Report on self-education “The role of oral folk art in the development of children's speech. Self-education plan the impact of oral folk art on the development of speech of preschoolers Report on self-education oral folk art

Relevance of the topic:

Target:

Tasks:

1. work with parents

Stages:

Stage 1 (diagnostic)

Stage 2 (prognostic)

Stage 3 (practical)

Stage 4 (generalizing)

Stage 5 (innovative)

Literature:

Topic: "The influence of oral folk art on the development of speech of children 3-4 years old"

Relevance of the topic: Age from 3 to 5 years is of particular importance for the speech development of the child. The main task of the teacher in the field of speech development of younger children preschool age- to help them in mastering colloquial speech, their native language.

The most important source for the development of the expressiveness of children's speech is the works of oral folk art, including small folklore forms (riddles, chants, nursery rhymes, jokes, songs, tongue twisters, proverbs, sayings, counting rhymes, lullabies).

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

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

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

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

Target: to combine the efforts of teachers and parents in raising children with the help of Russian folklore, to develop the creative, cognitive, communicative abilities of children on the basis of oral folk art.

Tasks:

Explore a variety of forms of work:

1. joint activities of the educator with children;
2. individual work with children;
3. free independent activity of children;
4. work with parents

• Improve the conditions for self-development
• Improve the subject-developing environment of the group for development

Stages:

Stage 1 (diagnostic)

Stage 2 (prognostic)

Stage 3 (practical)

Stage 4 (generalizing)

Stage 5 (innovative)

Literature:

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

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

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

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

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

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

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Self-education work plan for the 2017-18 academic year

Educator Igolkina V.A.

Topic: "The influence of oral folk art on the development of speech of children 3-4 years old"

Relevance of the topic:Age from 3 to 5 years is of particular importance for the speech development of the child. The main task of a teacher in the field of speech development of children of primary preschool age is to help them master spoken language, their native language.

The most important source for the development of the expressiveness of children's speech is the works of oral folk art, including small folklore forms (riddles, chants, nursery rhymes, jokes, songs, tongue twisters, proverbs, sayings, counting rhymes, lullabies).

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

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

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

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

Target: to combine the efforts of teachers and parents in raising children with the help of Russian folklore, to develop the creative, cognitive, communicative abilities of children on the basis of oral folk art.

Tasks:

• Explore a variety of forms of work:

1. joint activities of the educator with children;
2. individual work with children;
3. free independent activity of children;
4. work with parents

• Improve the conditions for self-development
• Improve the subject-developing environment of the group for development

Stages:

Stage 1 (diagnostic)

Stage 2 (prognostic)

Stage 3 (practical)

Stage 4 (generalizing)

Stage 5 (innovative)

Literature:

In 2013-2014 academic year I studied the topic "The influence of oral folk art on the development of speech of children 3-4 years old."

Age from 3 to 4 years is of particular importance for the speech development of the child. The main task of a teacher in the field of speech development of children of primary preschool age is to help them master spoken language, their native language.

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

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

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

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

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

During the year, I paid much attention to introducing children to riddles, lullabies, counting rhymes and nursery rhymes. The material was selected in accordance with the age capabilities of the children. Children's activities were organized taking into account the integration of educational areas.

In the course of working on the topic of self-education, I collected a card file of riddles. It is known that riddles enrich the vocabulary of children, develop imagination, auditory perception. A riddle is one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects or phenomena are given in an extremely compressed, figurative form.

Acquaintance with nursery rhymes began with looking at pictures, illustrations, toys. In the preliminary conversation, the meanings of the words that the children would hear in the nursery rhyme were explained.

Before going to bed, the children of my group listened to lullabies both in my performance and in the recording. Lullabies, according to the people, are a companion of childhood. They, along with other genres, contain a powerful force that allows the development of the speech of preschool children. Lullabies enrich the vocabulary of children due to the fact that they contain a wide range of information about the world around them, primarily about those objects that are close to people's experience and attract with their appearance.

for 2013-2014 academic year

Poilova Tatyana Nikolaevna
Self-education report "The influence of oral folk art on the development of children's speech"

self-education.

Subject " The influence of oral folk art on the development of children's speech»

Goal of the work:

Combining the efforts of teachers and parents in education children with the help of works of Russian folklore, continue develop creative abilities, cognitive and communication skills children based on oral folk art.

Tasks:

1. Study the methodological literature on this topic.

2. Reveal the value oral folk art in the education system children.

3. Improve your skills on the subject self-education.

4. Improve the subject-spatial environment of the group on this topic.

5. Develop a plan for conversations with parents on the topic.

Relevance of the topic:

Russian folk art never ceases to amaze with its deep content and perfect form. Native speech, sounding in fairy tales, expressive intonations of a Russian song that a child meets from an early age.

Well defined role folk art in the formation of children's activities, and above all in the game, in actions with toys. It is difficult to find a more valuable material for development artistic perception than fascinating Russian fairy tales, songs, colorful objects of arts and crafts creativity. The impressions that the child receives are reflected in independent verbal, song, visual child's creativity.

Folklore awakens a good beginning in children. Therefore use in working with children oral folk art creates conditions for speech development of children, thinking children, motivation of behavior, accumulation of positive experience in interpersonal relationships.

preschool educational institution- first and most responsible link in the overall system public education. Mastering the native language is one of the most important acquisitions of a child in preschool childhood. Therefore, the speech process development considered in modern preschool education as common ground education and training children.

At the end of the twentieth century, a huge avalanche of borrowed terms from foreign languages, which threatens the language, and hence the culture. Therefore the problem speech development of children older preschool age by means of small forms of folklore today is of particular importance.

People carefully accompanied with a poetic word every stage of the child's life, all aspects of his development. This is a whole system of traditional rules, principles by which a child is brought up in a family. The core of this system was and remains oral vernacular handed down from century to century, from family to family.

With purposeful work with children, older preschoolers are able to guess riddles with both accurately named signs and encrypted ones.

As for other small forms of folklore, N. Novikova in her research emphasizes that some children know and repeat with pleasure nursery rhymes, jokes, songs, stories. Recognizing a nursery rhyme, a fairy tale, they only name its characters.

So, if small forms of folklore are selected taking into account age possibilities children and systematic work is organized for older preschoolers, they are accessible to their understanding and awareness. Thus, the use of small forms of folklore in speech child development fully justifies itself.

Topic plan.

Stage 1: Diagnostic.

IMPLEMENTATION TERMS

1. Study and analyze:

"Education Act"

GEF preschool education

Veraksa program "Birth to School". September 2017

2. The study of methodological literature

1. Alekseeva M. M., Yashina V. I. Speech preschool development. –M.: Academy, 1999.

2. Anikin V.P. Russians folk proverbs, sayings, riddles, children's folklore. –M.: Uchpedgiz, 1957.

3. Apollonova N. A. Introduction of preschoolers to Russian national culture // Doshk. upbringing. -1992.-№5-6.-S. 5-8.

4. Bukhvostova S. S. Formation of expressive speech in children senior preschool age. - Kursk: Academy Holding, 1976.

5. Zagrutdinova M., Gavrish N. Use of small folklore forms // Doshk. upbringing. -1991.-№9.-S. 16-22.

6. Kudryavtseva E. The use of riddles in a didactic game (senior preschool age)// Doshk. upbringing. -1986.-№9.-S. 23-26.

7. Journey through the Land of Mysteries / Comp.: Shaydurova N.V. Barnaul: BSPU, 2000. -67p.

8. Studying magazines "Preschool Education".

"Child in Kindergarten".

9. Reader for children of the senior group.

The study of articles in this direction. During a year.

3. Exploring the Internet resources:

Stage 2: Predictive.

IMPLEMENTATION TERMS

1. Develop forward planning in the group, taking into account the use of information and communication technologies. September 2017

2. Develop forms and methods of working with children and parents. The use of computer technology in working with children. September

October 2017

Stage 3 A: Practical.

Implementation timeline

1.Customized meetings with parents, systematically held throughout the year.

2. Adding Books to the Book Corner - Russian folk tales(According to age.) During a year

3. Replenishment of the theater corner. During a year

4. Joint participation of parents and children in festive events, theatrical performances and sports events. During a year.

5. Conversation with parents on the topic. Using a questionnaire, find out the opinion of parents whether it is necessary to use oral folk art in the education of children October 2017.

6. Competition for the best baby book and folding folder "My favorite fairy tale". Working with parents and children. February 2018

8. Learning songs, poems, tongue twisters. During a year.

9. Consultation for parents "Speech child development 6-7 years old» September 2017

10. Consultation for parents "The role of children's fairy tales in the life of a child"» November 2017

11. Consultation for parents "The role of folklore in the upbringing of a child" January 2018

12. Consultation for parents " "TALE IN THE LIFE OF A CHILD" March 2018

Related publications:

Consultation for educators "The influence of oral folk art on the development of children's speech" Consultation "The influence of oral folk art on the development of children's speech" Speech is the most important function in a person's life, which is necessary.

A long-term plan for self-education "The influence of oral folk art on the development of speech of children 2-3 years old" Contents The purpose of the work: - improving their professional skills and competence; - to promote the speech development of children of the third.

Self-education plan "The influence of oral folk art on the development of speech of children 3-4 years old" municipal budgetary preschool educational institution " Kindergarten general developmental type No. 47 "Plan of self-education.

The plan of self-education of the educator of the middle group "The influence of oral folk art on the development of speech of children 4-5" Career self-education plan middle group on the topic: "The influence of oral folk art on the development of speech of children 4-5 years old." Goal of the work:.

Presentation "The influence of oral folk art on the development of speech of children of primary preschool age" The younger preschool age is the period of the most intensive development of the child, when the foundation of the physical and mental is laid.

In the 2013-2014 academic year, I studied the topic "The influence of oral folk art on the development of the speech of children 3-4 years old."

Age from 3 to 4 years is of particular importance for the speech development of the child. The main task of a teacher in the field of speech development of children of primary preschool age is to help them master spoken language, their native language.

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

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

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

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

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

During the year, I paid much attention to introducing children to riddles, lullabies, counting rhymes and nursery rhymes. The material was selected in accordance with the age capabilities of the children. Children's activities were organized taking into account the integration of educational areas.

In the course of working on the topic of self-education, I collected a card file of riddles. It is known that riddles enrich the vocabulary of children, develop imagination, auditory perception. A riddle is one of the small forms of oral folk art, in which the most vivid, characteristic signs of objects or phenomena are given in an extremely compressed, figurative form.

Acquaintance with nursery rhymes began with looking at pictures, illustrations, toys. In the preliminary conversation, the meanings of the words that the children would hear in the nursery rhyme were explained.

Before going to bed, the children of my group listened to lullabies both in my performance and in the recording. Lullabies, according to the people, are a companion of childhood. They, along with other genres, contain a powerful force that allows the development of the speech of preschool children. Lullabies enrich the vocabulary of children due to the fact that they contain a wide range of information about the world around them, primarily about those objects that are close to people's experience and attract with their appearance.

for 2013-2014 academic year

Municipal preschool educational institution
« Kindergarten No. 14 "Ivushka"
city ​​of Zelenokumsk, Sovetsky district.
self-education report
Topic: "The role of oral folk art
in the development of children's speech "
teacher Lapaeva Tatyana Alexandrovna
2017
"The role of oral folk art in the development of children's speech"
In the 2016-2017 academic year, I continued the topic of self-education, which was started in the 2015-2016 academic year "The role of oral folk art in the development of children's speech." Age from 3 to 4 years is of particular importance for the speech development of the child. The main task of a teacher in the field of speech development of children of primary preschool age is to help them master spoken language, their native language.
Relevance. The most important source for the development of the expressiveness of children's speech are the works of oral folk art, including small folklore forms (riddles, chants, nursery rhymes, jokes, songs, tongue twisters, proverbs, sayings, counting rhymes, lullabies). The educational, cognitive and aesthetic value of folklore is enormous, as it expands the child's knowledge of the surrounding reality, develops the ability to feel the artistic form, melody and rhythm of the native language, contributes to the development of figurative thinking, enriches the speech of children. Children perceive folklore works well due to their gentle humor, unobtrusive didacticism and familiar life situations. With the help of folk songs, nursery rhymes, children are brought up with a positive attitude towards routine moments: washing, combing, eating, dressing, going to bed. Fairy tales develop the child's personality, they awaken his imagination, teach him to dream.
So that children, as best as possible, can master the means of communication and ways of interacting with adults and peers, I set the following goal:
"Development of speech, cognitive and creative abilities of children on the basis of oral folk art"
The main tasks of my direction are:
1. Increase your own level of knowledge by studying articles in journals and methodological literature;
2. Reveal the importance of oral folk art in the system of raising children;
3. Introduce children to Russian folklore
4. Enrich the speech of children, form an attitude to the world around
5. To develop free communication between an adult and children about what they have read, practical mastery of the norms of Russian speech.
6. Cultivate love for Russian folklore.
To solve the tasks, I used the following methods and techniques:
Visual method: demonstration and illustration of paintings, showing methods of action.
Verbal method: collective reading, memorizing poems and nursery rhymes with children, telling Russian folk tales with elements of dramatization, acting out.
Game method: dramatization games, dramatization games, didactic games, board games.
In my work I used the following didactic aids:
table theater;
finger games based on Russian folk rhymes and fairy tales;
puppet show;
illustrative material on fairy tales;
illustration albums on fairy tales and works.
At the first stage of my work on the topic of self-education, I made
1. Analysis of diagnostics in order to identify children's knowledge of Russian folklore.
2. Studied advanced pedagogical experience and literature on this topic.
3. Developed a long-term plan to introduce children to oral folk art.
4. Studied the influence of oral folk art on the development of a child's speech.
Therefore, at the second stage of my work on the topic of self-education, I began to study, collect, and then independently create necessary material for further work, to apply the acquired knowledge in practice.
I collected a card index of finger games based on oral folk art.
I collected a card file of riddles, incantations, pestles, nursery rhymes, which I successfully used both in the classroom and in various regime moments.
As a result of the work done, by the end of the year, most children are able to speak slowly, talk about what they see, and answer simple questions. The children's speech activity increased, the vocabulary corresponding to their age was enriched. Kids are interested in others, freely communicate with peers and adults, actively use the forms of speech etiquette (with a request, greeting, farewell). They show kindness and responsiveness to the heroes of the works, to the people around them. Children know a lot of poems, nursery rhymes, songs and tell them with pleasure.
It is very important to work with parents. I recommend parents to use samples of oral folk art more widely in their own speech, and in individual conversations I show how this can be done. I designed folders for them - movements on the topic:
- "Parents - book - child",
- "Oral folk art in the development of children's speech",
- “Raising a talker”,
prepared a consultation on the topic “Recommendations for parents on the development of the speech of children of the fourth year of life”, “Nursery rhymes will help to cope with child disobedience”, “Russian folk tales in the development of the speech of a child of the fourth year of life”, booklets “Lay your heart on reading” and much more.
I pay much attention to modern approaches to the upbringing of children, I create conditions that provide the child with psychological comfort, his comprehensive development. I focus on new approaches to the problems of education, on innovative methods and novelties of methodological literature, the literature taken from the Internet helped me a lot in this:
“Preschooler: education and development, features of communication. Junior preschool age: 3-4 years old, Prosveshchenie Publishing House, 10.2015;
"FGOS about the game as special form activities of a preschooler "- publishing house Uchitel September 2015;
"Speech development of preschoolers in familiarization with fiction» publishing house Uchitel 02.2016
CONTENT OF SELF-EDUCATIONAL WORK
for 2016-2017 academic year
Stages of work on self-education Activity
1. Formation of the need for self-education, self-assessment of readiness, awareness of the need for knowledge, setting goals and objectives. The purpose of the work on self-education: to unite the efforts of teachers and parents in raising children with the help of works of Russian folklore, to develop the creative, cognitive, communicative abilities of children on the basis of oral folk art.
2. Planning work on self-education. Planning work for the following sections:
- study of methodical literature;
-work with children;
- work with family;
- self-realization.
3. Theoretical study of the problem. The study of literature on the topic:
1. Baburina G.I., Kuzina T.F. Folk pedagogy in the education of preschoolers. M., 1995.
2. Dal V.I. Proverbs and sayings of the Russian people. M., 2009.
3. Larks: Songs, sentences, nursery rhymes, jokes, counting rhymes / Comp. G. Naumenko. M., 1998.
4. Knyazeva O.L., Makhaneva M.D. Familiarization of children with the origins of Russian culture: Textbook-method. allowance 2nd ed., revised. and additional St. Petersburg,. 2008.
5. Russian folklore / Comp. V. Anikin. M., 1985
4. Practical activities Leisure "Evening of riddles according to Russian folk tales" "Tales of the grandmother Riddle."
Dramatization of the Russian folk tale "Teremok", "Zayushkina's hut".
Entertainment "Wide Shrovetide"
Game activity "Let's play with fingers."
Leisure "Sun, dress up, red, show yourself!"
"Gatherings" (a creative evening with the participation of parents)
Family contest "Guess the riddle - draw a riddle"
Consultation for educators "The influence of Russian folk art on the development of speech of children 3-4 years old", "Do not forget folk games."
Final open lesson with elements of folklore "In search of spring"
Master class for educators on the studied topic "Girls' gatherings."
Report on the topic of self-education.
5. Summing up the results of self-education. As a result of work on the topic of self-education
- the majority of children have increased interest in oral folk art;
-enriched oral speech, fantasy and imagination;
- parents have expanded their ideas about the influence of oral folk art on the development of a child's speech.
Conclusion: In my teaching activities, I plan to continue the work of implementing the principle “from simple to complex”. Directly educational activities spend with children in an unusual environment, introduce integration into all activities with children in various areas educational work. In the future, I see the need to continue working on the development of children's speech by means of oral folk art, as well as to develop children's speech through theatrical games.