Self-education, oral folk art in children's speech. Work plan for self-education on the topic “The influence of oral folk art on the development of speech in preschool children. Studying the topic: “The use of riddles in the mental education of preschool children

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:

Uniting the efforts of teachers and parents in education children using works of Russian folklore, continue develop creativity, cognitive and communication abilities children based on oral folk art.

Tasks:

1. Study methodological literature on this topic.

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

3. Improve your skills on the issue 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, heard in fairy tales, expressive intonations of a Russian song, which a child encounters from an early age.

The role is perfectly revealed folk art in the development of children's activities, and above all in play, in actions with toys. It is difficult to find more valuable material for development artistic perception than fascinating Russian fairy tales, songs, colorful arts and crafts creativity. The impressions 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 children's speech development, thinking children, motivation of behavior, accumulation of positive experience in interpersonal relationships.

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

At the end of the twentieth century, a huge avalanche of borrowed terms from foreign languages began to pour into our lives, which threatens the language, and therefore culture. Therefore the problem children's speech development senior preschool age through the means of small forms of folklore today is of particular importance.

People carefully accompanied with poetic words every stage of the child’s life, all aspects of his development. This is a whole system of traditional rules, principles with the help of which a child is raised in a family. The core of this system was and remains spoken folk word passed down from century to century, from family to family.

With targeted work with children, older preschoolers are able to solve riddles with both precisely named signs and encrypted ones.

As for other small forms of folklore, N. Novikova in her research emphasizes that some children know and enjoy repeating nursery rhymes, jokes, songs, and tales. When recognizing a nursery rhyme or a fairy tale, they only name its characters.

So, if small forms of folklore are selected taking into account age capabilities 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.

Plan of work on the topic.

Stage 1: Diagnostic.

IMPLEMENTATION TIMELINE

1. Study and analyze:

"Education Act"

Federal State Educational Standard for Preschool Education

Veraxa program "From birth to school". September 2017

2. Study of methodological literature

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

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

3. Apollonova N.A. Introducing preschoolers to Russian national culture // Doshk. upbringing. -1992.-No. 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.-No.9.-S. 16-22.

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

7. Journey through the Land of Mysteries /Compiled by: Shaidurova N.V. Barnaul: BSPU, 2000. -67 p.

8. Studying magazines "Pre-school education".

"Child in kindergarten".

9. Reader for older children.

Studying articles in this direction. During a year.

3. Study the Internet resources:

Stage 2: Prognostic.

IMPLEMENTATION TIMELINE

1. Develop long-term 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. Using computer technology in working with children. September

October 2017

Stage 3: Practical.

Implementation deadlines

1. Individual meetings with parents, systematically taking place 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 survey, find out the opinion of parents whether it is necessary to use oral folk art in raising 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 a child's life"» November 2017

11. Consultation for parents “The role of folklore in raising a child” January 2018

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

Publications on the topic:

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 human life, which is necessary.

Long-term plan for self-education “The influence of oral folk art on the development of speech of children 2–3 years old” Contents Purpose of the work: – increasing one’s professional skills and competence; – 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 “General developmental kindergarten No. 47” Self-education plan.

Self-education plan for a middle group teacher “The influence of oral folk art on the development of speech in children 4–5” Self-education plan for a middle group teacher on the topic: “The influence of oral folk art on the development of speech in 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” Junior preschool age is the period of the most intensive development of the child, when the foundation of the physical and mental is laid.

Knyazeva Natalya Anatolevna
Job title: teacher
Educational institution: MBDOU No. 2 "Ship"
Locality: Sakhalin region, Poronaysk
Name of material: article
Subject: Report on the topic of self-education
Publication date: 10.09.2016
Chapter: preschool education

Municipal budgetary preschool educational institution “Kindergarten No. 2 “Korablik”, Poronaysk” Report on the topic of self-education “The influence of oral folk art on the development of speech of children 3-4 years old” Educator: N.A. Knyazeva 2016

Report on the topic of self-education
“The influence of oral folk art on the development of speech of children 3-4 years old” “Language is the most living, most abundant and lasting connection that connects obsolete, living and future generations of a people into one great, historically living whole.” K.D. Ushinsky In the 2015-2016 academic year, I studied the topic “The influence of oral folk art on the development of speech in children 3-4 years old.” The age from 3 to 4 years is of particular importance for the child’s speech development. The main task of a teacher in the field of speech development for children of primary preschool age is to help them master spoken language and their native language. This theme
relevant
, since the value of oral folk art is that with its help an adult can easily establish emotional contact with a child. Works of oral folk art have enormous cognitive and educational significance for the child, contribute to the development of imaginative thinking, and enrich children’s speech. Fairy tales, nursery rhymes, jokes, riddles are the first works of art that a child hears. Acquaintance with them enriches his feelings, speech, shapes his attitude towards the world around him, and plays an invaluable role in all-round development. Communicating with children, I noticed that many children have insufficient vocabulary, not all children can answer an adult’s questions about the content of familiar fairy tales, accompany play and everyday actions with speech, and mostly use non-verbal means (facial expressions, gestures) when communicating with peers , intonation). So that children, as best as possible, can master the means of communication and ways of interacting with adults and peers, I have set myself the following
target:
- develop the cognitive, communicative and speech abilities of children through oral folk art.
The main tasks of my direction are
: - to arouse interest in oral folk art and help children successfully enter the world of fairy tales, jokes, nursery rhymes using various methods and techniques; - introduce children to the way of life of the Russian people; - to involve parents in the process of child development through oral folk art using various methods and techniques of working with parents.
To solve the problems I use 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 and printed games. In my work I use the following
forms

works:
artistic and creative activities (visual activities, modeling); fiction, folklore; conducting classes and entertainment; preparation of consultations for parents and educators. In my work I use the following
teaching aids
: - table theater; - finger games; - puppet show; - illustration material; - mnemonics manuals (mnemonic tables and mnemonic tracks) - illustration albums on fairy tales and works. Working with kids, I compiled
file cabinets:
- Russian folk games for children of primary preschool age; - Russian folk songs, nursery rhymes, jokes, chants; - finger gymnastics for children of primary preschool age, based on folklore material. It has become traditional in my work
folklore classes
: “Visiting a fairy tale”, “Ladushki at grandma’s”, “Magpie-Beloboka”, “Teremok”; entertainment and physical education “Kolobok”, “Bird’s yard”, “Mishka the naughty bear”. "Visiting the squirrel." Oral folk art contains inexhaustible opportunities for awakening a child’s cognitive activity, independence, bright individuality, and for the development of communication skills. This gives me the opportunity to introduce elements of artistry and individuality in the performance of folk works into direct educational activities with children. Then GCD takes place not in the traditional form of educational activity, but as a vivid communication with children, because a colorful action is played out before the children’s eyes: animals talk in human voices, sing, play, dance, etc. By introducing a mood of intricacy, playful fun, and sometimes some pampering. In this I see the priority of folklore activities. Liberation, the opportunity to realize oneself in work, focus on individual handwriting - effective implementation
principle

democratic learning
. Folklore classes are subject to general
didactic principles
: -the principle of developing and educating education; -systematicity and consistency, clarity, individual approach to children; - principles of active acquisition and application of knowledge. When conducting classes with children in all types of activities, I select an interesting gaming motivation for each using dynamic pauses and physical exercises, I use techniques to ensure the interest of children, as a result of which the kids show interest in works of oral folk art, and use nursery rhymes and songs in everyday life. Children are also emotionally responsive, respond to the emotions of loved ones, and empathize with the characters of fairy tales. They react to musical works, the natural world, learn to master the means of communication and ways of interacting with adults and peers. Taking into account the characteristics of age, I began work on the use of small folklore forms by using them to establish emotional contact, and subsequently emotional communication with children at different regime moments. Morning exercises, physical exercises minutes, walking along correctional paths, recreational jogging, walks - I spend all this, accompanied by reading poems, nursery rhymes, songs based on folklore.
On direct educational activities
To create gaming motivation, I use stories from fairy tales, memorizing nursery rhymes, surprise moments involving fairy tale characters.
Development of sensory standards and constructive activities
I organize using gaming techniques with the presence of a fairy-tale hero, and with elements of folklore, which gives the training a bright, emotional coloring, promotes the effective assimilation of both mathematical and literary material. I also use
works

oral

folk

creativity

dressing,

feeding,

laying down

sleep,

process

game

activities
. I accompany folklore works and poems with actions, and vice versa, I accompany actions with reading, acting out them. Reading a nursery rhyme that mentions the child’s name makes him happy and wants to listen and repeat it. A simple rhyme, repeatedly repeated phrases and words, exclamations and emotional appeals involuntarily force you to listen, freeze for a moment, and peer into the face of the speaker.
I attach particular importance to small folklore forms during classes in which learning tasks are set, purely verbal or developing spatial orientation and hand actions. Conducting folk games with children, I was convinced that the educational potential of folk games is enormous; with its help, children develop memory, attention, intelligence, speed of intellectual and physical reactions, dexterity and sociability, friendliness, as well as a harmonious state of mind. I learned and recorded many folk games for children, which I use in my work, remembering that a child’s motor function is the leading one from birth to school. Kids love to play “Little Bunny, Walk...”, “Little Little Bunny”, “Grey Little Bunny Sitting”, “Geese-Geese”. To develop fine motor skills I use
games

fingers
on folklore material. Children really like them and by the end of the year the children know a lot of them, because we recite them both in class and in free activities. Games such as “We divided an orange”, “We are chopping cabbage, chopping ...”, “This finger is a grandfather ...” and many others help children not only develop fine motor skills, but also memory, create a good mood, teach them to pronounce words clearly, coherently, clearly. A calm, friendly environment and trusting relationships encourage children to communicate. To develop speech, which is the main means of communication, to develop its activity, I use the experience of V.A. in my work. Derkunskaya.
Fantasy games
using the works of N.A. Rimsky-Korsakov helped children participate in collective writing. The work experience of P.A. helped expand children’s vocabulary, develop imagination, and relieve stress. Zhukova. Dramatization games, such as “Ryaba Hen”, “Bear and the Bees”, “Meeting the Kolobok” help to develop emotional responsiveness to peers, expand emotional vocabulary, arouse children’s interest in fairy tales, mummers, develop expressive movements, and the ability to empathize first to the hero of the fairy tale, and then to his peers. Ideal examples of this form are folk works of art: riddles, Russian folk tales, jokes, proverbs, nursery rhymes.
Content

nursery rhymes
allows you to visually reproduce scenes with several successively changing actions. Their value lies in the fact that the word can be connected with the child’s action. Their content is dynamic and rich in verbs. Nursery rhymes can easily be staged using attributes. Works of oral folk art, including nursery rhymes, are built on multiple repetitions. Individual words, phrases are repeated
sentences, quatrains. This promotes memorization of words, and then their active use. With the help of nursery rhymes, children developed a positive attitude towards routine moments: washing, combing their hair, eating, going to bed.
Mystery
is an exercise for a child's mind. She develops intelligence. When I tell my children riddles, I always put toys on the table. Children quickly look for the answer with their eyes, because it stands in front of them. I also use pictures and riddles in direct educational activities.
Calls
They are valuable because they are remembered very quickly, and children pronounce them in chorus at any opportunity: “Rain, rain, water - there will be a loaf of bread” or “Sun - a bucket, look out, shine!” It is difficult to imagine a child's world without a fairy tale.
Fairy tale
, having come to a person in childhood, remains with him forever. Every day I read fairy tales to children. By my emotions and facial expressions, children understand their content. Through a fairy tale, children master the language of their people, get acquainted with their native nature, way of life, learn to overcome difficulties, be kind, brave, and sympathetic. To help children learn words and enrich their vocabulary, I look at colorful illustrations for fairy tales with them, emphasizing the colors of household items, clothing, and the environment in which the characters act. I am systematically working on equipment
subject-development environment
, which helps to assimilate the proposed material, makes children happy.
In the book corner
- an exhibition of books and illustrations for Russian folk nursery rhymes, songs, fairy tales, as well as finger theater, noise instruments, I constantly equip the subject-development environment, for example: with characters from the finger theaters “Kolobok”, “Kurochka-Ryaba”, “Teremok” and etc.; Russian folk noise instruments. Created and operating in the group
"Corner

mummers"
with elements of Russian folk costumes. Fairy tales, proverbs, songs, rituals are an example of spiritual service to people, which gives them aesthetic pleasure and carries a certain amount of vital information. It is very important here
Job,

carried out

parents.
I recommend that parents use examples of oral folk art more widely in their own speech, and at parent meetings and individual conversations I show how this can be done. I arrange consultations for them that increase the level of parents’ knowledge about folklore and provide practical storytelling skills. For example: folders “Finger gymnastics” (on folklore material); “Russian folk games for kids.” Parents actively participate in the making of costumes and attributes for Russian folk tales.

result

carried out

work
I noted that by the end of the year, most children can speak slowly, talk about what they saw, and answer simple questions. Children have higher speech activity and a larger vocabulary corresponding to their age. Children are interested in their surroundings, communicate freely with peers and adults, and actively use forms of speech etiquette (with requests, greetings, farewells). They show kindness and responsiveness to the characters of the works and to the people around them. Children know poems, nursery rhymes, songs and recite them with pleasure. They perceive small fairy tales, stories without visual accompaniment, and name the heroes of fairy tales. For those children who participate in communication more often on the initiative of an adult, rarely use non-verbal means of communication, understand instructions after 2-3 repetitions and need little help in the form of hints, and also do not show activity and initiative when communicating with peers and adults I am developing recommendations for educators for their further work on the development of children’s speech. I pay great attention to modern approaches to raising children, creating conditions that provide the child with psychological comfort and his comprehensive development. I focus on new approaches to educational problems, innovative methods and new items in methodological literature, they helped me a lot with this
refresher courses
at the State Educational Institution for Educational Development of the Sakhalin Region under the additional professional program “Introduction of the federal state educational standard for preschool education” in 2015. I take an active part in the organizational and pedagogical work of the preschool educational institution: I participate in holidays, entertainment, and leisure activities of MBDOU No. 2 “Ship”. Improving the work in the direction of “The influence of oral folk art on the development of speech of children 3-4 years old” I am engaged in
self-education.
In my teaching activities, I plan to continue to implement the principle “from simple to complex.” Conduct direct educational activities with children in an unusual environment, with a change of mesoscenes, introduce integration into all types of activities with children in various areas of educational work (speech development, familiarization with nature, various games). In the future of my activities, I see the need to continue working on the development of children’s speech through oral folk art.

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

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

The most important source for the development of expressiveness of children's speech are 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 significance 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 speech of preschool children is determined by the specific content and forms of works of verbal creativity of the Russian people, the nature of familiarity with them and the speech development of preschool children.

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

During the year, I paid a lot of 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.

While working on the topic of self-education, I collected a card index of riddles. It is known that riddles enrich children's vocabulary, develop imagination and 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 concise, figurative form.

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

Before going to bed, the children in my group listened to lullabies both performed by me and recorded. Lullabies, according to people, are a childhood companion. They, along with other genres, contain a powerful force that allows preschool children to develop their speech. Lullabies enrich children's vocabulary 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 the 2013-2014 academic year

Stages of work on self-education	Activity
1. Formation of the need for self-education, self-assessment of preparedness, 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, and communicative abilities of children based on oral folk art.
2. Planning work on self-education.	Planning work in the following sections: Studying methodological literature; Work with children; Working with family; Self-realization.
3. Theoretical study of the problem.	Studying literature on the topic: 1. Baburina G.I., Kuzina T.F. Folk pedagogy in the upbringing of preschoolers. M., 1995. 2. Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian culture: Textbook - method. manual 2nd ed., revised. and additional St. Petersburg,. 2008. 3. Kozyreva L.M. I speak beautifully and correctly. Speech development in children from birth to 5 years. M., 2005.
4. Practical activities	Leisure “Evening of mysteries”. Dramatization of the Russian folk tale "Teremok". Entertainment "Broad Maslenitsa"

Relevance of the topic:

Target:

Tasks:

working with parents

Stages:

Stage 1 (diagnostic)

Stage 2 (prognostic)

Stage 3 (practical)

Stage 4 (generalizing)

Stage 5 (implementation)

Literature:


stages			Form of work	Practical results
	September	Diagnostics
		Introduction to the topic	Study literature: 1. Baburina G.I., Kuzina T.F. Folk pedagogy in the upbringing of preschoolers. M., 1995. 2. Dal V.I. Proverbs and sayings of the Russian people. M., 2009. 3. Larks: Songs, sayings, nursery rhymes, jokes, counting rhymes / Comp. G. Naumenko. M., 1998. 4. Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian culture: Educational method. manual 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.
		Work with children Children guessing riddles.	Leisure “Evening of mysteries”.	Blog material
		Theatrical performance.		Message on the MKDOU website Blog material
				Blog material
				Blog material
				Blog material
	October-April	PPRS group		Message to the preschool website
		Working with parents		Blog material


				Blog material
		Carrying out monitoring		Analysis of monitoring results

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

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

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

Target: to unite the efforts of teachers and parents to educate children using works of Russian folklore, to develop the creative, cognitive, and communicative abilities of children based on oral folk art.

Tasks:

· Explore various forms of work:

joint activities of the teacher and children;
individual work with children;
free independent activity of children;
working with parents

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

Stages:

Stage 1 (diagnostic)

Stage 2 (prognostic)

Stage 3 (practical)

Stage 4 (generalizing)

Stage 5 (implementation)

Literature:

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

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

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

4. Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian culture: Educational method. manual 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.

		Work plan for self-education for the 2017-2018 academic year
stages			Form of work	Practical results
	September	Diagnostics	Carrying out diagnostics and filling out individual cards for pupils	Message at the Teachers' Council: “Analysis of diagnostic results” (Analytical certificate)
		Introduction to the topic	Study literature: 1. Baburina G.I., Kuzina T.F. Folk pedagogy in the upbringing of preschoolers. M., 1995. 2. Dal V.I. Proverbs and sayings of the Russian people. M., 2009. 3. Larks: Songs, sayings, nursery rhymes, jokes, counting rhymes / Comp. G. Naumenko. M., 1998. 4. Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian culture: Educational method. manual 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.	Consultation for parents (moving folder
		Work with children Children guessing riddles.	Leisure “Evening of mysteries”.	Blog material
		Theatrical performance.	Dramatization of the Russian folk tale "Teremok".	Message on the MKDOU website Blog material
		Viewing a puppet theater based on Russian folk tales, round dances, outdoor games.	Entertainment "Broad Maslenitsa"	Blog material
		Finger games based on Russian folk nursery rhymes.	Game activity "Let's play with our fingers."	Blog material
		Introduction to chants and nursery rhymes about the sun.	Leisure “Sunny, dress up in red, show yourself!”	Blog material
	October-April	PPRS group Replenishment of the group with games and attributes	Master class for teachers “The influence of oral folk art on the development of children’s speech”	Message to the preschool website
		Working with parents Learning nursery rhymes, songs, tongue twisters, performing for parents.	“Gatherings” (creative evening with the participation of parents)	Blog material
		Joint creativity of children and parents.	Family competition “Guess the riddle - draw the answer”
		Consultation for educators “The influence of Russian folk art on the development of speech of children 3-4 years old.”		Sliding folder for parents Presentation of the event on the preschool educational institution website
		Open display of nodes in the second junior group.	Open lesson on speech development in the junior group “Oral folk art. Nursery rhymes"	Blog material
		Carrying out monitoring	Summing up the work on the topic of self-education Preparation of material “Work Experience” with methodological development on the topic of self-education.	Analysis of monitoring results Publication of materials on the study of the topic in Internet resources. Presentation of material at the pedagogical council.

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Work plan for self-education for the 2017-18 academic year

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

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

Target: to unite the efforts of teachers and parents to educate children using works of Russian folklore, to develop the creative, cognitive, and communicative abilities of children based on oral folk art.

Tasks:

Explore various forms of work:

joint activities of the teacher and children;
individual work with children;
free independent activity of children;
working with parents

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

Stages:

Stage 1 (diagnostic)

Stage 2 (prognostic)

Stage 3 (practical)

Stage 4 (generalizing)

Stage 5 (implementation)

Literature:

		Work plan for self-education for the 2017-2018 academic year
stages			Form of work	Practical results
Stage 1	September	Diagnostics	Carrying out diagnostics and filling out individual cards for pupils	Message at the Teachers' Council: “Analysis of diagnostic results” (Analytical certificate)
Stage 2		Introduction to the topic	Study literature: 1. Baburina G.I., Kuzina T.F. Folk pedagogy in the upbringing of preschoolers. M., 1995. 2. Dal V.I. Proverbs and sayings of the Russian people. M., 2009. 3. Larks: Songs, sayings, nursery rhymes, jokes, counting rhymes / Comp. G. Naumenko. M., 1998. 4. Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian culture: Educational method. manual 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.	Consultation for parents (moving folder
Stage 3	October	Work with children Children guessing riddles.	Leisure “Evening of mysteries”.	Blog material
	November	Theatrical performance.	Dramatization of the Russian folk tale "Teremok".	Message on the MKDOU website Blog material
	February	Viewing a puppet theater based on Russian folk tales, round dances, outdoor games.	Entertainment "Broad Maslenitsa"	Blog material
	March	Finger games based on Russian folk nursery rhymes.	Game activity "Let's play with our fingers."	Blog material
	April	Introduction to chants and nursery rhymes about the sun.	Leisure “Sunny, dress up in red, show yourself!”	Blog material
	October-April	PPRS group Replenishment of the group with games and attributes	Master class for teachers “The influence of oral folk art on the development of children’s speech”	Message to the preschool website
	January	Working with parents Learning nursery rhymes, songs, tongue twisters, performing for parents.	“Gatherings” (creative evening with the participation of parents)	Blog material
	April	Joint creativity of children and parents.	Family competition “Guess the riddle - draw the answer”
Stage 4	March	Consultation for educators “The influence of Russian folk art on the development of speech of children 3-4 years old.”		Sliding folder for parents Presentation of the event on the preschool educational institution website
	May	Open display of nodes in the second junior group.	Open lesson on speech development in the junior group “Oral folk art. Nursery rhymes"	Blog material
Stage 5	May	Carrying out monitoring	Summing up the work on the topic of self-education Preparation of material “Work Experience” with methodological development on the topic of self-education.	Analysis of monitoring results Publication of materials on the study of the topic in Internet resources. Presentation of material at the pedagogical council.

Self-education plan

for the 2016-2017 academic year.

Place of work: MKDOU kindergarten "Fairy Tale" of a combined type, Kupinsky district.

Job title: teacher

Subject: “The influence of oral folk art on the development of speech in children 3-4 years old.”

Relevance : The age from 3 to 4 years is of particular importance for the child’s speech development. The main task of a teacher in the field of speech development for children of primary preschool age is to help them master spoken language and their native language. The most important source for the development of expressiveness of children's speech are works of oral folk art, including small folklore forms (riddles, chants, nursery rhymes, jokes, songs, tongue twisters, proverbs, sayings, counting rhymes, lullabies).

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

Oral folk art is the invaluable wealth of every nation, a view on life, society, nature developed over centuries, an indicator of its abilities and talent. Through oral folk art, a child not only masters his native language, but also, mastering its beauty and brevity, becomes familiar with the culture of his people and gets his first impressions about it.
Expected result : In the process of introducing children to mobile and finger games, not only will speech be formed, but also fine motor skills of the hands and fingers will develop, which will prepare the child’s hand for writing, will provide the opportunity to improvise, and combine words with action. And most importantly, the level of children’s speech development will increase. At the end of the project, children will be able to independently use nursery rhymes while playing, washing, or walking. They will become more collected and independent.

Self-education form: group Target: To unite the efforts of teachers and parents to educate children using works of Russian folklore, to develop the creative, cognitive, and communicative abilities of children based on oral folk art.

Practical solutions

Studying methodological literature

September-May

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

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

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

4. Knyazeva O.L., Makhaneva M.D. Introducing children to the origins of Russian culture: Educational method. manual 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.

Work with children

Guessing riddles for children.

Theatrical performance.

Finger games based on Russian folk nursery rhymes.

Introduction to chants and nursery rhymes about the sun.

Dramatization of the Russian folk tale "Teremok".

Game activity "Let's play with our fingers."

Entertainment: “Sunny, dress up in red, show yourself!”

Working with parents

Consultation: “The influence of Russian folk art on the development of speech in children 3-4 years old.”

Family competition “Guess the riddle - draw the answer.”

Joint fun “Decorate an Easter egg”

Folder folder.

Exhibition of works.

Self-realization

Open display of N.O.D in the second junior group.

Report on the work done on the topic of self-education at the final teachers' meeting.

Open lesson on speech development in the younger group: “Reading the Russian folk tale Geese and Swans.”

Speech at the teachers' meeting.