Development of children's speech through oral folk art article on speech development (junior group)
Development of children's speech through oral folk art
Currently, along with the search for modern models of education, the best examples of folk pedagogy are being revived. I believe that folklore is one of its most effective and vibrant means, fraught with enormous didactic opportunities. Also K.D. Ushinsky emphasized that “the wisdom of ancestors is a mirror for descendants,” and therefore advocated public education, because it is a living example in the process of moral development.
The problem of developing children's speech through small forms of folklore today is of particular importance. At an early age, it is very important to accelerate the “birth” of the child’s first conscious words. Small forms of folklore help to increase the stock, in which one’s attention is drawn to objects, animals, and people. The sonority, rhythm, melodiousness, and entertaining nature of folk works attracts children’s attention, makes them want to repeat them and remember them, which in turn contributes to the development of spoken language.”
She began her work by studying methodological literature. The following manuals seemed most interesting to me: L.N. Pavlova “Early childhood: development of speech and thinking”; K. Belaya “Activities with kids in kindergarten.” The work was based on the scientific achievements of A.P. Usova “Russian folk art in kindergarten”, E.A. Flerina “Aesthetic education of preschool children.” The articles of Candidate of Psychological Sciences L.N. helped us select the most successful methods of influencing children. Pavlova “Folklore for kids.” In my activities I rely on the comprehensive lessons of T.M. Bondarenko, since they include a large content of folklore material. Children's folklore is a vast area of oral folk art. This is a whole world - bright, joyful, filled with vitality and beauty. For centuries, people selected and preserved, passed on from mouth to mouth these small masterpieces, complete
With the help of small forms of folklore, it is possible to solve almost all problems in the methodology of speech development, and along with the basic methods and techniques of speech development of preschoolers, this rich material of verbal creativity of the people can and should be used.” These are the first works of art that a child hears. They are varied in content: lullabies are soothing, funny ones are pleasing, they convey love for the child and care for him. Getting to know folk nursery rhymes broadens children's horizons, enriches their feelings and speech, and shapes their attitude towards the world around them.
The development of children's speech through folklore works, of course, does not manifest itself. The teacher plays an important role in this, skillfully guiding this process. Therefore, in my work with children, I set myself
goal: to use works of Russian folklore as an opportunity to develop the speech of young children; to make children's lives interesting and meaningful, to fill it with vivid impressions, the joy of creativity, and the ability to know themselves and the world around them.
Tasks:
- mastering spoken language;
- expansion of vocabulary;
- education of sound culture of speech;
- formation of coherent speech;
- expand children's understanding of different forms of folklore;
- cultivate a love for folk art and folk traditions;
- ensure the formation of goodwill and communication;
- establish two-way contact with the baby during the adaptation period;
- bring joy to children and enrich them with new emotional impressions.
In her work on the development of children’s speech through works of folk art, she chose the following directions:
- in teaching correct pronunciation;
- in introducing children to Russian national culture;
- in direct educational activities;
- in conversations;
- in observations;
- in folk outdoor games;
- in games to develop fine motor skills;
- in theatrical activities.
I work with children of younger age groups. Just reading nursery rhymes creates favorable conditions for emotional contact with children. They become quiet, smile, ask
