in their natural form; demonstration of unique household items and documents from the museum collection; viewing videos, videos, illustrations, visual aids, etc.;
practical: creating layouts on program topics, performing cognitive exercises, creative tasks (attention, memory, erudition);
game: creating, playing and analyzing situations that simulate real life; role-playing games; a journey through fairy tales; staging with immersion in the past, children’s participation in various folk and children’s holidays and festivals;
research: children performing certain research tasks during classes and meetings.

The program provides for various types of classes - gaming classes, memory development classes, speech development classes, music classes, visual arts and manual labor.

Syllabus.

Main thematic areas of the program:

Life, rituals, customs of the Russian people.
Russian folk and folklore holidays of Russia.
Art in folk life: household utensils - wooden, clay, from natural materials; practical and aesthetic properties of household utensils.
Folk toy.

Thematic planning:

	Subject
	Activity-game Visiting the Hostess
	Lesson-game “Work in the field and at home. Autumn preparations for future use"		Acquaintance with autumn holidays and folk customs associated with them. Explanation of the meaning of the Russian proverb: “Prepare the sleigh in the summer, and the cart in the winter.” Introducing children to the methods of preparing vegetables and fruits, mushrooms, storing them, and placing the preparations in a Russian hut. Design of the exhibition “Merry Garden”. Carrying out the harvest festival “Autumn” Learning folk games: “Like Grandfather Yegor”, “Blubber”, “Drake”.
	We ask for an activity-game in our hut		To prepare children for a new form of work - classes in the “Russian hut”, to interest them, to introduce children to the exhibition “Russian Life”, its Mistress, to acquaint them with the location of things and objects of Russian life; enrich children's vocabulary with sayings, proverbs, and give the first ideas about the customs associated with receiving guests.
	Activity-game The stove is like a dear mother (Without a stove, a hut is not a hut)		Introduce children to the structure of a Russian hut, its main attraction - the Russian stove. To give an idea that the stove in the hut performed several functions: they cooked on it and in it, stored food for the winter - dried mushrooms, berries and fruits, baked bread, slept, treated themselves, even took a steam bath, warmed themselves up; talk about the construction of the stove and the secrets of stove makers. Enrich children's vocabulary with sayings, proverbs, riddles about Russian stoves and kitchen utensils.
	Activity-game of antiques"		Continue introducing children to museum exhibits. Activation of the dictionary: stove, grip, poker, rocker, household utensils. Give an idea of how it was used on the farm. Form figurative speech, use sayings, proverbs, riddles in colloquial speech. Cultivate interest in folk life.
	The activity-game is the head of everything "		Give children knowledge about growing bread by peasants and baking bread in the oven. Introduce the peasant and grain grower to the tools of labor. Continue to introduce

		proverbs about bread, explain the meaning of words that children do not understand. Give an idea of the preparation of dough and the method of baking products from it, fix the names of some products: pretzel, vitushka, kulebyaka, gingerbread, bun. Expand children's vocabulary with new words: scythe, sickle, mill, harrow, spikelet, tub. To cultivate respect for the work of the grain grower.
	Lesson-game “Village” Wooden world"	Introduce children to the housing of the Russian people. With the way the home was built: to arouse interest in traditions, respect for elders. Do vocabulary work: hut, log, moss, window frames. Enrich children's speech with sayings and proverbs in Russian. Cultivate an interest in learning about the past.
	Activity-game What the dishes tell about themselves	Introduce children to the origins of Russian folk art related to the image of traditional Russian kitchen utensils and dishes, show samples and technology for making wooden spoons
	Activity-game Life. “Hut, house, parts of the house. Their purpose"	Introduce children to the housing of the Russian people. With the way the home was built: to arouse interest in traditions, respect for elders. Do vocabulary work: hut, log, moss, window frames. Enrich children's speech with sayings and proverbs in Russian. Cultivate an interest in learning about the past.
	Quiz Grandma's chest	Continue to introduce children to women's crafts: embroidered napkins, towels, folk costumes, home furnishings. Remember the names of hats and shoes. To consolidate knowledge about Russian folk crafts and their use in decorating human life. Foster respect and care for antiques.
	Activity-game Living Antiquities (utensils)	Continue to introduce children to household items and kitchen utensils. Introduce Russian cuisine to children. Expand children's vocabulary through the names of dishes and utensils: cast iron, grip, cauldron, jug, pot, bowl. Develop cognitive activity.
	Activity-game Working hands do not know boredom	Introduce children to agricultural tools. works Vocabulary work: sickle, scythe, saw, mallet, plow, rake, hammer, tongs, anvil, ploughshare, blacksmith, grain grower. Give the concept of crafts: blacksmith, grain grower. Introduce children to a fairy tale "Spikelet". To develop research qualities in children. Develop curiosity. To cultivate respect for the work of collective farmers.
	Activity-game Evenings	To give children an idea of what place tools occupied in the past in processing

long skillful hands. Needlewomen		flax, wool, fiber products. Vocabulary work for children: spinning wheel, spindle, comb, brush, ruffled. To develop cognitive qualities in children. Cultivate hard work.
Activity-game Lullaby song		Continue to introduce children's folklore.
Activity-game bathhouse"	"Russian
Activity-game the house is the most beautiful"		Introduce children to the features of a peasant estate, the traditions of collective construction of a Russian house; introduce into children's everyday life some words that are not currently used, connected with home, estate, show the relationship between today and times gone by.
History of the holiday "Svyatki"		Give the concept of “Christmas time”: how they prepare and spend it, in honor of what the holiday is held. To develop a sense of patriotism in children. Develop cognitive activity. Cultivate interest in Russian culture
Activity-game This is how we used to dress (Folk costume: sundress, shirt)		Continue to introduce children to national clothing. Compare Russian clothing in the old days. Find similar and distinctive features of the costumes. Vocabulary work: caftan, sundress, shirt, kokoshnik, boots, develop conversational speech. Cultivate tolerance. Presentation “Clothes of our ancestors.” Book “From the history of clothing”
Activity-game From the history of costume - shoes (Gen. Footwear: bast shoes, felt boots)		Continue to introduce children to national shoes. Compare Russian clothes and shoes in the old days, find similar and distinctive features. Vocabulary work: bast shoes, felt boots, chuni, boots, develop conversational speech. Cultivate tolerance.
"Folk Crafts"		To give children an idea of what place tools occupied in the past in the processing of flax, wool, and fibrous products. Vocabulary work for children: spinning wheel, spindle, comb, brush, ruffled. To develop cognitive qualities in children. Cultivate hard work. Introduce children to women's and men's work: women embroidered, weaved, knitted, spun lace, men weaved bast shoes from bast, baskets from willow twigs, and carved dishes from wood. Vocabulary work: spindle, spinning wheel, ball, thimble
Activity-game	Matryoshka
Activity-game Musical		Continue to introduce children to Russian folk musical instruments.

	tools. Wooden rattles and spoons.	To develop children's cognitive qualities and interest in the past. Vocabulary work: rattle, wooden spoons, whistles, balalaika, harp,
	Activity-game Raising boys and girls in the family	Continue to introduce children to the way of life of a Russian peasant family. Introduce family relationships in a peasant house. Provide information about the upbringing of boys and girls in a peasant family.
	Activity-game “Mother in the house” The house is warm"	The way of life of a Russian peasant family. Family relationships in a peasant house. The role of the mother in the family. Lullabies. The meaning of folk proverbs and sayings about mothers (“A righteous mother is a stone fence,” “If only I were my grandmother, I’m not afraid of anyone,” etc.). Children and their role in the family. Development of independence of peasant children. Compiling the story “My Mother” Making a postcard for my mother.
	Activity-game "Housewife's assistants"	Continue introducing children to museum exhibits. Activation of the dictionary: stove, grip, poker, rocker, household utensils. Give an idea of how it was used on the farm. Form figurative speech, use sayings, proverbs, riddles in colloquial speech. Cultivate interest in folk life.
	What kind of holiday is Maslenitsa?	Introduce children to the national holiday Maslenitsa. Give an idea of some customs and the folk calendar of the Russian people. To give an idea of why people used to warmly welcome rooks in the spring, and what this was connected with. Instill in your child an interest in traditions. Cultivate interest in Russian culture. Cultivate tolerance in children
	Activity-game “There is steam on top, steam on the bottom - this is a Russian samovar”	Continue to introduce children to household items, kitchen utensils, and the origin of the samovar. Introduce Russian cuisine to children. Samovar as a symbol of national culture. History of the samovar. Introducing children to the history of samovar making and the traditions of Russian tea drinking. Forming in children an understanding of the holiday as an opportunity to independently, have fun and interestingly spend free time with friends. Develop cognitive activity. Presentation "Samovar"
	Activity-game From a splinter to an electric lamp	Introduce children to the kerosene lamp. Give an idea of how it works, how people used to live without electricity. Enrichment of children's vocabulary: splinter, candle, kerosene lamp, electricity, kerosene, torch, soot. Presentation Life in Rus' “Flax and splinter”. Develop an interest in knowledge. Develop qualities in children

		research. Cultivate curiosity
	"Annunciation"	Introduce children to the Annunciation holiday. Give an idea of some customs and the folk calendar of the Russian people. To give an idea of why people used to say: “On this day the maiden does not braid her hair, and the bird does not build a nest,” and what this was connected with. Instill in your child an interest in traditions. Cultivate interest in Russian culture. Cultivate tolerance in children
	Activity-game Animals in Slavic mythology	Give children an idea of the place animals occupied in Slavic mythology. Vocabulary work for children: eagle owl, falcon, owl, quail, golden eagle. Folk games: "Kite", "Raven", "Sparrow"
	Ditties, chants, teases	Holding the “Larks” holiday. Learning spring chants “And spring is red”, “Larks”. Folk games: “Kite”, “Raven”, “Sparrow”
	Activity-game Easter games
	"My family is my fortress"	Introduce the concept of “family tree” into the arsenal of children’s communication, introduce them to the terms of kinship, ancient and modern ideas about family hierarchy, and give a general idea of how to keep a family chronicle.
	Children's toys in the old days	Continue to introduce children
	Friendship and brotherhood are more valuable than wealth	Continue to introduce children to the Russian holiday “Russian Birch”. Expand children's horizons about folk cultural traditions. Develop a desire to participate in folk games. To cultivate a sense of national pride for your people, for your homeland, where you live.
	Love your land and sing praises	Give the concept of the Ivan Kupala holiday: how gifts are collected, how the holiday is celebrated, in honor of what the holiday is held. To develop a sense of patriotism in children. Develop cognitive activity. Cultivate interest in Russian culture.

Informational resources:

Program“Introducing children to the origins of Russian folk culture” by O.L. Knyazeva, M.D. Makhaneva.
"Acquaintance children With Russians folk creativity"

(T.A. Budarina, L.S. Kuprina, O.A. Markelova, O.N. Korepanova, I.V. Kharitonova...)

"Heritage. Patriotic education in kindergarten » M.Yu. Novitskaya,
"I, you, we"(O.L. Knyazeva, R.N. Sterkina)

Pedagogical conditions:

Accessibility, gradual complication (performing the simplest actions smoothly leads to the development of more complex specific techniques)
Systematic nature (classes are based on learned material, familiar techniques are gradually reinforced in new topics)
Integration with other preschool education methods
Coordination of the thematic plan with calendar holidays
Taking into account individual characteristics and characteristics of the team as a whole
Information support (cannot be limited only to the process of cognition, it must be accompanied by the communication of certain information)
A sufficient level of teacher skill (knowledge of the history and traditions of Russian national culture, knowledge of basic forms)

Presence of preliminary and preparatory stages.

Material support for the program:

To implement the program you need:

A spacious and bright room for conducting educational activities, conversations, and didactic games. It should have shelves for exhibition works, literature, didactic material, for storing unfinished works of children, materials for practical classes: whatman paper, cardboard, fabrics, etc.
A costume room with a selection of costumes for holidays, fairs, and get-togethers. Costumes are created both directly in class and at home with the help of parents.
Decorations for decorating the “fairground” and “hut” when holding holidays in the assembly hall or on the street.
Equipment for holding folk games.
Illustrative material, methodological literature.
Tape recorder, audio and video recordings on the subject of the program.

Long-term plan for working with parents

		A lullaby in a child's life	Consultation
		Christmas gatherings	Joint event
		Carrying out Russian national holidays, entertainment, and leisure is one of the conditions for cultivating interest, love and respect for Russian national culture	Consultation
		"Maslenitsa"	Holiday
		"Annunciation"	Lesson in the preparatory group
		“Love your land and sing praises”	Holiday

Bibliography:

Ageeva R.A. What kind of tribe are we? Peoples of Russia: names and destinies: Dictionary-reference book. - M.: Academy,
Baturina G.I., Lisova K.L., Suvorova G.F. Moral education of schoolchildren based on folk traditions. - M.: Public education,
Gromyko M.M. The world of the Russian village. - M.: Young Guard,
Introducing children to Russian folk art. Toolkit. - St. Petersburg: Childhood-Press, 2008.
Calendar ritual holidays. Tutorial. - M.: Pedagogical Society of Russia,

Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian folk culture. Educational and methodological manual. - St. Petersburg: Childhood-Press,
Maksimov S.V. From essays on folk life. Peasant calendar holidays. Literary travels. - M.,
Russians: family and social life. - M.: Science,
Solomennikova O.A. The joy of creativity. Additional education program. - M.: Mosaic -

Synthesis. 2006.

Diagnostic criteria for assessing children’s assimilation of the content of the program for familiarization with the origins of Russian folk culture:

Knows the main folk holidays and customs associated with them.
Knows the name and purpose of Russian folk items.
Knows Russian folk and music-folklore games studied as part of the program.
Knows Russian folk songs, nursery rhymes, and chants studied as part of the program.
Has an idea of folk crafts; names them, recognizes the material from which the product is made;
Able to analyze the product; highlights characteristic means of expressiveness (pattern elements, color, color combination).

Diagnostic methods:

observations in free activity, during classes and open events;
analysis of the results of productive activities.

Fomina Elena Ivanovna

Teacher, MBDOU "Kindergarten No. 15", Sarov

Fomina E.I. Introducing preschool children to the origins of Russian folk culture // Sovushka. 2016. No. 3(5)..12.2019).

The present time is characterized by the formation of a new education system: the teacher standard has been determined, framework documents have been developed that determine what the educational process should be (Law on Education in the Russian Federation, Federal State Educational Standard for Education). However, the determination of the content of training, the choice of methods and techniques are left to the teachers.

Speaking about the education of moral and ethical qualities, we think that there is a need to return to the best traditions of our people, its age-old roots.

We can conclude that the introduction of new technologies based on established traditions is the surest way to get a good result in the form of meeting target targets.

One of the principles of the Federal State Educational Standard for Educational Education is the introduction of children to sociocultural norms, traditions of the family, society and state. Cognitive development involves the development of primary ideas about the small homeland and Fatherland, about the sociocultural values of our people, about domestic traditions and holidays.

The main aspects of the sociocultural development of a preschooler are:

Optimization of the sociocultural educational potential of the basic general education program.
Value-semantic and sociocultural enrichment of the space of preschool education in preschool educational institutions based on the domestic sociocultural tradition.

In our opinion, the conscious formation of moral and ethical feelings, the cultivation of love for the Motherland, for the traditions of Russian folk culture should begin with the middle group. The preparatory stage can be considered the work carried out in the 2nd junior group.

Observations of the children in the group helped me determine a system of work based on introducing children to the national culture in accordance with the best traditions of pedagogy.

The introduction of children to Russian folk culture in our preschool institution is carried out through the relationship of the preschool institution with social institutions and the families of our students.

The purpose of this work is to educate preschoolers with patriotic feelings through introducing children to the origins of Russian folk culture.

To achieve this goal, the following tasks are envisaged:

To instill in children a sense of love, duty, responsibility, respect for beauty, kindness, affection for their homeland, native places, and the Russian people.
Develop the ability to restore connections between the past, present and future.
To develop in the child the ability to understand the culture of his people and a positive attitude towards the culture of other peoples.

The developed long-term plan covers 4 years of activity in the following areas:

Acquaintance with national life;
Introduction to Russian folk art;
Introduction to Russian folk games;
Getting to know traditions;
Holidays.

Problems in each area are solved in all age groups. The complexity of tasks can be traced from age to age.

Solving the assigned tasks involves the use of the following forms: GCD, game activities, circle work, excursions, holidays, theatrical and independent activities.

The formation of moral and ethical feelings, the cultivation of love for the Motherland, for the traditions of Russian folk culture is based on well-known principles:
. the principle of intimacy, objectivity, emotional richness - the proposed material should be gradually more complex;
. principle of accessibility - the information offered is adapted to the perception of preschool children;
. the principle of scientificity and reliability - the content of information offered to preschoolers should be based on scientific facts, personal experience and sensory sensations of children
. the principle of clarity and entertainment - educational material should arouse interest and emotional response in children;
. the principle of historical sequence of generalizing factors;
. the principle of an integrated and integrative approach - introducing preschool children to the origins of Russian folk culture is carried out through various types of activities in the educational process system, the use of various types and forms of interaction with children is proposed;
. the principle of close cooperation between teachers and parents.

The expected result based on the results of mastering all areas for the preparatory group:

Knows basic literary concepts of folklore; a summary of the literary works read; life and traditions of the Russian people; songs, ditties, nursery rhymes, riddles, proverbs, sayings, chants.

Can tell Russian folk tales, nursery rhymes and act them out;

Uses household items of the Russian people in the game;

Creates creative works based on folklore works.

The presentation of the material occurs cyclically, through various types of activities (in a spiral, which allows you to replenish and improve previously acquired knowledge).

Remain priority methods and techniques:

Problem-search questions;
Introduction of a new character;
Analysis of proverbs and sayings;
Creative tasks;
Explanation of the origin of words;
Analogy method;
Working with models and diagrams.

The first direction provides met with national life. As a result, children begin to understand the essence of Russian folk culture, its peculiarity, originality, and flavor. Work continues to create an atmosphere of national life; together with the children, the mini-museum organized in the group is replenished with objects of Russian life. It is known that surrounding objects have a great influence on the formation of a child’s mental qualities - they develop curiosity, cultivate a sense of beauty. Surrounding objects that awaken a child’s soul for the first time and instill in him a sense of beauty must be national. This allows children from a very early age to understand that they are part of the great Russian people.
Second direction - preschoolers continue to get acquainted with Russian folk art, complementing and deepening your knowledge. New sections “Getting to know Russian folk costume” and “Getting to know Russian folk cuisine” are being introduced, expanding children’s understanding of Russian folk culture.

Third direction - children become familiar with the features Russian folk games. I would like to note that these games do not have a competitive element, but, on the contrary, promote unity and the ability to perform joint movements. In Russian folk games we use chants, counting rhymes, and sentences.

The fourth direction is getting to know traditions. Unobtrusively, in a form that is easy to understand this material, something educationally new is presented
Introduction to Russian folk holidays takes place through the following events: quizzes, entertainment, holidays such as “Visiting Grandma Riddles”, “Open your heart - say a word”, “Invocation of Spring”, etc.

Throughout the year, children in a playful, entertaining way clarify and consolidate their acquired knowledge about various areas of Russian folk culture. A special place during this period is occupied by the practical activities of children.

In this regard, an important role is played creation of a subject-development environment. The group should create a mini museum “Russian Folk Corner”, “Our Dear Rus'” where children receive and expand knowledge about the identity, color of the Russian people, Russian soul, Russian character. Where a wealth of material has been accumulated: didactic games and manuals for introducing children to Russian folk costume, Russian folk cuisine, folk games, crafts, and everyday life. The group has a lot of children's books, coloring books, didactic games, folders - progress on the topic.

When working to familiarize children with Russian folk art, we recommend using the following teaching aids: “Where there is a riddle, there is an answer”, “A clever proverb is said for a reason”, “What comes first, what comes next”, “Tell a fairy tale”, etc.

Children love to listen to fairy tales, jokes, nursery rhymes, songs, counting rhymes, and chants. They emanate goodness, warmth, and affection. You can use this in routine moments (washing hands, going to bed, when dressing and undressing).

Of course, this work requires enormous support from parents.

For them we propose to carry out:

Questionnaire “What do you know?”

Consultations “My Russia”. "The Story of One Thing"

Master class “How to make a baby book”

Design various exhibitions: “Objects of Distant Antiquities”, “My Mother Has Golden Hands”, etc.

There are many goals ahead and something to work on. But the main thing that we have achieved is a spark of interest in the eyes of children and parents, a desire to learn something new, collaborate, educate and develop all this further!

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Education of moral feelings in older preschoolers. Ed. Vinogradova A.M. M.: Education, 1989.
Educational system “Little Russians” Arapova-Piskareva N.A. M.: Mosaika-synthesis, 2004.
Danilina G.N. For preschoolers about the history and culture of Russia. M.: ARKTI, 2005.
Dyaunenova I.A. Patriotic education of preschool children through local history and tourism activities. M.: ARKTI, 2004.
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We introduce preschoolers to family and ancestry. E.K. Revina M.: Mosaika-Sintez, 2008.
Komratova N.G., Gribova L.F. Social and moral education of children 3-4 years old. M.: Sfera, 2005.
Labunskaya G.V. Artistic education of children in the family. M.: Pedagogy, 1970.
Lopatina A.A. Education of moral qualities in children. M.: Knigolyub, 2007.
Makhaneva M.D. Moral and patriotic education of preschool children. M.: Sfera, 2009.
Mulko I.F. Social and moral education of children 5-7 years old: a methodological manual. M.: Sfera, 2006.
Mulko I.F. Development of ideas about man in history and culture. M.: Sfera, 2007.
Moral and aesthetic education of a child in kindergarten. Ed. Vetlugina N.A. M.: Education, 1989.
The unknown is nearby / O.V. Dybina et al. M.: Sfera, 2010.
Introducing preschoolers to the origins of Russian folk culture in a compensatory kindergarten. Sarov, 2001.
Sertakova N.M., Kuldashova N.V. Patriotic education of children 4-7 years old based on design and research activities. In: Teacher, 2016.