Folklore plays a special place in the development of a child’s speech. It is the artistic word that contributes to the development of the ability to listen to works, enrichment and activation of the vocabulary. According to the Federal State Educational Standard for Preschool Education, the teacher uses the artistic word in regime moments, when organizing joint play activities for children. And listening to music of a different nature and game exercises with musical instruments allow you to develop phonemic and musical hearing in children, and arouse interest in folk art. You will find a description of the games and a selection of folk nursery rhymes for children in the appendix to the plan “ Thematic week"Music and folklore".

Social and communicative development

Work continues on the formation correct behavior in public places through various game situations “Toy store”, “The cat came to us”. Social and communicative development is facilitated by game situations: “How a hat and a jacket quarreled,” “Let’s help the animals get dressed for a walk,” and a conversation about kindergarten employees.

Cognitive development

Speech development

The active use of small folklore forms makes it possible to solve problems of speech development. The exercise “Who is this?”, listening to the audio recording “Who is screaming,” and composing descriptive stories about objects based on the teacher’s model help to enrich the vocabulary of children.

Artistic and aesthetic development

Artistic and aesthetic development occurs due to children's acquaintance with certain musical instruments: drums, bells, spoons, rattles. Children repeat familiar round dance games, learn new songs and nursery rhymes, imitating the movements of animals. The teacher plans various musical and didactic games aimed at developing pitch and timbre hearing in children 2-3 years old.

Physical development

The teacher introduces children to the folk game “Duck”, creates conditions for children’s independent motor activity, and continues to introduce them to the ways of using physical education equipment: balls, hoops, rattles, etc., which allows them to solve the problems of physical development of children of the 1st junior group.

Check out a fragment of the theme week

Monday
OO		Cognitive development	Speech development		Physical development
1 p.d.	Game situation “Toy Store”. Goal: to teach to recognize objects by verbal description, to use generalizing words.	Game “Find the object according to the description.” Goal: to develop the ability to identify the main features of an object.	Adding illustrations for nursery rhymes to the book corner. Goal: to form aesthetic perception, enrich children’s vocabulary.	Game "Sad and Happy Bunny". Goal: to develop the ability to name the state of the character depicted in the picture, to develop the desire to play with the teacher.	R.n.p.i. "Duck." Goal: to introduce children to the game.
Pro- boom	Game situation “I like it in kindergarten.” Goal: to develop ideas about positive aspects kindergarten.	Looking at pictures of wild animals. Goal: to encourage children to name and highlight individual parts of animals: tail, ears, eyes, etc.	Finger game "Winter". Goal: to promote the development of motor skills and speech.	Games in the book corner, independent theatrical performances. Goal: show children ways to play with theatrical masks.	Exercise "Builder". Goal: to develop coordination of movements and motor skills.
OD
2 p.d.	Game-situation “Let’s dress the doll for a walk.” Goal: to form the basis of gaming behavior, to contribute to the emergence of a plot in the game.	Games with matryoshka dolls. Goal: to develop the ability to highlight the size of an object, arrange a row in height.	Game “Magic Bag” (based on poems by A. Barto). Goal: remember works, encourage children to repeat short works.	Examining wooden painted spoons. Goal: to introduce a folk musical instrument, to support the desire to play with adults.	Game "Ring the bell". Goal: to train children in jumping, to develop interest in outdoor games.
Tuesday
OO	Social and communicative development	Cognitive development	Speech development	Artistic and aesthetic development	Physical development
1 p.d.	Exercise “This is how we can do it.” Goal: to teach when undressing before going to bed to take off a dress or shirt, then shoes, to learn how to remove tights correctly, and hang clothes on a chair.	Conversation about winter. Goal: to continue to form ideas about the seasons.	Di. “Multi-colored chest” Goal: to develop the ability to focus on endings when agreeing words in gender.	Drawing with the subgroup “Pancakes and bagels.” Goal: to continue to develop the ability to depict round objects and work with paints.	P.i. "By flat path" Goal: develop the ability to walk in a straight line, exercise balance.
Pro- boom	Exercise “Touch gently.” Goal: to teach children to engage in different forms of communication.	Games with natural material. Goal: to continue to learn to identify the shape of an object, to develop quantitative concepts.	Exercise “Ay doo-doo, doo-doo, doo-doo.” Goal: remember the words of the game, please the children, examine the wooden pipe.	Construction of a “fence made of bricks and cubes.” Goal: to develop the ability to lay bricks on a narrow edge, to consolidate the names of colors.	P.i. “Bring the flag.” Goal: to develop the ability to step over a stick, to practice balance.
OD

Folklore lesson in the first younger group.

Visiting the hostess.

Target:

To consolidate children's knowledge about the cockerel and the cat;

Be able to distinguish different animals and birds by characteristic features, activate children's speech.

Continue familiarization with small folklore genres (rhyme songs, encourage children to use onomatopoeia.

Cultivate a kind attitude towards “our smaller brothers.”

Scenery house, oven

Teacher in hostess costume

Hello guys, little kittens

I'm the hostess. Come in, you will be my guests.

Let me look at you and tell you about each one.

Look at Vikulechka’s cheeks, and Nastenka’s clean handkerchiefs.

Ilyusha is so ruddy, and German and Temochka’s eyes are sparkling,

And Vikushenka’s legs want to dance.

Yegorushka and Vovochka's hands want to play

Sofyushka’s ears listen to a fairy tale, the children listen to a fairy tale, and they listen to me

Sit down, some on a bench, some on a stool.

It’s good in my hut, it’s warm. And how much good there is, apparently and invisible. And there are benches and a table and a samovar.

Let's sit next to each other and talk well.

I have a magic chest (Shows the chest, examines it)

And in order to find out what is in my magic chest, you need to solve the riddle.

Patterned tail, boots with spurs

He gets up early in the morning and doesn’t let the kids sleep.

That's right, cockerel.

He takes out a cockerel, an audio recording sounds, with the voice of a cockerel. No. 1

Please my cockerel, have fun.

Do you guys know the nursery rhyme about the cockerel? Let's all tell it together.

Cockerel, cockerel, golden comb

Oil beard, silk head,

You don’t let the kids sleep…..Ku ka re ku!

How does the cockerel call the hens? Crow!!! Where are my chickens? My hens are my clever ones and my chicks, peck the grains.

(puts headbands with images of hens and chicks on his head )

Round dance game, the chicken went out for a walk. (to music) No. 2

Well done, let's remember who screams what

Speech game “who shouts how”

Our chickens out the window ko ko 2p.

Our ducks in the morning quack quack 2p

Our geese by the pond ha ha ha 2 r

And the turkey in the middle of the yard blah blah blah 2p

And how Petya is a cockerel, early in the morning

He will sing to us crow

Guys, look in my hut there is a stove. In this stove I cook malashka porridge, bake pies, koloboks, and lamb.

Let's bake some lamb with you

Finger painting on a tray with semolina (Russian folk music in the background) No. 3

Here, the lambs are ready, let’s put them in the oven and let them bake.

In the meantime, the lambs are baking, I suggest you guess another riddle to find out who else lives in the hut with me

Soft paws, and scratches on the paws (cat)

Yes, it's a cat. Here he is lying on the stove.Takes it out of the oven soft toy, cat

Oh, you little kitten, you are my little gray one, how can I not love you, little white tail. - Guys, let's praise the cat together. (Everyone repeats the sentence together).

Let's guys get to know the cat better. Let's consider it. His name is. "Vaska". The cat is Vaska.

My cat also loves to listen to songs and nursery rhymes to himself. Let's tell you.

Like our cat, the fur coat is very good

Like a cat's mustache is amazingly beautiful

White teeth, bold eyes

What kind of fur coat does he have? Mustache? Eyes? Teeth? - Stroke the cat on the back, stroke its tummy, ears, tail. He really likes it. - Let's repeat the nursery rhyme about the cat together.)

Well done, guys! The cat “Vaska” really liked the nursery rhyme you told.

The cat is sitting on the stove, he is warm here; warms itself and purrs. Let him rest, sleep, he still has to catch mice all night.

And you and I will sing him a song about a cat

Little gray cat game (music) No. 3

Oh, what great guys.

Why does it smell so good? (Inhale through your nose, exhale through your mouth)

Yes, these are our baked lambs.

He takes out another tray with real bagels.

Ay, kachi kachi kachi, look at the bagels rolls

Out of the heat, out of the oven, all rosy, hot

The rooks swooped in, picked up the rolls,

We are left with... lambs!!

These are the lambs we got

I invite you to drink tea with lamb.

State budget educational institution Samara region secondary school No. 4 urban settlement. Bezenchuk municipal district Bezenchuksky Samara region, structural unit " kindergarten"Dewdrop"

Project "Journey through folklore»

in the first junior group.

Project type : creative, speech, cognitive, short-term.

Age and composition of participants : 15 families of junior pupils preschool age.

: 1 week.

Problem: Currently, folk culture and traditions of the Russian people are being erased. Understanding this, one cannot be indifferent to the origins of national culture. Right now, there is a need to introduce children to best traditions our people.
The early period of a child’s life largely depends on the adults raising the children. It’s great if parents are able to enrich the environment in which he grows up. And the folk poetic word can precisely enrich this spiritual environment.

Project goal : Development of the child’s personality, his inner and spiritual world, successful mastery of his native language, through the means of folk art and folk traditions.

Project objectives :

1. Creation of a developmental environment for introducing children to the culture of the Russian people;
2.Formation and enrichment of the dictionary;
3.Development of artistic and creative abilities;
4. Development of moral and emotional feelings such as: empathy, kindness, honesty.

:

· Drawing illustrations for Russian folk tales and nursery rhymes;

· Learning chants and nursery rhymes;

· Consolidation finger games;

: Speech development; Physical development; Artistic and aesthetic development.

Stage 1 – preparatory
I created everything to achieve my goal necessary conditions to introduce children to folk art and folk culture. Together with my parents, I created a corner in the group in the Russian folk style, which is called “Russian folk art.”

Stage 2 – main
I divided all my work into three stages.
At the first stage, she introduced children to Russian folk tales, nursery rhymes, and riddles.

I designed a book corner, where books were selected - children, books - theaters, Russian folk tales, nursery rhymes, etc.
I made an album called Russian Folk Art and placed illustrations on this topic there.
Russian folk tales open a new page in the emotional life of a child. The content of the first fairy tales is aimed at awakening the first manifestations of sympathy, empathy, spiritual and physical condition hero or other character. For example, sadness and tears - “grandfather is crying, woman is crying.”
The parents of the students, together with their children, drew and colored pictures for the RNS, which were filed by me in a common folder.
I selected nursery rhymes on topics such as:
- Domestic and wild animals that imitate human actions: “The dog is baking pies in the kitchen”, “Little kitten is a little mouse”, “Magpie is a white-sided one”,
“A fox walked through the forest”, “A squirrel is sitting on a cart”, “A teddy bear” and others.
- Personifying nature: “Grass - an ant rose from sleep”, “Sun - a bucket”, “Rainbow - arc” and others.
- Reflecting elements of folk life and introducing human actions: “I’m going - I’m going to see my woman, my grandfather,” “Oh doo doo...! The shepherd has lost his pipe!”, “Okay, okay!” and others.
- Personifying mother's love and the interaction of “big” and “small”: “Goat is a hassle”, “Chicken is a tarat”, and others.
– Nursery rhymes: “From behind the forest, from behind the mountains, Grandfather Egor is riding”, “Under the chalk, under the spit” and others.
- Revealing or personifying moral and ethical categories: “Tili - bom! Tili - boom! The cat’s house caught fire!”, “Soroka-magpie”, “Manya went to the market” and others.
- Directly related to a child named: “The cat went into the woods”, “who’s good?” and others.
Children love to spend time in the book corner, look at the illustrations on their own, and recite the nursery rhymes they have learned.
To better remember these nursery rhymes and jokes, I try to use them in all routine moments when working with children.
She conveyed to the children the joy and cheerfulness that water gives us, and emotionally played out the simplest, most ordinary situations.

While washing:
"Water, water,
Wash Yura's (Natasha's) face,
To make your cheeks red,
To make your eyes sparkle,
To make your mouth laugh,
So that the tooth bites.”

When combing your hair:
“I scratch, I scratch my hair,
I'm combing my scarf,
Grow your braid to your waist,
Don’t lose a hair..."
It was nice to see how the children used nursery rhymes while playing “mothers and daughters,” and how they treated the dolls with care and love.
I paid a lot of attention to lullabies, they form the first vocabulary a child, a figurative picture of the world expressed in words. They contain wide circle information about the world around us, especially about those objects that are close to children.
They create images that are familiar to children, for example, the image of a cat. What does it have to do with not just a cat, but a kitten, cat, cat, cat.
Kitty, kitten, cat,
Kitty, little gray tail,
Come, cat, spend the night,
Rock our baby.
I'm like a cat to you
I'll pay for the work -
I'll give you a piece of the pie
And a jug of milk.
An image of pigeons is formed, which are affectionately called gulenki
Lyuli, lyuli, lyulenki.
The little ones have arrived.
The little ones have arrived,
They sat down near the cradle.
They began to rock the cradle.
They began to put Katya to sleep.
The group had a music corner where I placed folk musical instruments. These are: bells, wooden spoons, balalaika, pipe, accordion. Children to the accompaniment musical instruments They performed songs and dances, which contributed to the musical development of children.
At the third stage, I introduce children to folk games, dancing.
Of particular interest to children are the games of the Russian people, such as “Vanya Walks”, “The Gray Bunny Sits”, “Cat and Mice”, “The Sun is a Bucket” and others, which develop dexterity, speed of movement, accuracy, teach intelligence and attention . Jokes and nursery rhymes learned with children make the game process more interesting and meaningful.
A special place is occupied folk holidays, in which our kids are happy to participate. Holidays combine almost all elements of education: a song, a game, a fairy tale, a riddle, and artistic activity.

Stage 3 final
Creation of a memo for parents - “The role of parents in the revival of Russian traditions”

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Preview:

State budgetary educational institution of the Samara region secondary school No. 4 urban settlement. Bezenchuk municipal district Bezenchuksky Samara region, structural unit "kindergarten "Rosinka"

Project " Journey through folklore»

in the first junior group.

Prepared and conducted by teacher Bondarenko E.V.

2017

Project type: creative, speech, cognitive, short-term.

Age and composition of participants: 15 families of preschool children.

Time planned for project implementation: 1 week.

Problem: Currently, folk culture and traditions of the Russian people are being erased. Understanding this, one cannot be indifferent to the origins of national culture. Right now, there is a need to introduce children to the best traditions of our people.
The early period of a child’s life largely depends on the adults raising the children. It’s great if parents are able to enrich the environment in which he grows up. And the folk poetic word can precisely enrich this spiritual environment.

Project goal: Development of the child’s personality, his inner and spiritual world, successful mastery of his native language, through the means of folk art and folk traditions.

Project objectives:

1. Creation of a developmental environment for introducing children to the culture of the Russian people;
2.Formation and enrichment of the dictionary;
3.Development of artistic and creative abilities;
4. Development of moral and emotional feelings such as: empathy, kindness, honesty.

Joint activities of children and parents:

• Drawing illustrations for Russian folk tales and nursery rhymes;
• Learning chants and nursery rhymes;
• Reinforcing finger games;

Realizable educational areas : Speech development; Physical development; Artistic and aesthetic development.

Stage 1 – preparatory
To achieve the goal, I created all the necessary conditions for introducing children to folk art and folk culture. Together with my parents, I created a corner in the group in the Russian folk style, which is called “Russian folk art.”

Stage 2 – main
I divided all my work into three stages.
At the first stage, she introduced children to Russian folk tales, nursery rhymes, and riddles.

I designed a book corner, where children’s books, theater books, Russian folk tales, nursery rhymes, etc. were selected.
I made an album called Russian Folk Art and placed illustrations on this topic there.
Russian folk tales open a new page in the emotional life of a child. The content of the first fairy tales is aimed at awakening the first manifestations of sympathy, empathy, the mental and physical state of the hero or another character. For example, sadness and tears - “grandfather is crying, woman is crying.”
The parents of the students, together with their children, drew and colored pictures for the RNS, which were filed by me in a common folder.
I selected nursery rhymes on topics such as:
- Domestic and wild animals that imitate human actions: “The dog is baking pies in the kitchen”, “Little kitten is a little mouse”, “Magpie is a white-sided one”,
“A fox walked through the forest”, “A squirrel is sitting on a cart”, “A teddy bear” and others.
- Personifying nature: “Grass - an ant rose from sleep”, “Sun - a bucket”, “Rainbow - arc” and others.
- Reflecting elements of folk life and introducing human actions: “I’m going - I’m going to see my woman, my grandfather,” “Oh doo doo...! The shepherd has lost his pipe!”, “Okay, okay!” and others.
- Personifying maternal love and the interaction of “big” and “small”: “Goat is a hassle”, “Chicken is a tarat”, and others.
– Nursery rhymes: “From behind the forest, from behind the mountains, Grandfather Egor is riding”, “Under the chalk, under the spit” and others.
- Revealing or personifying moral and ethical categories: “Tili - bom! Tili - boom! The cat’s house caught fire!”, “Soroka-magpie”, “Manya went to the market” and others.
- Directly related to a child named: “The cat went into the woods”, “who’s good?” and others.
Children love to spend time in the book corner, look at the illustrations on their own, and recite the nursery rhymes they have learned.
To better remember these nursery rhymes and jokes, I try to use them in all routine moments when working with children.
She conveyed to the children the joy and cheerfulness that water gives us, and emotionally played out the simplest, most ordinary situations.

While washing:
"Water, water,
Wash Yura's (Natasha's) face,
To make your cheeks red,
To make your eyes sparkle,
To make your mouth laugh,
So that the tooth bites.”

When combing your hair:
“I scratch, I scratch my hair,
I'm combing my scarf,
Grow your braid to your waist,
Don’t lose a hair..."
It was nice to see how the children used nursery rhymes while playing “mothers and daughters,” and how they treated the dolls with care and love.
I paid a lot of attention to lullabies, they form the child’s first vocabulary, a figurative picture of the world expressed in words. They contain a wide range of information about the world around us, primarily about those objects that are close to children.
They create images that are familiar to children, for example, the image of a cat. What does it have to do with not just a cat, but a kitten, cat, cat, cat.
Kitty, kitten, cat,
Kitty, little gray tail,
Come, cat, spend the night,
Rock our baby.
I'm like a cat to you
I'll pay for the work -
I'll give you a piece of the pie
And a jug of milk.
An image of pigeons is formed, which are affectionately called gulenki
Lyuli, lyuli, lyulenki.
The little ones have arrived.
The little ones have arrived,
They sat down near the cradle.
They began to rock the cradle.
They began to put Katya to sleep.
The group had a music corner where I placed folk musical instruments. These are: bells, wooden spoons, balalaika, pipe, accordion. The children performed songs and dances to the accompaniment of musical instruments, which contributed to the musical development of children.
At the third stage, I introduce children to folk games and dances.
Of particular interest to children are the games of the Russian people, such as “Vanya Walks”, “The Gray Bunny Sits”, “Cat and Mice”, “The Sun is a Bucket” and others, which develop dexterity, speed of movement, accuracy, teach intelligence and attention . Jokes and nursery rhymes learned with children make the game process more interesting and meaningful.
A special place is occupied by folk holidays, in which our kids take part with pleasure. Holidays combine almost all elements of education: a song, a game, a fairy tale, a riddle, and artistic activity.

Stage 3 final
Creation of a memo for parents - “The role of parents in the revival of Russian traditions”

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Slide captions:

“The use of small forms of folklore in the development of children of primary preschool age” Completed by: Educator Bondarenko E.V.

The relevance of using folklore While working with children, I noticed that the child who speaks well is able to realize himself in any type of activity. Therefore, for myself personally, I came up with the following rule: “If my speech, the teacher’s speech, is figurative, colorful, full of comparisons, epithets, metaphors, and this is what we most often draw from the origins of oral folk art, then I will immediately solve two interrelated approach: from object to word and from word to object!” And I came to the conclusion: “That children’s folklore is of great importance in the development of a child, both in the educational process and in the educational process.” In this I saw the relevance of the topic: “The use of small forms of folklore in the development of children of primary preschool age.”

The main goal of the work is development different abilities children in the process of becoming acquainted with small folklore forms. Objectives: Development of creative individuality. Emotional development. Development of musical abilities. Development of the spiritual sphere. Development of independence. Physical development. Education of aesthetic feelings.

Genres of children's folklore used in the work: lullabies; nursery rhymes; jokes; nicknames; sentences; children's play songs (counting books, teasers, songs for children about the life around them); folk games.

Children's folklore is used: during the period of adaptation; in regime moments; on a walk; directly educational activities: in the game; in free activity.

The use of folklore during the period of adaptation. Finger gymnastics- an indispensable way to calm a crying child.

The use of folklore in special moments. “Water, water, wash my face so that my eyes shine, so that my cheeks glow...”

The use of folklore in theatrical activities. “...kolobok, kolobok, I’ll eat you...” “...granddaughter for grandma, grandma for grandpa, grandpa for a turnip...”

The use of folklore in GCD. “...The chicken went out for a walk, to nibble some fresh grass, and behind her were the children, yellow chickens...”

Folk games. “Little bunny, come out into the circle, little gray one, come out into the circle... Don’t play around yet, better kiss...”

Free activities for children. “This girl is Masha. And this is her plate. And in this plate... No, not porridge No, not porridge And you didn’t guess: Masha sat down, Ate all the porridge!

Conclusion 1: Purposeful and systematic use of small forms of folklore creates the necessary foundations for children to master different types activities (modeling, drawing, design, physical and musical development), helps to master the initial skills of independent artistic activity. Children also learned all self-care and hygiene skills much more easily and with great pleasure.

Conclusion 2: The result of my work is positive emotions, a cheerful, cheerful mood for my children, which helps them adapt more easily, as well as master their native language, develops memory, imagination, thinking, gives them the opportunity to run, jump, i.e. comprehensively develops the child.

Thank you all for your attention. We tell you - goodbye!

Folklore for children 2-4 years old

The mini project “Folklore for Kids” is designed for children aged 2-4 years, the material will be of interest to educators and parents.

Currently, folk culture and traditions of the Russian people are being erased. Understanding this, one cannot be indifferent to the origins of national culture. Right now, there is a need to introduce children to the best traditions of our people.
The early period of a child’s life largely depends on the adults raising the children. It’s great if parents are able to enrich the environment in which he grows up. And the folk poetic word can precisely enrich this spiritual environment.
Project type: educational, short-term (1 month)
Project goal: Development of the child’s personality, his inner and spiritual world, successful mastery of his native language, through the means of folk art and folk traditions.
Project objectives:
1. Creation of a developmental environment for introducing children to the culture of the Russian people;
2. Formation and enrichment of the dictionary;
3. Development of artistic and creative abilities;
4. Development of moral and emotional feelings such as: empathy, kindness, honesty.
Project participants: children of the first junior group, parents of pupils, teacher.
Project implementation stages:
Stage 1 – preparatory
1. Discuss with parents the choice of project topic and its significance
2. Select materials and design the corner “Russian folk art”
3.Design of the site based on the RNS "Kolobok"
Stage 2 – main
Introduce children to Russian folk tales, nursery rhymes, and riddles.
Introduce children to musical instruments
Introduce children to folk games and dances
Stage 3 final

Expected results:
For children: Learn to recognize and tell nursery rhymes.
Play Russian folk games.
Play out nursery rhymes and Russian folk tales. Gain knowledge about musical instruments.
For parents: understand and study the role of folklore in children's development
For the teacher: enriching and expanding knowledge about Russian folk art, creating a memo for parents.

Stage 1 – preparatory
To achieve the goal, I created all the necessary conditions for introducing children to folk art and folk culture. Together with my parents, I created a corner in the group in the Russian folk style. Which is called - "Russian folk art".

In the corner “Russian folk art” I placed objects of Russian everyday life: kitchen utensils(samovar, jars, wooden spoons, etc.), placed the doll in national costume, a loaf made by parents from salt dough, a samovar. The parents of my students, as well as their grandparents, took part in the search for Russian antiquities. It was interesting for the children to look at a doll in a national costume, a samovar, because it is impossible to tell children of this age about objects of Russian everyday life, the kids need to touch everything themselves and play with them.
Together with my parents, we designed a plot based on the Russian folk tale “Kolobok”

Stage 2 – main
I divided all my work into three stages.
At the first stage, she introduced children to Russian folk tales, nursery rhymes, and riddles.

I designed a book corner, where children’s books, theater books, Russian folk tales, nursery rhymes, etc. were selected.
I made an album called Russian Folk Art and placed illustrations on this topic there.
Russian folk tales open a new page in the emotional life of a child. The content of the first fairy tales is aimed at awakening the first manifestations of sympathy, empathy, the mental and physical state of the hero or another character. For example, sadness and tears - “grandfather is crying, woman is crying.”
The parents of the students, together with their children, drew and colored pictures for the RNS, which were filed by me in a common folder.

Here are some drawings for the RNS:
Fairy tale "Kolobok"

Fairy tale "Teremok"

Fairy tale "Geese-swans"

I selected nursery rhymes on topics such as:
- Domestic and wild animals that imitate human actions: “The dog is baking pies in the kitchen”, “Little kitten is a little mouse”, “Magpie is a white-sided one”,
“A fox walked through the forest”, “A squirrel is sitting on a cart”, “A teddy bear” and others.
- Personifying nature: “Grass - an ant rose from sleep”, “Sun - a bucket”, “Rainbow - arc” and others.
- Reflecting elements of folk life and introducing human actions: “I’m going - I’m going to see my woman, my grandfather,” “Oh doo doo...! The shepherd has lost his pipe!”, “Okay, okay!” and others.
- Personifying maternal love and the interaction of “big” and “small”: “Goat is a hassle”, “Chicken is a tarat”, and others.
– Nursery rhymes: “From behind the forest, from behind the mountains, Grandfather Egor is riding”, “Under the chalk, under the spit” and others.
- Revealing or personifying moral and ethical categories: “Tili - bom! Tili - boom! The cat’s house caught fire!”, “Soroka-magpie”, “Manya went to the market” and others.
- Directly related to a child named: “The cat went into the woods”, “who’s good?” and others.
Together with my parents, I designed a collection: “Matryoshka Nursery Rhymes”, all the nursery rhymes that were collected there were brought by the parents themselves.

Children love to spend time in the book corner, look at the illustrations on their own, and recite the nursery rhymes they have learned.
To better remember these nursery rhymes and jokes, I try to use them in all routine moments when working with children.
She conveyed to the children the joy and cheerfulness that water gives us, and emotionally played out the simplest, most ordinary situations.

While washing:
"Water, water,
Wash Pasha's (Yuli) face,
To make your cheeks red,
To make your eyes sparkle,
To make your mouth laugh,
So that the tooth bites.”

When combing your hair:
“I scratch, I scratch my hair,
I'm combing my scarf,
Grow your braid to your waist,
Don’t lose a hair..."
It was nice to see how the children used nursery rhymes while playing “mothers and daughters,” and how they treated the dolls with care and love.
I paid a lot of attention to lullabies, they form the child’s first vocabulary, a figurative picture of the world expressed in words. They contain a wide range of information about the world around us, primarily about those objects that are close to children.
They create images that are familiar to children, for example, the image of a cat. What does it have to do with not just a cat, but a kitten, cat, cat, cat.
Kitty, kitten, cat,
Kitty, little gray tail,
Come, cat, spend the night,
Rock our baby.
I'm like a cat to you
I'll pay for the work -
I'll give you a piece of the pie
And a jug of milk.
An image of pigeons is formed, which are affectionately called gulenki
Lyuli, lyuli, lyulenki.
The little ones have arrived.
The little ones have arrived,
They sat down near the cradle.
They began to rock the cradle.
They began to put Katya to sleep.
In the group, we began to use a technique such as listening to audio recordings of lullabies during quiet time when preparing children for bed.
The group had a music corner where I placed folk musical instruments. These are: bells, rattles, balalaika, pipe, accordion. The children performed songs and dances to the accompaniment of musical instruments, which contributed to the musical development of children.
At the third stage, I introduce children to folk games and dances.
Of particular interest to children are the games of the Russian people, such as “Duck”, “Bees and Swallow”, “Cat and Mice”, “The Sun is a Bucket” and others, which develop dexterity, speed of movement, accuracy, teach intelligence and attention. Jokes and nursery rhymes learned with children make the game process more interesting and meaningful.
A special place is occupied by folk holidays, in which our kids take part with pleasure. Holidays combine almost all elements of education: a song, a game, a fairy tale, a riddle, and artistic activity.
Stage 3 final
Creation of a memo for parents - “The role of parents in the revival of Russian traditions”

Sections: Working with preschoolers

1. Educational: To consolidate children's knowledge of small folklore forms.
2. Educational:
Develop a love for Russian folk nursery rhymes and songs.
3. Educational:
Cultivate children's sympathy for the toy and encourage them to communicate with it. Cultivate emotional responsiveness.

Preliminary work: Reading nursery rhymes, looking at pictures, learning lullabies, jokes.

Demonstration material: Toys: Vanya doll, cat, dog. Wooden spoons, bowls, Russian traditional toys. Interior of a Russian hut, napkins, musical instruments.

Methods and techniques:

1. Surprise moments.
2. Games aimed at organizing children's activities with an imaginary object.
3. Use of musical instruments.
4. Onomatopoeia.

Progress of the lesson

Children enter the “Russian Hut” and look at (the stove, table, bench, there are bowls, toys, wooden spoons on the table). Guests are greeted by a teacher in national dress:

You, dear guests, are welcome,
You are welcome - come in.
How cozy it is in our room
The stove is lit early in the morning
The cat washes itself with its paw
Our fairy tale begins.

There is a cradle. Vanyusha is sleeping in the cradle.

Leading: We came to visit Vanechka. Where is Vanechka? (They approach the cradle) He is still sleeping. Morning came, the sun rose. Let's wake up our Vanya too.

Children: Let's wake you up.

Leading:

Vanya-Vanechka, wake up and get out of bed
Do you hear, the cockerel crowed, wake up my friend. (The cockerel crows.)

How did the cockerel crow?

Children: Ku-ka-re-ku!

Leading:

The cockerel woke up and the hen stood up.
Wake up my friend, get up my Vanechka.
Stretch, stretch, wake up quickly. (Pour some water into the basin.)
Come out, water! We came to wash ourselves.

(Vanya washes herself, reads a nursery rhyme.)

Water, water! Wash my face!
To make your eyes sparkle, to make your cheeks blush,
So that your mouth laughs and your teeth bite.

(Children talk together with the teacher.)

Leading: Vanechka has washed his face, let’s play ok with him?

Children: Yes. Let's play.

(They sing in chorus and dramatize the song “Ladushki.”)

Okay, okay.
Where were you? - At my grandmother's. (Clap their hands.)
What did you eat? - Porridge.
They drank yogurt. (Run a finger over your palm.)
We ate porridge.
Shu! - let's fly! (They wave their hands, imitating birds.)
They sat on their heads,
They sat down and sat (Put their palms on their heads.)
They flew away! Yes! (Imagining birds, they scatter around the hall.)

Leading: How well you sing and play cheerfully. Tired? We'll rest a little and cook some porridge.

We'll feed our Vanya. Take spoons and bowls.

(Children take spoons and bowls.)

Leading:

Boil, boil, porridge,
Cook, cook, little one,
Porridge, porridge,
Porridge is a baby
We cooked porridge -
Vanya was fed.

Children: children feed the doll and say:

This spoon is for mommy, this spoon is for daddy,
This is a spoon for grandfather, This is a spoon for grandmother
This is the spoon for you.
Grow big, like this!

(They lift the doll up.)

Leading: Vanya played with us and ate porridge. He is a little tired, he needs to rest. Let's put Vanya in the cradle and sing him a lullaby.

(Children rock the cradle and sing a lullaby.)

Bye-bye-bye-bye,
I bless my Vanya
Come, cat, spend the night
To kill our Vanya,
Pump our Vanya,
Rock, lull
Sleep, sleep
Take you away
Bye-bye-bye-bye.
I bless my Vanya.

Leading: Hush, hush, our Vanya has already fallen asleep. Let's move away and don't wake him up. As a farewell, I treat you to delicious gingerbread cookies. (The teacher gives the children a basket of gingerbread cookies, they go to the group.)