The use of folklore in environmental representation provides. The use of folklore in environmental education of preschool children

Topic: Use of folklore in environmental education preschoolers
Take care of these waters, these lands.
Loving even a small blade of grass,
Take care of all animals within nature,
Kill only the beasts within yourself...
Fostering an environmental culture is one of the important areas comprehensive development personality of a preschooler. It is necessary to cultivate a caring attitude towards nature from an early age, since the most favorable period for solving the problems of environmental education is preschool age. A small child experiences the world with an open soul and heart. And how he will relate to this world, whether he will learn to be a zealous owner, who loves and understands nature, who perceives himself as part of a single ecological system, largely depends on the adults participating in his upbringing. Folklore provides invaluable assistance in environmental education. Folklore means (riddles, proverbs, sayings, fairy tales) help to quickly achieve success in teaching and raising children. Folklore is the source of wisdom of the people in their relationship with nature. Because the origins of ecological culture originate in the centuries-old experience of the people, in the traditions of a responsible and careful attitude towards the natural resources of their native land. In ancient times, our ancestors knew well the life of natural inhabitants, their relationships and interconnections. Without knowing literacy or writing, they knew how to read the book of nature and pass on the accumulated knowledge and skills to the younger generation. Folk knowledge, helping people survive in harsh natural conditions, is reflected in folklore, which, according to A. N. Tolstoy, as “oral literature was the dignity and mind of the people: it established and strengthened its moral character, was its historical memory, festive clothes his soul and filled with deep content his entire dimensional life, flowing according to the customs and rituals associated with his work, nature and veneration of his fathers and grandfathers.”
In everyday life, one should purposefully and systematically accumulate sensory and practical experience, train children in applying acquired knowledge and skills, stimulate and support the expression of interest in the world around them.
Technology of environmental education for secondary children preschool age has the following structural components:
cycles of observations of objects in the natural zone kindergarten(aquarium fish, spruce, autumn flowers and spring primroses on the site).
monthly (one week at a time) observations of seasonal natural phenomena and simultaneous maintenance of a pictogram calendar, these observations develop children’s powers of observation and teach them to notice changes in phenomena;
Team work several children and a teacher in a corner of nature, developing the ability to communicate with living beings, work skills to maintain the necessary living conditions for them; developing the moral qualities of children, a meaningful understanding of the need for labor operations;
feeding birds and observing them, which develops the moral qualities of children, their willingness to practically help the birds; preschoolers, in addition, acquire ideas about the diversity of birds, as well as the ability to record these ideas in a calendar using pictures;
“garden on the window”, growing two “didactic” bulbs in glass vessels (in different conditions), weekly observations of them and sketches in the calendar. This develops children's observation skills, their ability to notice changes in growing plants, and to understand the significance of different conditions for their growth.
In their work, they relied on R. A. Borganova’s program “Tugan yak tabigate belan tanyshtyru.”
Tatar folk art never ceases to delight and surprise with its deep content and perfect form. Its significance is enormous. A teacher who knows folklore material, knows riddles, proverbs, sayings, fairy tales, and can read them emotionally and with feeling, quickly achieves success in teaching and raising children. Therefore, it is very important to use folklore means in practice.
Riddles, tongue twisters, counting rhymes, barkers, proverbs and sayings, songs, fairy tales, and short poems were offered to the children during the observation process. IN
Riddles were used in practice. There are many mysteries. There are riddles - descriptions, riddles - questions, riddles - tasks.
Ipi tugel, su tugel,
Avyr tugel, az tugel,
Ansyz yashәү momkin tugel. (hava)
Tanko karlar sipkan,
Җirne ap-ak itkan,
Chyrshy, kaen, imen
Cardan chikman kigan.
Bu kaichan? (Shoo)
The riddles are smart, highly poetic, and many carry a moral message. Accordingly, they influence the mental, aesthetic and moral education. In ancient times they probably performed all these functions more or less equally. But later, mental education became the dominant principle in them. They also enrich the mind with information about nature and knowledge from the most varied areas of human life. A riddle develops a child's observation skills. The more observant a child is, the better and faster he solves riddles.
Having a supply of riddles can make observations very interesting.
Another type of small forms of folklore is tongue twisters, a competitive and playful beginning, which is obvious and attractive to children. The benefits of tongue twisters are great as an exercise for improving articulation. We used tongue twisters with words related to nature.
Let's talk
Җіләк җыя Җәлә.
Kara hag cardan bar
Kanatlaryn kaga-kaga.
Of all the variety of genres of children's oral creativity, counting rhymes are also interesting. Counters are usually called short rhyming poems used by children to determine, lead or distribute roles in the game.
Kaenda is a hag.
Imәndә – chypchyk,
Җirdә – elan.
Navada - kosh,
Bar sin dә och!
The barkers (type of songs) also perform educational functions. They help children develop a positive attitude towards nature and each other. They are usually associated with the time of year or individual natural phenomena: in February, children call the sun; in the spring - calling birds; in the summer - they ask for it to rain or stop.
Koyash, chik!

It hurts!

Without uynarbyz hylytkach.

Syerchyk, syerchyk,

Kүk kulmәgenne kyep chyk;

Uzenneke bulmasa,

Atanykyn kiep chyk.

Yangyr yau, yau, yau!

Blue kotә җir, җir, җir!

Bezgә kүmәch bir, bir!

Thus, barkers represent a unique way of introducing children to nature, the simplest connections between phenomena (spring - the arrival of birds, a rainbow - rain, autumn - harvest, etc.).

Proverbs and sayings are one of the main and most popular types of creativity of the people. The peoples of the Volga region have created countless deeply meaningful, truthful, witty and artistically vivid proverbs and sayings.

Agach belenә җimeshennan,

Adәm – eshennәn.

Folk songs are a more complex form of folk poetry than riddles and proverbs. The main purpose of songs is to instill a love of beauty, to develop aesthetic views and tastes. For example content lullabies replete with poetic images of birds, wild animals, and domestic animals.

Pesi, pesi – nechkabil,

Bala tirbattergә kil.

Yyly җirdә yashәrsen,

Ap – ak kumach asharsyn,

Tәmle sotlәr echrsen,

Ashap tugach uynarsyn,

Uynap tigach yoklarsyn.

Bally-baү!

A fairy tale is the oldest type of folklore in origin. E. N. Vodovozova recommended choosing folk tales carefully: “You should start with completely understandable tales, where the main role is played by animals familiar to children, where there is a correct description of nature.” For example, “The Cat and the Fox”, “The Cunning Fox”, tales about the seasons “Ai belen koyash”, “Bulak kemga?”

Folk holidays are a treasure trove of national culture. All folk holidays are associated with human labor activity, with seasonal changes in nature, events and dates important to the people. We held such holidays as Sөmbelә, Nauruz (new day), Karga botkasy, Sabantuy (before the start of the spring cycle).

IN summer time asked the children to tell them where they were in the summer, where they went with their parents, whether they were in nature, what interesting things happened during their vacation, what impressions they had from visiting the dacha, village, and other places. During our walks we observed the flowering plants in the area. Conducted outdoor games: “Kyngyrau chәchәk”, “Kon-ton”, “Inesh asha sikerep chyk”.

Observing the flowers, we came to the conclusion that all flowers are different. They clarified the name of flowers, their structure, features of size, color, shape of petals, etc. She encouraged me to look for comparisons and think about names.

I asked the children riddles about flowers.

Tөrle-tөrle tөstә alar,

Bu toslәr kayan kilgan?

Khushbuy ise ankytalar,

Who are you sortep yorgan? (Chәchәklәr)

Nechkә yashel sabakta

Yul buenda skar үskәn.

Kai arada hil iskan,

Ak shar ochkan da kitkan. (Tuzganak)

She talked about insects, for example, ladybug, butterfly. She explained that they help plants grow. Learned poems:

Kamka tuti och, och.

Anan salma peshere,

Atan ashap beterә.

In the summer, children's ideas about vegetables and fruits were expanded and clarified. Watered the onions with the children. While working, she invited the children to look at all the vegetables: how they grow in the garden, what they look like when pulled out of the ground, where the tops of the vegetables are, and where the roots are. We taught the children proverbs about hard work.

Җirne soygan ach bulmas.

The ultimate goal of proverbs has always been education.

Observing the weather with children every day, we reflect them in nature’s calendar. Separately, the pictures depict phenomena of inanimate nature: sun, rain, clouds, clouds, snow. The parents helped make a high-quality visual aid.

Duty officers were appointed in the duty corner. We took an individual approach to children: we sought out techniques aimed at maintaining their interest in caring for plants and animals, and at cultivating a positive emotional attitude towards living beings.

In inclement weather, when it was impossible to go for a walk, they sang songs, recited poems, and listened to a CD with the voices of birds. I read fairy tales to the children: “Tolke belen kaz”, “Yabalak”, Ayu belen babay”, “Kәҗә bәtilәre hәm bүre”. We played outdoor games with the children such as “Cat and Mouse”, “Kazlar Akkoshlar” We continued the series of observations of aquarium fish: “How can we improve the living conditions of fish?”, “What kind of body does a fish have?” With the help of these observations, they showed the children that the living conditions for the inhabitants of the aquarium are created by people - adults and children, that the aquarium must be monitored and cared for, and also clarified the children's ideas about the features of the external appearance of fish and the structure of their bodies. In the future we plan to conduct observations: “How do fish rest?”, “Why do fish have eyes?” etc.

In our free time, the children and I looked at the seeds of flowering plants that we collected on our site. They laid them out in boxes, showed them the postcards and asked the children to determine which plant had which seeds. She explained that the seeds would lie all fall and winter, and when spring came and it became warm, we would all plant them together so that beautiful flowers would grow.

We have seen that it is useful to use various proverbs when working with preschoolers.

Tabigatne saklagan – uz yashen aklagan.

Folk signs about nature contain interesting educational material and teach children to observe and take a closer look at their surroundings. For example, if it rains in the sun, it means it will stop soon.

Yangyr tamchysy su өstendә ere bulyp, kubeklanep torsa, yanә yangyr bulyr.

In the fall, children’s ideas about seasonal changes in nature and their impact on the life of plants, animals, and human activities were clarified and expanded. In the first half of autumn, when the weather was still relatively warm, we organized observations of inanimate nature phenomena with the children: the activity of the sun (amount of heat and light), the nature of precipitation, wind, and the length of the day. As a result of systematic work, children develop an idea of ​​clear and cloudy weather and its characteristic features. Children were taught to find the causes of certain natural phenomena, to establish connections between them if they are clearly presented: it rained - puddles appeared; it’s cold - puddles don’t dry out for a long time; no sun - cloudy, dark; the wind is blowing - clouds are moving quickly across the sky, etc. So, while walking around the kindergarten site, you can pay attention not only to the features of the appearance of certain plants, but also to the way of existence of all plants - attachment to the ground. While observing with children the coloring of leaves and then the fall of leaves, we drew the children’s attention to the conditions in which these phenomena occur (the sun shines and heats less; the earth becomes wet, cold, then freezes; cold winds blow, etc.). They were taught to see beauty in each leaf, they paid attention to the fact that the leaves have different shapes and colors; They offered to choose the most beautiful ones from the fallen leaves. Conversations were held on the topics: “What do we know about autumn”, “How animals prepare for winter”, “Flight of birds” and others. Parents made crafts from natural materials. The children learned such Tatar proverbs as:

Language baylygy – koyash, kozn baylygy – unysh.

Kyshky kar – kөzge ikmәk.

They asked the children riddles that described the behavior of animals:

Who goes to bed in the fall and gets up in the spring? (Bear)

There are lumberjacks on the rivers

In silver-white fur coats.

From trees, branches, clay

They build strong dams. (Beavers)

In the fall he will climb into the crack,

And in the spring he will wake up. (Fly)

Who deftly jumps through the trees

And flies up into the oak trees?

Who hides nuts in a hollow,

Drying mushrooms for the winter? (Squirrel).

With the help of fairy tales, animals were introduced to fairy-tale characters. They were compared with real forest inhabitants (hare, wolf, bear, fox). They explained that a real forest is full of different animals, birds and other forest inhabitants. Nobody cares about them - they know how to get their own food: some stock up for the winter, while others prepare for hibernation.

The gifts of autumn - vegetables, fruits, berries - were placed in a corner of nature. Children were taught to distinguish them by appearance, taste, and name them correctly. It is important to teach children that plants grow from seeds. Seeds collected on the site can be placed in a corner of nature.

During the walk, children were introduced to the work of adults, characteristic of autumn: pay attention to cleaning autumn leaves, digging up the ground under bushes, etc.

IN winter period years when opportunities for children to get acquainted with nature are limited due to weather conditions, a corner of nature in a group is an important means of carrying out meaningful work with preschoolers. Knowledge about nature and skills acquired in the fall expand and deepen. Showed the children that houseplants and the animals of this corner of nature feel as good as in summer. The plants remained green, some of them bloomed; animals are mobile and lead an active lifestyle. Children, together with the teacher, establish the reasons for these phenomena (the room is warm, light, animals are fed regularly, plants are watered, turned towards the light). Thus, the living conditions of plants and animals correspond to their needs.

By comparing the condition of plants in the group room and outside, the reasons for its differences were determined. We determined the reason why plants outside do not grow and do not turn green. To do this, you need to determine the state of the ground under the snow (frozen, hard), water (turned into ice), and conclude that plants do not have enough heat, food, water, light in winter. She told the children that plant branches are very fragile in winter and break easily. To help the plants, he suggested carefully shaking off the snow from the branches and digging the trees and bushes with snow so that they do not die. The group planted an onion and watched it grow.

Observations in winter are fascinating and interesting. How much joy and new experiences winter brings to children! We admire the snow-covered trees and pay attention to the birds wintering here. With the help of their parents, we set up feeding stations for them. It is impossible to cultivate a caring attitude towards plants and animals if you do not involve children in working in nature.

While observing ice, snow, and weather in winter, we also make riddles.

Transparent, like glass, and you can’t put it in a window

It neither burns in fire nor sinks in water.

We use proverbs.

Take care of your nose in the extreme cold.

The frost is not great and does not require standing.

We also remind children while watching birds folk saying: “Feed the birds in winter, they will serve you in spring.”

We organized winter feeding for birds on the site. Together with the children we examined the feeder made by the parents. They discussed whether it was durable, beautiful, or comfortable. On walks with the children, we chose a place and decided how to hang it. I chose the folk song “Sparrow” for this occasion.

What do you want, sparrow?

I would like a handful of bran

I would like some grains of wheat,

Regular bread crusts.

Also interesting are the barkers about birds.

Kilegez, keel, koshkaylar!

(kүmәklәp әiter өchen)

Chypchyk, chypchyk, chyp-chyryk.

Zim siptem, kil tiz ochyp!

Song, song, kil tizrak-

Let's go!

In the spring, we expanded children’s knowledge about spring changes in inanimate nature and their influence on the life of plants and animals, on human activities. They were taught to establish a connection between seasonal changes and the onset of heat and the appearance of the sun. They asked riddles

Sikerep toshә, bozny hushә.

Conversations were held on the topic: “The life of wild animals in spring”, “Rules of conduct in the forest”.

They gave basic knowledge about beetles (chafer beetles, ladybug, bee, grasshopper, ant); butterflies (urticaria, cabbage rash); using available examples they showed what is hidden behind the names of some butterflies. The benefits of insects were explained. Used such touts

Әity әle, chikertkә,

Sine nshrsә sikertә?

Sayry Belmi Sayry Son,

Bertuktamy kitch irti.

Barkers help cultivate interest and kindness towards insects.

They were introduced to the striking features of the spring state of fruit trees (flowering), taught to find differences in leaves; establish connections between changes in conditions (heat, light) and changes in the state of plants (growth and flowering), between the needs of insects for food and warmth and their behavior.

Thus, the use of small forms of folklore in work helps to instill in children a love for the Motherland, a caring attitude towards nature, their horizons expand, and their interest in understanding the world around them increases. Children become kinder and more attentive to each other.

List of used literature:

1.Babynina, T. F. Traditions of national cultures. Educational and methodological manual for students and preschool teachers educational institutions/ T. F. Babyninina – Kazan: RIC “School”, 2003. – 188 p. P.20-32.

2. Borhanova, R. A. Tugan yak tabigate belen tanyshtyru: balalar bakchalary tәrbiyachellyre өchen kullanma / R. A. Borhanova – kazan6 IUU RT. 1997. -172 b., in Tatar language.

3. Vakhrushev, A. A., Kochemasova, E. E. Hello, world! The world around us for preschoolers 2-7 years old. Guidelines for educators, teachers and parents / A. A. Vakhrushev, E. E. Kochemasova - M.: Balas, 2012.-496 p.

4. Galanina, N. A. Use of oral folk art in correction speech disorders in preschool children / N. A. Galanina // Preschool pedagogy. – 2008. No. 5 P. 32.

5. Zakirova, K. F. Balachak Alans: balalar bakchasy tәrbiyacheәre hәm әti – әnilәr өchen anthology / Zakirova K. F. – Kazan: RIC, 2011. – 560 b.

Saniya Khusyainova
The use of folklore in environmental education of preschool children

Take care of these waters, these lands.

Loving even a small blade of grass,

Take care of all animals within nature,

Kill only the beasts within yourself...

Education for environmental culture is one of the important areas of comprehensive personal development preschooler. Bring up a careful attitude towards nature is necessary from an early age, since the most favorable period for solving problems environmental education is preschool age. Small child explores the world with an open soul and heart. And how he will relate to this world, whether he will learn to be a zealous owner who loves and understands nature, perceiving ourselves as part of a single ecological system, largely depends on the adults participating in it education. Invaluable assistance in folklore provides environmental education.

Folklore means(riddles, proverbs, sayings, fairy tales) help you achieve success in learning faster and raising children. Folklore is the source of wisdom of the people in their relations with nature. Because the origins environmental cultures originate in the centuries-old experience of the people, in the traditions of a responsible and careful attitude towards the natural resources of their native land. In ancient times, our ancestors knew well the life of natural inhabitants, their relationships and interconnections. Without knowing literacy or writing, they knew how to read the book of nature and pass on the accumulated knowledge and skills to the younger generation. Tatar folk art never ceases to delight and surprise with its deep content and perfect form. Its significance is enormous. Educator, owning folklore material who knows riddles, proverbs, sayings, fairy tales, and who can read them emotionally and with feeling, achieves success in learning faster and raising children. Therefore it is very important use folklore means in practice.

We pay great attention to the work of children in nature. We stopped at work in the vegetable garden and flower garden - this is the most accessible practical activity in nature for children. The children actively participate in work, with desire and diligence. I am sure that children who planted plants and then looked after them, as a rule, do not break them or tear them later. On the territory of our kindergarten there is a small flower garden and a vegetable garden. Caring for plants consists of watering, loosening the soil, and removing weeds. By teaching the children the simplest techniques of work, we tried to explain the necessity and expediency of this work, and helped them experience the joy of a job well done. Work in the garden is accompanied by reading nursery rhymes, chants, and singing Tatar songs.

On walks while observing natural phenomena, we introduce children to folk signs. They are especially interested in signs, the accuracy of which can be verified. For example, signs associated with predicting the weather for the near future time: “If it’s cloudy but the dandelion flowers are open, it won’t rain.”., “Birds sit ruffled - it’s raining”, “Clouds and clouds are moving quickly - towards clear weather” etc. After such observations, you can talk with the children and offer to sketch what was expected from the signs and what actually happened. Children love to solve riddles. A riddle is a wise question in the form of an intricate description of something. We always try to select riddles for children that help them see the diversity of the world and about their native nature. "Invisible mischievous“He keeps playing with the grass, the leaves are spinning in the air and he’s always in a hurry to get somewhere.” (wind); “Golden and young, in a week he turned gray, and after two days his head went bald.” (dandelion)

Folk tales, with their richness of language and vivid characteristics of the characters, reveal to the child the relationship between nature and man. Nature always helps the positive characters throughout the plot. Artistic description, connection with the living perception of nature, helps the formation of vivid images, enriches children's vocabulary. Therefore, when getting acquainted with the surrounding nature, we try to enrich the vocabulary of children, develop their spoken language, creative thinking. In inclement weather, when you can’t go for a walk, we read to the children fairy tales: "Telke belen kaz"(Fox and goose, "Ayu belen babay", (Bear and grandfather, "Kezhe batilere ham bure" (The wolf and the seven Young goats). Played outdoor games with children "Cat and Mouse", "Kazlar-akkoshlar" (Swan geese). An important role in introducing children to folk culture. undoubtedly, they are occupied by national holidays. They contain the most subtle observations of characteristic features seasons, behavior of birds, insects. Fire the King, Water the Queen, Earth the Mother, Sky the Father - this is how the forces of nature were revered in the old days and turned to them with a request for fertility and harvest. All this is reflected in folk holidays. Cheerful, playful and bright, they are close and understandable to children. Together with musical director we provided entertainment based on holidays: Sembele (autumn, Navruz (spring, Saban tui (after sowing is completed). Children and adults especially love the Sabantuy holiday. "Saban" means plow, and "tui"- wedding, celebration. Thus, the meaning of the word Sabantuy is a celebration in honor of the sowing of spring crops. "Sabantuy" celebrated on the following stages: 1 National games 2 National songs and dances. 3 Competitions - national belt wrestling. Holiday "Sabantuy" It's always fun and lively. Children enjoy participating in sports competitions. Parents are always present at the holiday and help in organizing the holiday. The main competition is the national belt wrestling - KURYASH. The boys compete with pleasure, and the winners are awarded prizes. In addition, during the holiday, children read poems, nursery rhymes, and guess riddles about natural phenomena, which helps to consolidate knowledge about nature. Great help in environmental education children are provided by their parents. With the help of our parents, we set up feeders for wintering birds. Also, while watching birds, we remind children of folklore proverb: “Feed the birds in winter, they will serve you in spring” Together with my parents, we landscaped and decorated our site. In working with parents we we use all available forms to explain to them the importance environmental education of children. We conduct conversations, consultations, parent meetings, where we talk about our work with children. We constantly need to look for new ways to cooperate with parents. We believe that oral folk art, with its laconicism and poetry, is close and understandable preschoolers.

Figurative oral language folklore helps us educate children have an interest in nature, the ability to see its beauty, originality, uniqueness: the desire to protect nature, understand and love it.

Articles/Crimean Tatars/

The origin of a people is primarily connected with a specific territory, with a specific geographical environment. People adapt to the landscape, subordinating their activities and thoughts to the sole goal of survival in these natural conditions, accumulate customs dictated by the geographical environment, and create a culture associated with the surrounding landscape. Over time, nature begins to influence both anthropological traits and human psychology, forming a type that is most adapted to the corresponding environment.

The culture of the Crimean Tatar people is inextricably linked with nature native land- Crimea.

Folk traditions in relation to nature are interpreted by many scientists and teachers as experience, customs associated with nature, as well as norms of behavior in nature, which developed historically and were passed on from generation to generation through folk signs, folklore, elements of ritual, holidays, work, games.

Crimean Tatar folk traditions in relation to nature developed over many centuries and formed the basis of the culture of the Crimean Tatar people. For example, the ideas of the Russian and Crimean Tatar peoples about the seasons are completely different. If in the folklore of the Russian people winter is white, sparkling, frosty (a reflection of Russian nature), then among the Crimean Tatar people winter is “black”, dejected, chilly (a reflection of winter in Crimea), spring among the Russian people is with drops and thawed patches, among the Crimean Tatar people - with greenery and flowers, etc.

Observing the phenomena of nature, the Crimean Tatar people aptly named the months of the year (April - "chichek ayy" - the month of flowers, June - "kirez ayy" - the month of cherries; October - "sary ayy" - the yellow month, November - "kuz ayy" - the dejected month , December - "kara kysh" - black (dark) winter, etc.) The first sign early spring"ilkbaar" is considered the appearance of the snowdrop "akbardak" - popularly this flower is called "navrez chichegi" (flower of navrez). “Navrez” is a holiday of welcoming spring and the New Year, which is celebrated on the days of the spring equinox on March 21-22, the holiday of welcoming summer “Kydyrlez” is celebrated on May 5-6, in the Crimean nature it coincides with the fall of flowers and the appearance of ovaries on trees. Therefore, familiarizing children with Crimean Tatar folk traditions of the relationship between man and nature would be a valuable contribution to the environmental education of children in Crimea.

The manifestation of Crimean Tatar folk traditions of attitude towards nature is most clearly expressed in its folklore, as a way of recording and transmitting the social and value experience of older generations in relationships with nature. Through folklore, opportunities arise to educate children to respect nature. A person takes care of and protects what he knows, loves, and what he creates with his own hands.

For the purpose of environmental education of children in the conditions of Crimea, in the educational process, it is advisable to make wider use of Crimean Tatar proverbs, sayings, fairy tales, riddles, folk songs, which reflect the wise attitude of the people towards nature, give knowledge, instill love for it, and encourage creation.

IN folk proverbs and sayings encourage or condemn certain actions in relation to nature: “Erni teren syursen, bol bereket alyrsyn” (If you plow deeper, you will get a rich harvest), “Kaida olsan anda ol, perdalyazda evde ol” (Wherever you are, perdalaz be at home Perdalyaz - pre-spring week March 14-20. “These days the weather changes seven times a day,” people say), or “Myshyk beslemegen - sychan besler” (Who does not keep a cat, keeps mice); they give recommendations: “Bir kun evel sachsan, bir afta evel alyrsyn” (If you imprison a day earlier, you will receive a week earlier), they teach: “Itnin artyndan kech, atnyn ogyunden” (Walk around the dog from behind, the horse from in front), they warn in those or other actions: “It agyyzyndan suek alynmaz” (You cannot take a bone from a dog), directly indicate the need to interact with nature “Kyshny yazdan karshyla” (Meet winter in summer), advise: “Atyna ishanmasan, yolga chykma” (If you are not sure about the horse , don’t go out on the road).

Many proverbs reflect the harmony of human life and nature, their interdependence. For example: “Er toimasa, el toymaz” (If the earth is not satisfied, the people will not be satisfied), “Insan erni bakar, er de insanny” (Man feeds the earth, and the earth feeds man). The proverbs “Teregi chok olg’an koinin mezary az olur” (In a village where there are many trees, there are few graves), “Kunesh kirmegen evge, hastalyk kirer” (Into a house where the sun does not enter, illness enters) shows the importance of nature for life and health. person.

Children should be introduced to proverbs and sayings that instill interest and curiosity, stimulate the desire to observe and study nature “Mart kapydan baktyryr, kaazma kurek yaktyryr” (March opens doors, but also burns shovels), “Yaz yagmura tez kecher” (Summer rain quickly passes), “Karga kelse, kar keter” (The rook comes, the snow goes away), “Kulte keldi, kuz keldi” (The sheaf has come, wait for autumn), “Aprilde tamsyn, mayysta yagysyn da yagysyn” (In April, let him ask, and in May let it pour).

In Crimean Tatar traditions, there is a special attitude towards water as a shrine. Folk proverbs show the importance of water in nature and human life: “Er khazine, suv onyn dzhanydyr” (Earth is a treasure, and water is its life), “Suv tonrak’a kan berir, nebadat’ka jan” (Water gives blood to the earth, and life to plants), “Suv kibi tendirist ol” (Be as healthy as water), “Suv ichkende kishige yylan bile tiymez” (When they drink water and do not touch the snake), “Sevap ichyun kuyu kaaz” (Dig a well and it will be rewarded).

Of particular importance are proverbs that call for protecting, caring for nature, and instilling a sense of duty and responsibility towards it:

“Almagya istesen, bermege alysh” (If you want to take, learn to give), “Bir alsan, eki ber” (You take one, give two), “Atny baksan bin kunge, bakmasan bir kunge” (A well-groomed horse for a thousand days, unkempt for one day), “Bal tamchydan dzhyyylir” (Honey is collected drop by drop), “Sachmagan diamond” (Who does not sow, will not receive), “Baardeki areket - kuzdeki bereket” (Spring work - autumn harvest), “Kachyp ketsen - sachyp ket" (Even if you run away, run away sowing), "Bagyny bak tare - yuzyum olsun, ony da ashamagya yuzyun olsun" (Take care of the vineyard so that there are grapes that you won’t be ashamed to eat).

Fairy tales are an excellent means of environmental education. In fairy tales, the heroes are plants, animals, natural phenomena, which, communicating with people, help in trouble and teach. They are accessible, understandable to children, capture their souls, instill love for the characters, and ultimately this love transfers to actual natural phenomena. The storyteller usually begins Crimean Tatar folk tales with a saying, where animals are depicted in fables in a funny, playful form, and, of course, laughing at fables, children happily perceive their heroes and are filled with a feeling of kindness and love for those who amused them, the children’s thinking develops . For example:

A long time ago when time was time

Sparrow was the judge

The Khan's daughter was a witch

The frog is a hairdresser, and the buffalo is a bathhouse attendant,

The turtles took wings to fly away,

The fish in the sea are about to move,

The minaret of Akmecheti leaned

Drink some water from Salgir,

I drank from a leaky cauldron of broth.

He ate, got drunk and came running to you.

I hung a few words on my ears,

From my mouth I pulled a stream of fairy tales.

In the fairy tale "Chokarachyk" ("Fontall" - where a bunny, a squirrel, a hedgehog and a fox, having asked permission from the fontanel, carefully took water and drank, and the bear cub, without asking, stuck its muzzle into the fontanel, the water spilled, and the bear cub was left without water ), shows how to treat a spring and what wrong behavior can lead to. In the fairy tale “Eyilikke kemlik yapma” (Do not do evil to good), a little fox saves a man from a dragon. The fairy tale “Chegertki ve kyrmyska” (the grasshopper and the ant) ​​shows the interdependence of natural phenomena on each other: the loss of one link can lead to disruption of all the others.

In the fairy tale "Altyn Bashnen Hyyar Bash" (Goldilocks and the Cucumber Hair), the sorceress uses water from the river to reward the hardworking girl and punish the lazy one.

In Crimean Tatar folk tales and in legends water is animated. With the help of fantastic images “Suv Anasy” (Mermaid) and “Deniiz Baba” (God of the Sea) evil is punished, but they also bring good to people. For example: “Altyn balta akyynda masal” (The Tale of the Golden Axe), the legends “Arzy kyz” (Arzy Girl), “Kyz Chokargyi” (Maiden Spring), “Ayuv Dag” (Bear Mountain).

In Crimean Tatar folklore, the parables and anecdotes of Akhmet Akhaya are of great educational importance. Thus, in the parable “Cham Teregi ve Torgaychyk” (The Pine and the Sparrow) educational material about the life of trees and birds in winter and autumn is presented in a fascinating way. In an entertaining and humorous form, they introduce nature, teach behavior in nature, the rational use of nature's gifts, parables and anecdotes from Akhmet Ahaya. For example, in the parable-anecdote “Tyubsiz Chapchak” (Bottomless Barrel), thanks to a joke, Akhmet Ahai managed to force the entire village to water the vineyards and vegetable gardens and saved the harvest from drought.

In parables and legends, along with real components, speculation and fiction are used for educational purposes. It is especially useful to rely on parables and legends that explain the origin of a local plant, such as “Dogwood - Satan’s berry.”

Thus, fairy tales, parables, and legends captivate children with poetic images and dynamic actions of heroes, evoke positive emotions in them, and reinforce a bright, joyful perception of nature.

The richest material in the environmental education of children can be Crimean Tatar folk songs, chynlar (poetic recitatives), mane (round dance chants), which clearly reflect the nature of Crimea, the harmony of nature and man. Their tunes resemble the murmur of mountain streams (“Tym-tym”), the rhythmic surf of raging waves of the sea (“Ant etkenmek”), the swaying rhythm of a moving caravan (“Chalbash boray” - Gray-headed camel), the mountain echo (“Daglarnyn ¨llary” - Mountain roads), the vast expanse of the steppe (“Janai”), they sing of gardens and vineyards created by human labor, human beauty is compared to a slender cypress, a delicate rose, a mighty oak. For example:

Aya desem yarashyr, ainenni,

Gul bagchalar dolashyr, ainenni.

Gul bagchanin ichinde, ainenni,

Altyn beshik yarashyr, ainenni.

Salgyir battle

Hey, yavrum and Salgyrnyn battle,

Oz tuvgynymnyn and toyu.

Kefeden, Kerchten, Dzhankoyden kelir Ozyumnin aruv and soyum.

Bostorgyai

Bostorgay degen kushchykynyn yes

Yilgada olur yuvasy.

Yagmur yagsa sel olur yes,

Aglap ta kalyr anasy.

¨l yanynda bostorgay yes.

Tara and septim ashads...

Lullaby

I will sing tenderly and tenderly, bye-bye

The echo will respond in the gardens, bye-bye

Among the rose gardens, bye-bye,

The golden cradle sparkles, bye-bye.

Salgir embankment

Oh, how beautiful are the shores of Salgir

This is my brother's wedding.

From Feodosia, Dzhankoy, Kerch

Guests are coming: friends and relatives

Lark

At the lark, poor birdie,

The nest is found in ravines.

If the spring streams carry it away,

The mother bird will cry bitterly,

There's a lark right by the road,

Goal: Experimentally prove the role of folklore in the formation of preschoolers’ attitude towards nature.

As part of the experiment, I organized the “Evenings with Auntie Owl” group. Where, for a year, a group of ten people studied according to a specific plan (Appendix No. 1). Classes in the circle were held once a week, where I and the children learned chants, choruses, riddles, folk songs, reading fairy tales, which I later used in everyday life; at the end of the month, together with the music director, they were conducted with the entire group of children.

The topics of folklore classes are determined in accordance with seasonality, the main dates of the agricultural calendar, and the content of the program environmental education. The classes are structured in the form of a fascinating journey into the past: an educational, entertaining mini-performance; a set of games united by a common content and plot.

Folklore classes are characterized by a flexible structure and the possibility of variation. different types activities, which is determined by the emotional state, mood, and initiative of the children in the group. One of the attractive forms of familiarization with folklore is the folk theater, which combines different kinds arts or their elements, traditions and improvisation, satire, comedy. Folklore and environmental studies are based on traditional children's material- fairy tales, nursery rhymes, chants, riddles, teasers, songs, singing games, round dance games, etc. Preference is given to folklore material from our region. A system of working with a fairy tale has developed, which includes: emotional retelling, conversation game, dramatization game. In the game-conversation, individual heroes of the fairy tale “come out” to the children. Children perceive them as alive, empathize, argue with them, etc.

In folk tales of an ecological nature, in which, as a rule, the features of many animals, plants, natural phenomena, and landscapes are very accurately noted; national cultural traditions and holidays are described. The circle uses fairy tales with a simple plot and a small amount of text, which allows children to choose a role to their liking and provides the opportunity to improvise on familiar folklore material. Children's teases (original humorous characteristics of the characters), nursery rhymes, chants, and fables are organically woven into the fabric of fairy tales and transform it. A special place in musical and theatrical performances is given to folk music - these are calendar ritual songs, round dances and games with singing. (Appendix 3)

The above allows us to draw attention to my position: by introducing children to ecology, using folklore, on the one hand, I preserve the flavor of the nationality in conveying a fairy-tale image, and on the other, elements of entertainment. Of course, I take into account the specificity of children’s perception, their lack of everyday experience, and understanding of any generalized relationships in the social environment. For the purpose of interaction between the kindergarten and the family, parents were also involved in learning chants, songs, choruses, etc. with their children. Work using this technology can be carried out in a subgroup and frontal form, depending on the goals and objectives.

Goal: To identify the level of children’s attitude towards the natural world after the formative stage.

The control experiment included the same techniques that were used in the ascertaining experiment. At the control stage during diagnosis, I received the following results, which are reflected in the diagram (Appendix 2)

Thus, it can be seen that the level of development of environmental culture in children experimental group increased significantly. Children who had a low level increased it to average. Children who had average level promoted him by high level. Children who had a high level had formed ideas about the value of natural objects and cause-and-effect relationships between natural phenomena. Therefore, we can say that the work on the formative experiment had a beneficial effect on the results of the children in the experimental group.

Methodological development Fairy tale as a means of environmental education for older children - page No. 1/2

Tatarstan Elabuga

Municipal budgetary preschool educational institution

kindergarten No. 36 “Iskorka”

Methodological development
Fairy tale as a means of environmental education for children of senior preschool age
Compiled by:

Kaderleeva Rigina Rashitovna

teacher

2013-14

Page.
Introduction ___________________________________________________________
I. Fairy tale and ecology as important factors in personality development_______
1.1 Ecological culture as a result of environmental education _____
1. A fairy tale is a source of knowledge _____________________________________

II. Russian folklore as a means of educating environmental

culture ________________________________________________________
2.1 Creation of technology for folklore and environmental education_______

III. Experimental study: The influence of fairy tales on the education of environmental culture in preschool children ____________
3.1 Ascertaining stage.___________________________________________

3.2 Formative stage. _____________________________________________

3.3 Control stage . ______________________________________________
Conclusion _______________________________________________________
Literature.
Application.

Introduction

The difficult environmental situation in the world, its severe consequences, the ecology of the native land, the pollution of the habitat, all this makes it necessary to determine one of the main tasks of pedagogy - the education of an ecological culture in preschool children.

Ecological culture is part of universal human culture, a separate facet of it, reflecting the relationship between man and the entire society with nature in all types of activities, the foundation of which is reliable knowledge and practical skills aimed at protecting nature.

An important subsystem of ecological culture is the attitude towards nature. Attitude always has an emotional connotation, it is subjective and is expressed in actions, practical actions, and activities.

A significant characteristic of an attitude is its awareness, which is formed on the basis of knowledge and is associated with experiences.

It is advisable to use folklore as a means of developing environmental knowledge so that this process is exciting, entertaining and educational,

Currently, preschool teaching practice is experiencing the following difficulties:

Missing system forward planning and presentation of musical and environmental material;

There is not enough specific material, development of scenarios for classes, holidays, evenings of entertainment, and methods for conducting them;

Children do not know Russian folklore, folk traditions, signs and natural phenomena well enough.

Methodology environmental activities with preschoolers on the topic of folklore works has not been sufficiently developed. This justifies the need for my research work.

Purpose of the study: identify and experimentally test the role of folklore in the formation of environmental culture in preschoolers.

Object of study: the process of forming an ecological culture using folklore as a means.

Subject of study: the effectiveness of using folklore works in the process of forming ecological culture in preschool children.

Hypothesis: Education of environmental culture will be effective if: folklore works are used systematically in classes and in everyday life.

Research objectives

Develop a system for long-term planning of musical and environmental events;

Select a repertoire based on Russian folklore, folk traditions, signs and natural phenomena of an environmental nature;

Create scenarios for activities, holidays, and evenings of environmental entertainment, thanks to which children meaningfully perceive natural phenomena and objects through the use of folklore repertoire;

To instill interest in Russian oral folk art.

Research methods:

1. Theoretical analysis of scientific literature on the topic.

2. Experiment.

3. Observation.

4. Method of mathematical and graphical analysis.

Fairy tale and ecology as important factors in personality development
1.1

Ecological culture as a result of environmental education
Issues of environmental culture were raised at the First All-Russian Scientific and Practical Conference in Krasnoyarsk in 1991.

Academician B.T. Likhachev considers ecological culture as a derivative of ecological consciousness. It should be built on environmental knowledge and include a deep interest in environmental activities, competent implementation, and a wealth of moral and aesthetic feelings and experiences generated by communication with nature.

So, the concept of ecological culture combines: knowledge of the basic laws of nature; understanding of the need to take into account these laws and be guided by them in all kinds of individual and collective activities; the desire for optimality in the process of personal and industrial environmental management; developing a sense of responsible attitude towards nature, the human environment, and human health. Thus, ecological culture covers the intellectual, aesthetic and ethical, activity-volitional aspects of human life, the practice of everyday and professional activities.

For the theoretical substantiation of the methodology of environmental education of preschool children, the formation of the principles of environmental culture in children at this stage, the position of those researchers who, as key ideas (key concepts) of environmental education, highlight the leading principles of bioecology - the fundamental principles of environmental knowledge (N. M. Mamedov, I T. Suravegina, N. M. Chernova, I. N. Ponomarev, etc.).

Nature exists objectively, initially, independently of humans, it develops according to its own immutable laws. Only at the last stage of historical development did humanity become a geological force, a force on a planetary scale, and at the same time it invaded nature without knowing its laws. It seems that with any approaches to building a system of environmental education, with any methods of integrating its content, knowledge of the ecological laws of nature should be mandatory for every person, it should form the fundamental basis of ecological culture.

It is knowledge of the laws that allows you to correctly organize activities in nature, anticipate the results of impacts on living systems, and prevent their degradation.

Knowledge of the laws of bioecology can begin in preschool age on a specific natural material from the immediate environment of children. In this case, for constructing a methodology for environmental education and determining its content core, the initial (key) concept of bioecology is of great importance, which can be used in environmental and pedagogical work with any age category preschoolers.

It seems that the concept of the relationship of the organism with the environment (“the unity of the organism and the environment”) should become so fundamental. It is universal from different points of view: from an environmental point of view, it applies to plants, animals, humans, i.e. for every living organism; from a pedagogical perspective - applicable for any aspect of knowledge about nature and man that can be presented to children (information about plants, animals, their communities included in the life activity space of preschool children, about human activities in nature, etc.); from a practical point of view, it presupposes the presence of living objects of nature, the creation and maintenance of certain conditions for them, i.e. practical activities; from a psychological perspective, knowledge of the morphofunctional adaptability of living beings to their environment is possible through observation, discussion, and modeling. All the identified aspects lead to the formation in children of an “ecologically correct” attitude towards natural objects that come into their field of vision, to the formation of the principles of ecological culture.

Thus, environmental culture is a complex category that develops throughout a person’s life; it starts in preschool childhood, its formation occurs with the participation and guidance of an adult. Nurturing an environmental culture is one of the important areas of comprehensive development of a preschooler’s personality.

The teacher is a bearer of environmental culture . He understands the environmental situation of the planet, country and his region, knows his civic responsibility for the current situation and his practical readiness to change it, and masters the methodology - professional skills for developing the principles of environmental culture in young children.

For the development of environmental culture, it is not enough just to teach in the classroom: mastering the basics of ecology and methods of raising children must be combined with extracurricular activities that ensure in various ways their awareness of the value of nature, i.e., the model of the pedagogical process must represent a meaningful ecological trinity of teaching, upbringing and development. This is how an ecological culture can be formed, the indicators of which are: environmental education, emotional sensitivity and responsiveness to the natural environment, the ability to think ecologically, adequate behavior in nature, readiness for environmental activities.

1.2

A fairy tale is a source of knowledge
The objective world, social life and nature are the main sources of the formation of children's feelings, perceptions and ideas.

The natural world is amazing and beautiful. However, not everyone is able to see this beauty, the variety of colors, shapes, the variety of shades of the sky, water, leaves... The ability to “look” and “see”, “listen” and “hear” does not develop by itself, is not given from birth in finished form, but is being brought up.

Nature influences children on a daily basis. But the baby does not notice much, and sometimes his perception is very superficial. And yet here, in the kingdom of nature, he has his first sensory experience, accumulates sensations coming from life itself. Here he is a pioneer, an explorer, and sometimes a loser. It is not immediately possible to cross a ditch or step over a stream, since there is no experience, there is no ability to estimate the distance “by eye”. And it is not from birth that we know that the nettle “bites” and the burdock “sticks”...

Adults lead the child along the path of understanding the world in all its diversity and awareness of himself in this world. This is where children's folklore comes to our aid.

A folk poetic word, an example of spiritual service to people. It is like a spring, like the purest spring, flowing from the bowels of the earth, to which generations fall, filling with life-giving power. And the popular word conveys the past, the steps of the present and the future. And from generation to generation mother's lullabies, tales, nursery rhymes, fables, proverbs, and fables sound.

A gratifying phenomenon: in last years Interest in folklore is growing. Society seemed to feel that the life-giving force of renewal could be drawn from the inexhaustible sources of the people. It is no coincidence that the word “folklore”, being of English origin, is translated literally as “folk wisdom”.

Children's folklore is a type of folklore and a section fiction for preschoolers. Its peculiarity is that it combines poetry, songs, gaming techniques, and dance.

There is no need to prove the benefits of small poetic genres of the folk word, this is obvious.

At the same time, until recently, the activating effect of folklore works on a child remained a mystery.

A child, like a sponge, absorbs the poetry of his native language, first listening and later independently pronouncing folk texts rhythmically. Thus, children’s folklore gradually enters organically into the child’s daily life.

The use of children's folklore in working with children has several directions, but their definition is conditional, since problems are solved in a complex manner.

The first direction is the establishment and formation of trusting, kind, affectionate relationship between adults.

The second direction is for children to perform various movements when speaking folk nursery rhymes, jokes, nicknames, sentences, etc.

A special place in working with children to master the material of children's folklore is given to jokes, fun, and children's joy. In this case, boring fairy tales are indispensable, of course, games, teasers, and humorous dialogues.

Children's folklore stimulates the child's creative expression and awakens imagination. Creativity enriches the personality, the child’s life becomes more interesting and meaningful. The child, like a sponge, absorbs the poetry of his native language, first listening and later independently pronouncing folk texts rhythmically. Thus, children’s folklore gradually enters organically into the child’s daily life.

Thus, we see that the works of children's folklore are not only diverse in genres, but they are also diverse in themes (these include seasons, birds, animals, various labor processes) and tasks.

Folklore is easily perceived by children from the very beginning. early age. It contains information about compliance with the rules of behavior and moral standards that have been developed by humanity over many centuries. Works of oral folk art are emotionally experienced by the child, and their rhythm and originality of syllable relieve tension in an anxious child. Folklore effectively influences the formation of value ideas (attitudes towards nature, parents, traditions, work, etc.).

What about children's folklore?

Pestushki - songs that accompany child care.

Nursery rhymes - games between an adult and a child (with his fingers, hands).

3 nicknames - appeals to natural phenomena (to the sun, wind, rain, snow, rainbow, trees).

Sentences - appeals to insects, birds, animals. Counting tables are short rhymes that serve to equitably distribute roles in games.

Tongue twisters and frequent twisters that quietly teach children correct and clear speech.

Teasers are funny, playful, briefly and aptly naming some funny aspects in the child’s appearance, in the peculiarities of his behavior.

Jokes, jokes, shifters - funny songs that, with their unusualness, amuse children.

Boring fairy tales that have no end and can be played out many times.

Russian folk song is the result of observations of the surrounding nature, with which the life of ordinary people is inextricably linked.

A Russian song, chant, nursery rhyme, riddle, proverb, counting rhyme, ditty is the first and most accessible source of knowledge and information about the world around us. Colorful, expressive, figurative language awakens children's interest in folklore and contributes to the formation of the child's spiritual and emotional world. Most genres of small forms are the key to understanding the environment. Musical, short, rhythmic, with simple content, in an accessible poetic form, Russian folk songs, chants, and songs are easily remembered by children. They are the most accessible source of knowledge and information about the world around us. Introducing children to Russian folklore in connection with ecology is a new topic, little studied, and undoubtedly very interesting.

Folklore has a powerful motivating force that influences the development of a child’s positive reaction, helps to see what was previously unnoticed, to hear nature and its voices, and through music and song lyrics to realize what is seen and heard. Children listen, sing, think and think. Caring for the environment, warmth, kindness, respect and mercy - this is already nature conservation. And how this is needed by flowers, trees, birds, animals, and all people!

II.

Russian folklore as a means of educating environmental

culture

Creation of technology for folklore and environmental education

In educating preschoolers, I widely use folklore, which contributes not only to the formation of an emotionally positive attitude towards the world as a miracle, but also to cognitive development.

When selecting folklore works, I relied on the following principles.

Availability of content for preschool children.

Cognitive and moral significance.

The possibility of developing on their basis the ability to feel the natural world.

For a long time, people have accumulated experience in establishing connections between natural objects and the human world. He put this experience into the form of signs, sayings, proverbs, chants, riddles, songs, fairy tales, and legends.

Signs allowed our ancestors to foresee what the harvest would be like (which was vitally important for them), to “guess” the weather for the near future, to find the way home... Knowledge and use of signs in everyday life help to develop observation skills, the ability to compare, analyze, and draw conclusions .

When working with children, it is advisable to use signs whose accuracy can be verified, for example, signs associated with predicting the weather for the near future.

For example.

If there are many stars in the sky in the winter evening, expect frost the next day.

A cat scratches the floor - wait for a snowstorm.

The dog is lying in the snow - a blizzard is just around the corner.

In the morning there is no dew on the grass - wait for rain.

Bees are clustered around a blooming acacia tree - it will rain.

Sparrows bathing in dust mean rain.

Swallows and swifts are flying low, soon it will start to rain.

We sketched out observations related to signs: what was expected and what actually happened. Did some children “discover” signs of the weather themselves?

Calls, sentences. They are usually said when doing something (for example, jumping on one leg so that water that gets there during bathing will pour out of the ear); they turn to someone (for example, to a mouse to give a new tooth instead of a lost milk one), etc.

Calls and sentences were filled with the deepest faith of our ancestors in the almighty forces of nature, and their knowledge brought children and adults closer together: the sentences filled their hearts with hope for a bountiful harvest, prosperity, wealth, helped them more easily endure adversity, and treat everyday troubles with humor.

I use calls and sentences primarily as a gaming technique.

Watching the rainbow, the children asked her to water the earth.

Rainbow - arc,

Send us some rain.

When it rains, children joyfully call out to it and “cajole” it.

It's raining, it's raining,

Water with a ladle

Water all day

For our barley.

On woman's rye,

Oats for men

On girlish buckwheat,

For millet

Rain, rain, more,

I'll give you the grounds

I'll go out onto the porch,

I'll give you a cucumber

I'll give you a loaf of bread

Water as much as you want

When it rains for a long time and the children cannot go outside, we call on the sun.

Look out, shine a light.

Your children are crying

They want to drink and eat.

Sunshine, sunshine,

Look out the window

I'll give you a spindle

I'll sprinkle some peas.

People turned to the rainbow to “give” good weather.

Stop the rain!

Rainbow - arc,
Don't let it rain

Come on, honey Bell!

Children make sentences to ladybug, which can “predict” the weather: if it flies away, go to the bucket, if it crawls on your palm, wait for the rain.

Will it rain or rain tomorrow?

If it's a bucket, then fly,

If it's raining, sit down.

Ladybug,

Bucket or bad weather?

Some chants are associated with holidays that brought people closer to nature. So, in Rus', birds were usually released on Annunciation Day (April 7).

Tap dancers,

Red-throated bullfinches,

Well done guys,

Sparrow thieves!

You can fly freely,

You will live in freedom,

Bring spring to us soon!

Now birds are not released into the wild: if they have lived in a cage for a long time, it is difficult for them to adapt to nature. Therefore, this chant can be used in the dramatization “Meeting of Spring”, in which children portrayed different birds.

For spring, which everyone was looking forward to, different calls were made. In some they asked for the snow to melt faster, for warmth to set in, and for silken grass to appear; in others they asked for a rich harvest.

Turn around like a bright sun!

Melt us a snowball

Green up our meadow

Spring, red spring!

Come, spring, with joy,

With joy, with joy,

With great mercy,

With tall flax,

With deep roots,

With abundant bread!

Using chants and sayings when working with children helps not only to attract their attention to nature, but also to develop interest in folk art, native language, independent observations.

Nursery rhymes. They, as a rule, accompanied games with babies (with their fingers, arms, legs).

Run along the path

Pick some peas

A complete basket!

Bring it home
Treat everyone!

Legs, legs,

Where are you running?

Into the woods, into the bore

Mushrooms, berries to collect,

Stock up for winter!

When working with older preschoolers, nursery rhymes facilitate the process of getting to know the world around them.

For example. I show the children illustrations of horses of various colors and read a nursery rhyme:

Four horses:

The first horse, piebald,

She ran past the yard.

The other one is a bay

She left hungry.

The third - Savraska

He brought Tarascus from the courtyard,

And the fourth is nightingale.

The brownie is pressing him.

Stay home, Erema.

Then the children look at the illustrations and determine what color their uncle’s horses were: piebald - with large white spots; bay - red, with a black tail and black mane; Savraska - yellowish in color with a black tail and black mane; nightingale - a yellowish horse with a light tail and light mane.

Children like jokes (or small fairy tales in verse) that “bring closer” the world, make it real and understandable.

Preschoolers watch how janitors Alexey Ivanovich and Pyotr Nikolaevich remove hay from the site; I explain why they do it and read a joke.

Foma rides a chicken

Timoshka on a cat -

Along the path there.

“Where are you going, Foma?”

"Mow hay"

“What do you need hay for?”

"Feed the cows"

“What do you need a cow for?”

"Milk milk"

“What do you need milk for?”

"Give the child something to drink"

Among the jokes there are many fables. We use them for games like “It happens - it doesn’t happen.”

And where did you hear this?

The stump so that it lays an egg,

To make the broom cackle,

Would a ladle hatch the ducklings?

And where has this been seen?

And where did you hear this?

Crane walked all night,

He gave birth to a foal by force!

Well, the duck is a little body,

Well, the chicken is a bull, a bull!

And where has this been seen?

And where did you hear this?

So that grass grows in the field in winter,

So that the rose blooms in the garden in winter.

And where has this been seen?

And where did you hear this?

Fables and shapeshifters make children laugh kindly, help establish real connections and relationships in the world around them, explain them through “criticism” of the content of jokes

Older preschoolers not only determine what is wrong, but also explain how it really should be.

Songs and sentence tunes accompany various actions of people in the field, garden, at home. Children love to play out the content of such songs.

And we plowed the land and plowed.

And we sowed millet and sowed.

And we weeded and weeded millet.

And we mowed and mowed millet.

And we destroyed the millet and destroyed it.

And we winnowed the millet and winnowed it.

And we dried the millet and dried it.

And we cooked the porridge and cooked it.

In the song there are words unfamiliar to children, which I explain: soar the earth - give it rest; crush millet - crush, clean grain.

When planting turnips, cucumbers, beans, cabbage and other vegetables, they always sang sentence tunes.

Neither thick nor sparse,

With a mouse tail,

With a cockroach nose.

I'm planting a vegetable garden.

I'm growing a vegetable garden

Yes, I plant cabbage

I plant a little white one,

Cheerful.

Songs and sentence chants strengthen children’s caring and loving attitude towards pets.

How can I give her nettles!

Eat to your heart's content, my little cow,

Eat your fill, my Burenushka!

Proverbs and sayings just like nicknames and sentences, it is necessary to choose such that their meaning can be verified through observations, during a conversation, setting up experiments, etc.

For example, children can understand the meaning of the following expressions only through observation.

• 
  April is glorious with water and red with buds.
• 
  Without dew, grass does not grow.
• 
  The goose is like a governor in red boots.

To “test” the proverb “The seeds sprout,” the children conducted two experiments. The first allowed us to verify that different plants grow from different seeds: in shape, size, etc. In this sense, this proverb echoes another - “The willow will not bear pears.” The second experience shows that seedlings depend on the quality of the seeds. In this sense, the proverb being analyzed is similar to another - “Do not expect a good tribe from a bad seed.”

To understand the direct meaning of the proverb “Snow is cold, but the cold makes it warm,” I discussed the following questions with the children.

• 
  Why do some birds spend the night in the snow?
• 
  Why are some trees and shrubs specially covered with snow?
• 
  Why does grass remain green under snow?
• 
  Why is snow removal work carried out in the fields?

After conducting the experiments, I explained the figurative meaning of the proverbs and invited the children to sketch the results obtained in their diary albums.

Some proverbs and sayings help to reveal cause-and-effect relationships in nature, for example: “The berry is red, but the taste is bitter.” It is advisable to speculate about the literal and figurative meaning of this proverb.

The children tried ripe berries of mountain ash and viburnum (she always warned the children that not all berries are edible, some of them are poisonous, such as honeysuckle, wolf's bast, crowberry, etc.), and then sketched them in a diary album.

Puzzles used to test knowledge, observation and intelligence. A riddle is a wise question in the form of an intricate, usually rhythmically organized, description of something. I selected riddles that would allow children to see the diversity of the natural world, to reveal and lift the veil over its secrets.

Many riddles are dedicated to strawberries.

They weave boxes and baskets for me.

Alenka grows in the grass

In a red shirt.

Whoever passes

Everyone gives a bow.

In the heat of the stumps

Many thin stems.

Each thin stem

Holds a scarlet light

Unbend the stems

Collecting lights.

Before solving these riddles, which were offered to children in the summer, we examined strawberries, selected epithets and comparisons; tried to write their own riddles.

Some riddles about natural phenomena reflect their characteristics and variability. For example.

Sometimes he is low, sometimes he is high,

Sometimes he is gray, sometimes he is whitish,

It's a little blue,

And sometimes so beautiful

Lace and blue - blue.

The carpet has been laid,
Peas are scattered

Can't lift a carpet

Not a single pea can be picked.

Black swan across the sky

Scattered the miracle grain,

Black called white

The white one pecked the grain.

So that the children could guess these riddles, I organized a series of observations of the sky in different weather, at different times of the year, in the evening and morning hours, and also suggested depicting the same landscape in several drawings, but with different colors sky depending on the weather: On a clear day (cirrus clouds on a blue and dark blue background), on a cloudy day (dark clouds hanging over the sad autumn land or during long summer rains).

While analyzing the riddles, I paid attention to comparisons and figurative expressions (the sky is a carpet, the night is a black swan, the day is a white swan). This helped the children create their own interesting and imaginative riddles.

To form in children a kind, affectionate, tender feeling - a feeling of love for living things, standing by a birch tree, we clap our hands together with the children. I read poetry:

The dress is silver

At the beautiful birch tree

Green braids.

Then I show my “horns”, as if I’m butting a birch tree:

The goats ran out

They began to bend the birch tree,

And the birch tree brings tears!

Together with the children, we hold hands and dance around the tree.

Let's run out in a crowd,

So that the birch tree grows,

Grew big!

Then we bow to the birch tree, stroking its white trunk with our hands.

Through such scenes, both words and playful actions, I cultivate a love for the natural environment.

Awakening ethical and aesthetic feelings for nature in a child, I use the following techniques:

I provide an opportunity to more fully perceive a natural object, to note the color, smell, shape, beauty of a flower, branch, leaf, etc.

I evoke a good feeling towards the natural object in question.

I talk to an object of living nature (a birch tree, grass, a Christmas tree), endowing it with human qualities and a “reciprocal feeling” for the child’s good deed. For example, say: “You see how the birch tree strokes you with its branches. She whispers: “Thank you, Sasha, for stroking me tenderly!”

I introduce elements of poetry and children's folklore into observation, talk about man's kind attitude towards nature, admiring its beauty.

I identify a natural object with a person and address him affectionately. For example, a beautiful birch tree, an ant grass, a runaway bunny, etc.

I introduce elements of play, encouraging children to playfully interact with natural objects (for example, show how birch trees sway, how small the Christmas tree was and what it became when it grew up, etc.).

In the presence of children, I do not allow unseemly behavior towards nature on the part of other people, condemning their actions with the words: “This is ugly,” “You can’t do that,” etc.

Work on familiarization with folklore was carried out simultaneously with expanding children’s knowledge about the world around them, with nurturing the need to communicate with nature and come to its aid, to participate in labor activity(for caring for plants, animals, for putting things in order in the area, in the immediate environment).

In my work, I often use an “ecological fairy tale”, designed primarily for an adult who is capable of conveying its content to children through a literary word - “from mouth to mouth”, creating a priority setting for targeted perception. Everything is important here: the form, the content, and the artistic presentation of the text, taking into account age, but the most important thing is the ability to preserve the zest of folk wisdom in the interpretation. In other words, when introducing a child to an environmental fairy tale, I think: what underlies its content, for what purpose was it created by the author (to teach something, surprise or amuse)? I am trying to understand due to what value orientations this fairy tale is of interest to modern child. The above allows us to note: for practical work, knowledge of folklore of folk tales is necessary in order to methodically correctly reveal environmental knowledge to children using the wealth of national culture.

Children, seeing individual natural phenomena, perceive them as a matter of course, without thinking about the objective reality of the picture of the world unfolding before them. My task is to help children gain a purely “human vision” of the world (both in society and in nature), which is formed through the opportunity to assimilate the experience presented by adults, the experience of material and spiritual culture in their way of life and attitude towards the world around them.

The above allows us to emphasize: the cognitive value and educational significance of folklore for the little ones in their assimilation of the simplest life relationships, oriented by adults to the positive beginning that should be present in any fairy tale plot. I present ecology classes only in bright colors, while clearly highlighting positive aspects and negative aspects as surmountable against the backdrop of an effective, kind perception of the world. A child should not be faced with hopelessness, with insurmountable injustice; he should not have feelings of fear and depression.

Experimental study:

The influence of folklore on the education of environmental culture in preschool children.
3.1

Ascertaining stage.
MDOU No. 14 carries out educational work according to the program “Education and training in kindergarten” presented by the authors M.A. Vasilyeva, V.V. Gerbova, T.S. Komarova, environmental education according to the “We” program, presented by the authors Kondratieva N.N., Shilenok T.A. Markova T.A.. Vinogradova T.A.

Levels of assessment of children's attitude to nature were developed in accordance with the “We” program, author P.P. Kondratyeva.

First level ( low level).

Second level(average level).

Third level(high level).

Criteria that determine children’s relationship with nature:

1. 
   Knowledge of a living organism.
2. 
   Knowledge of the value of natural objects.
3. 
   Knowledge of the rules of behavior in nature and compliance with them.
4. 
   Knowledge of the characteristic features of the seasons and the relationship with each season of the life of people, animals, and plants.
5. 
   The ability to establish basic cause-and-effect relationships between natural phenomena.

1. 
   To identify the level of knowledge and attitude towards nature in children of the older group.
2. 
   To increase the level of knowledge and attitude towards nature in children using folklore in joint activities.

1. 
   Carry out mathematical and graphical analysis of the experiment results

As a result of the diagnostics, the group of children was divided into two groups: control and experimental. Children were diagnosed with the same level of developed environmental knowledge. As a result of diagnosing children, the level of formation of ecological culture was as follows: 25% - level 3, 50% - second level, 25% - level 1

Formative stage.
Target: Experimentally prove the role of folklore in the formation of preschoolers’ attitude towards nature.

Content:

As part of the experiment, I organized the “Evenings with Auntie Owl” group. Where, for a year, a group of ten people studied according to a specific plan (Appendix No. 1). Classes in the circle were held once a week, where I and the children learned chants, choruses, riddles, folk songs, reading fairy tales, which I later used in everyday life; at the end of the month, together with the music director, they were conducted with the entire group of children.

The topics of folklore classes are determined in accordance with seasonality, the main dates of the agricultural calendar, and the content of the environmental education program. The classes are structured in the form of a fascinating journey into the past: an educational, entertaining mini-performance; a set of games united by a common content and plot.

Folklore classes are distinguished by a flexible structure, the ability to vary different types of activities, which is determined by the emotional state, mood, and initiative of the children in the group. One of the attractive forms of familiarization with folklore is folk theater, which combines various types of art or their elements, traditions and improvisation, satire, and comedy.

Folklore-ecological activities are based on traditionally children's material - fairy tales, nursery rhymes, chants, riddles, teasers, songs, singing games, round dance games, etc. Preference is given to folklore material from our region. A system of working with a fairy tale has developed, which includes: emotional retelling, conversation game, dramatization game.

In the game-conversation, individual heroes of the fairy tale “come out” to the children. Children perceive them as alive, empathize, argue with them, etc.

In folk tales of an ecological nature, in which, as a rule, the features of many animals, plants, natural phenomena, and landscapes are very accurately noted; national cultural traditions and holidays are described. The circle uses fairy tales with a simple plot and a small amount of text, which allows children to choose a role to their liking and provides the opportunity to improvise on familiar folklore material. Children's teases (original humorous characteristics of the characters), nursery rhymes, chants, and fables are organically woven into the fabric of fairy tales and transform it.

A special place in musical and theatrical performances is given to folk music - these are calendar ritual songs, round dances and games with singing. (Appendix 3)

The above allows us to draw attention to my position: by introducing children to ecology, using folklore, on the one hand, I preserve the flavor of the nationality in conveying a fairy-tale image, and on the other, elements of entertainment. Of course, I take into account the specificity of children’s perception, their lack of everyday experience, and understanding of any generalized relationships in the social environment.

For the purpose of interaction between the kindergarten and the family, parents were also involved in learning chants, songs, choruses, etc. with their children.

Work using this technology can be carried out in a subgroup and frontal form, depending on the goals and objectives.

Control stage.
Target: To identify the level of children’s attitude towards the natural world after the formative stage.

The control experiment included the same techniques that were used in the ascertaining experiment. At the control stage during diagnosis, I received the following results, which are reflected in the diagram (Appendix 2)

Thus, it can be seen that the level of development of ecological culture among children in the experimental group increased significantly. Children who had a low level increased it to average. Children who had an average level increased it to a high level. Children who had a high level had formed ideas about the value of natural objects and cause-and-effect relationships between natural phenomena.

Therefore, we can say that the work on the formative experiment had a beneficial effect on the results of the children in the experimental group

Conclusion
Nature is an endless source of emotional states, an unquenchable desire to learn. Remembering that everyday observations in nature should not be of an overly educational nature, I use every opportunity to draw the child’s attention to a natural phenomenon and encourage him to think about it.

An assistant in the figurative, bright, aesthetic reflection of natural phenomena in words is folklore. Each season has its own unique characteristics. Developing a subtle perception of the surrounding reality, I highlight a range of natural phenomena and objects that are interesting in a given seasonal period: in the summer, draw children’s attention to the variety of colors, shades of greenery, and smells; in autumn - compare leaves by shape, notice shades yellow color; in winter, examine the structure of tree branches, notice the different properties of snow, etc.

I pass on to my children my ability to subtly feel nature, I focus on good feelings, on cultivating a humane attitude towards the surrounding reality. After all, a child “follows” an adult in his views on the world, trusting him limitlessly, imitating and repeating his judgments and assessments, and assimilating specifically the objective realities of human existence.

I work to familiarize myself with folklore at the same time as expanding children’s knowledge about the world around them, instilling the need to communicate with nature and come to its aid.

The polysemy and versatility of folklore themes require from me not only the ability to master some artistic performance skills, but also spiritual generosity, fullness of feeling and personal involvement. I try to bring into the lesson elements of artistry and individuality in the performance of folk works. Then classes are not held in the traditional form ( educational activities), but how to communicate vividly with kids. After all, before the eyes of the children, a colorful action plays out: animals speak in human voices, sing, dance, play, etc. Introducing a mood of intricacy, playful fun, and sometimes some pampering - this is the priority of folklore activities.

That is why we can say: full mastery of the methodology of folklore classes is the pinnacle of pedagogical skill. It is no coincidence that folklore classes many educators “discover” themselves.

Folklore works for preschoolers carry the highest humanistic values, eternal categories of life, renewed by beauty and love, because a child is the pinnacle of human love.

A sacred attitude towards childhood sounds in the subtext of these small works; they are permeated with the light of love for the child. There are no edifications in them, however, so much can be read between the lines that one would like to say: folklore works for children are folk didactics, a school of motherhood.

The simplicity of small folklore forms has nothing to do with simplification. They contain wisdom, which manifests itself in the ability to solve complex problems using simple means.

These tiny works are philosophical at their core, because they are directed inside a person.

The experiment showed: the value of folklore works for environmental education is determined primarily by their high intonational expressiveness, which is especially significant for preschool age, as well as other genre features - speech, semantic, sound. A simple rhyme, repeatedly repeated sound combinations and words, exclamations and emotional appeals involuntarily force children to listen, freeze for a moment, and peer into the face of the speaker.

In this complex knowledge of the natural world, the role of an adult, that is, mine, is great. Talking about how rich and beautiful our planet is, and that it has its own laws (the change of day and night, seasonal changes, weather changes). That the sun can be different (in winter it is distant, cold, and in summer it is hot), and the moon is not always round. I teach the child to “see” and “hear” nature. Children acquire this knowledge through direct perception, accumulation of impressions, sensory experience and with the help of folklore.

The main task was to develop a system for introducing preschoolers to the life of their native, close, and directly surrounding nature. The second task is to introduce children to the lifestyle, traditions and heritage of their ancestors, focusing on the dates of the folk calendar.

Literature

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2. 
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Long-term work plan for the circle

"Evenings with Auntie Owl"

for 2008 – 09