Slesarenko Larisa Vladimirovna
Job title: musical director
Educational institution: MBDOU kindergarten No. 20 "Alice"
Locality: Dimitrovgrad, Ulyanovsk region
Name of material: article
Subject: "Music games peoples of the Volga region, as a form of familiarizing preschoolers with their native land and small Motherland"
Publication date: 01.04.2018
Chapter: preschool education

Musical games of the peoples of the Volga region, as a form

introducing preschoolers to their native land and small Motherland

Fair

famous

saying:

take a closer look at how and what his children play.

The folk game helps to develop the necessary moral qualities always in

connection with qualities related to physical, mental, labor and

other aspects of culture. A wide variety of games can be used

to develop a culture of communication among children preschool age. Thus,

including the folk game in the educational process, the teacher unobtrusively,

purposefully introduces children to the world of folk culture, teaching children culture

The peculiarity of folk games as an educational means is that

that it is included as a leading component in folk traditions: family,

work, family, holiday games and others. This allows the adult

unobtrusively, purposefully introduce children into the world of folk culture, ethics,

human relations. It is no coincidence that the gaming experience of preschool children

certainly includes a variety of folk jokes, game rhymes,

folk active, comic and other games with peers and adults.

We live in the Volga region. The banks of the Volga are inhabited numerous nations: Russians,

Chuvash, Tatars, Bashkirs, Mordovians. Each of these peoples is different not only

language, cuisine, traditions, but also outdoor games. They have a lot of humor, jokes, they

often accompanied by unexpected funny moments. And, of course, in games

children's favorite counting rhymes, toss-ups, and nursery rhymes are used, which preserve

artistic

lovely,

aesthetic

meaning

make up

most valuable

undeniable gaming folklore.

I include folk outdoor games in practical activities with children.

I have collected material and compiled a card index of folk outdoor games. In the file cabinet

presented

popular

Mordovian,

Tatar

Chuvash

accessible to children of different ages. The children enjoyed playing Russian folk games

games “Rucheyok”, “Shuttle”, Tatar folk game “Clappers”, Mordovian folk

the game “Circular”, the Chuvash game “Predator in the Sea”. During gaming activity

The children showed their dexterity, intelligence, and ingenuity.

Goals:

1. Introducing children to the culture of the peoples of the Volga region

Expand children's knowledge about the peoples of the Volga region.

Introduce and learn outdoor games of Tatar, Russian, Bashkir,

Udmurt

Chuvash

musical

accompaniment,

musical round dances).

To foster interest, international feelings and friendliness towards peoples

other nationalities.

Tasks:

Influence folk games on the development of preschool children.

Introduction of folk games into work with preschool children.

Organization

carrying out

folk

mobile

educators

preschool institution.

Children's life has its own traditions. One of them is the borrowing of games by children from each other.

from a friend, a younger generation from an older one. Who invented these games (“Geese-

swans”, “At the bear in the forest”, “Cats and mice”, etc.)? When did they arise?

They were probably created by the people just like songs,

fairy tales, sayings, etc. On this basis they

are called folk.

Folk game is a game played on

principles

voluntariness,

popular and

common

historical

moment of development of society and reflecting it

features undergoing changes under

various influences: socio-political,

economic, national. Folk game

being a phenomenon of folk culture, it can serve as one of the means of introducing

children to folk traditions, which, in turn, represents the most important aspect

education of spirituality, formation of a system of universal human values; V

modern situation of social development appeal to folk origins, To

the past is very timely.

"Zarya Zaryanitsa" - Russian folk game

A whole range of children's games are based on connection

songs with movement. These are round dance games. IN

in such games the action is carried out in rhythm,

words and texts, here the child dramatizes something about

what is sung in the song. The song is closely related to folk

Folk pedagogy perfectly defined

sequence of games from infancy to

maturity.

"Carousel" - Mordovian game

At the same time, folk games are very flexible in

age-related. For example, in

Children play “Zhmurki” and “Carousels” willingly

junior, senior preschool and school

age. There is a lot of humor in folk games,

jokes, competitive fervor; movement

precise and imaginative.

“Predator in the sea” - Chuvash game

They save

artistic

beauty, aesthetic value and constitute

the most valuable, undeniable gaming folklore. Folk

outdoor games influence the development of will,

moral feelings, development of intelligence,

speed of reaction, physically strengthen the child. Through

the game fosters a sense of responsibility towards

team, ability to act in a team. Together with

However, the spontaneity of the game and the lack of didactic tasks make these games

attractive and “fresh” for children. Apparently such widespread use

folk outdoor games and ensures their preservation and transmission from generation to

generation.

“Get to know me” - Chuvash folk game

In folk

games have a lot of humor, jokes,

competitive

enthusiasm; movements are precise and

figurative, often

accompanied

unexpected

funny moments

tempting and

beloved children

counting rhymes,

drawing lots, nursery rhymes.

They keep their

artistic beauty,

aesthetic value

and constitute the most valuable

undeniable gaming

folklore.

The main condition for the successful implementation of folk outdoor games in life

preschoolers have always had and remain deep knowledge and fluency

an extensive game repertoire, as well as pedagogical guidance methods.

The teacher, creatively using the game as an emotional and figurative means of influencing

children, awakens interest and imagination, achieving active fulfillment of play

actions. Folk games in combination with other educational means

represent the basis initial stage formation of harmoniously developed

personality, combining spiritual wealth, moral purity and physical

perfection.

Using folk games in work, it is necessary to implement in parallel

the following tasks:

Introduce folk holidays included in Russian folk

calendar; with the history of their occurrence; cultivate a desire to adopt and

preserve folk traditions.

Develop coordination of movements, muscle tone, artistic skills.

Promote the development of initiative, organizational and creative

abilities.

Russia is a multinational state, therefore, from preschool age

it is necessary to introduce children not only to the culture of their people, but also to respectful,

good attitude towards representatives of other cultures, their customs and morals.

Play in any form is the leading activity of preschoolers and

therefore, you can achieve a lot through the game. And most of all, children love

of course, outdoor games and , offering them games various peoples, we thereby

We develop interest in people of different nationalities.

Elena Pivovarova
Project “Introducing preschoolers to the culture of the peoples of the Volga region” ( middle group)

Project« Introducing preschoolers to the culture of the peoples of the Volga region» ( middle group, average duration, informational and creative)

(G. O. Novokuybyshevsk, Samara region).

View project: group.

Participants: teacher, music director, parents, children middle group.

Type project: informational and creative.

By duration: average duration.

Working hours: February - April.

Educational Covered region: « Cognition» , "Communication", "Socialization".

Relevance:

Russia has always been a multinational state, and the region Volga region, where for centuries coexisted different peoples language groups and traditions, can be considered a unique laboratory for searching for ways to develop personality through interaction crops. WITH early childhood the child lives in his native national environment, "absorbing with mother's milk" culture, values ​​and moral guidelines embedded in culture of the people. Growing up, he himself becomes a representative of his people, keeper and continuer of traditions

Cultivate in children a tolerant attitude towards others nationalities one of the most important tasks of a teacher’s work. In our region live Russians, Tatars, Chuvashs, Mordovians, Udmurts, Bashkirs, Maris, etc.

Children should have an idea of culture, life, life of another people, accessible to their age.

Target project: introduce preschool children age with traditions and culture of the peoples of the Volga region.

Tasks project:

Tasks projected process for children:

1. Arouse children’s interest in learning about traditions peoples of the Volga region.

2. To form in children knowledge and ideas about the way of life of the people inhabiting Volga region, their customs, traditions, folklore and national costumes.

3. To develop in children the ability to apply acquired knowledge and ideas about peoples of the Volga region V independent activity (productive, playful).

Tasks projected process on parents:

1. Update the need of parents for joint activities with children and teachers on the topic introducing preschoolers to the peoples of the Volga region.

2. To increase the competence of parents in introducing children to customs, traditions, folklore and national costumes peoples of the Volga region.

3. Promote the active participation of parents in organizing excursions and leisure activities that promote familiarizing preschool children with the culture and traditions of the peoples of the Volga region.

1. Conversation about peoples of the Volga region.

2. Summary of GCD « Peoples of the Volga region» . (Teacher Pivovarova E.V.)

3. Watching a video about traditions and customs peoples of the Volga region. (Teacher Pivovarova E.V.)

4. Conducting a thematic leisure: "Folklore peoples of the Volga region» . (Musical director Shambarova S. E.)

5. Familiarization with folk tales . (Teacher Pivovarova E.V.)

6. View the presentation on topic: « National costumes peoples of the Volga region» . (Teacher E. V. Pivovarova)

7. Conducting thematic leisure " Introducing children from preschool age to culture and traditions of the Tatar people». (Parent of Kyshtymov I.V.).

Conversation about Tatarstan, Tatar people and their culture, holidays.

View the presentation "National costumes and Tatar cuisine people» .

Listening to a recorded song in Tatar.

Outdoor game "Chickens and Fox".

Traditional tea drinking.

8. Conducting thematic leisure “and Chuvash traditions” people». (Parent Schaefer A.P.)

Conversation about Chuvash people and their culture

Listening to a song in the Chuvash language

View the presentation "National costumes and cuisine of the Chuvash people»

Outdoor game "Needle, thread and knot"

9. Conducting thematic leisure " Introducing preschool children to culture and traditions of Mordovian people». (Parent of Serov L.I.)

Conversation about Mordovian people and their culture

View the presentation "National costumes and cuisine of Mordovian people»

Listening to a song in the Mordovian language - Outdoor game "To the chickens"

Mordovian folklore(counting cards)

10. Preparation for the creation of a mini-museum. Exhibition.

Technological map

Development directions

children's education Educator

region Type of activity Forms of organization

Social-community

Cative Socialization

Communication

Labor Game

Communicative

Cognitive

Labor

Productive

Speech ODS

Conversations “Life and traditions of the inhabitants Volga region» ;

Consideration folk toys , household utensils;

Excursion to the city museum "Story peoples of the Volga region» ;

Writing a story “My impressions of the excursion”;

Modeling. Charms "Horseshoe" (individual work);

Looking at illustrations "Antique and modern dishes";

Looking at illustrations "Household items, tools";

Reading fables, jokes, ditties, counting books, fairy tales;

Getting to know the dishes folk cuisine;

Invite parents to prepare a national dish with their child and talk about it

Cognitive Cognition Cognitive

Research

Communicative GCD - Conversation about amulets

Study characteristic features national costumes

Word games, situational conversations, questions, asking riddles.

Artistically-este

tic Artistic creativity

Music Visual

Productive

Musical

Motor GCD -Drawing « National patterns. Handkerchief";

Coloring pages "Matryoshka";

painting Dymkovo toys "Lady";

Modeling "Horseshoe";

Modeling "Tea couple";

Making crafts from plasticine and cardboard “National patterns. Vase.";

Musical folklore

Speech Reading fiction

Communication Reader

Communication

Cognitive GCD

DRM - Situational conversations about culture food intake for different peoples;

Reading Russian, Chuvash Tatar Mordovian and others folk tales;

Physical Health

Physical training

Safety Propulsion

Cognitive

Research

communicative GCD

Рср -Morning exercises;

Individual work on the development of basic movements;

P/n "Geese-swans", "Burners", "From bump to bump", "Owl"; "Needle, thread knot", "To the chickens"

"Mousetrap", "By the Bear in the Forest"

Invite parents and their child to complete a little book based on fairy tales;

Introduce and explain proverbs and sayings about folk holidays , household items and tools;

Expected result project.

Creating a photo album "National costumes peoples of the Volga region» .

Wall newspaper "National costumes peoples of the Volga region» .

Creation of a mini-museum "Treasures of Grandma's Chest"

Abstract of GCD "Residents Volga region» .

Thematic leisure "Folklore Peoples of the Volga region» .

Thematic leisure " Culture and traditions of the Tatar people».

Thematic leisure "Traditions and culture of the Chuvash people» .

Thematic leisure "Traditions and culture of the Mordovian people» .

Compiled by teacher Prokhorova O.I.

Life modern preschooler It’s hard to imagine without computers, tablets, and the Internet. You can argue endlessly about whether this is good or bad. And you can use ICT as a means of developing and educating the younger generation. Let's consider the use of ICT for the purposes of social, personal, patriotic education of children, for example, the module “Peoples of the Volga Region”.

An old saying goes: “Everything new is well forgotten old.” A person always distinguishes his own culture as special, the first with which he, as a rule, gets used to it, gets used to it, which he absorbs, as they say, “with mother’s milk.” This is probably why sooner or later a person begins to take a closer look at the culture of the past. Today one can see a revival of interest in national culture, in the rituals and customs of our ancestors, in their traditions. The meaning of culture own people, the ability to understand her, the desire to join her further development can become the basis for active creative activity a person if he is introduced to his native culture from early childhood. A child needs an intelligent and tactful assistant who will lead him to amazing country the past, will tell about the life of our ancestors - those who were before us, will teach us to understand and be surprised. Preschool teachers, in their work with preschoolers to introduce them to Russian folk culture and art, set themselves the following goal: Formation of the foundation artistic culture child, through familiarization with the origins of folk culture and folk traditions.

Each nationality has its own customs, traditions, and holidays. How to convey to them the meaning of this holiday? ICT helps us with this: photo and film archives, the Internet, computer presentations. For children, we can create computer presentations that help solve the tasks assigned to us.

Slides No. 1 -2

"Cities of the Volga region"

Slides No. 3-4

"Costumes of the peoples of the Volga region"

Slides No. 5 - 6

"National dishes"

Slides No. 7 - 8

"National musical instruments"

Slides No. 9-10

"National holidays"

When introducing preschoolers to the peoples of the Volga region and their history home country, with memorable places. And ICT also helps with this - with their help we introduce preschoolers to the peoples, cities, costumes, etc. of the Volga region without leaving the preschool educational institution. We select material that is accessible in content and of high quality execution.

A modern child is growing up in an era of development and the emergence of new ICTs; it is necessary to use all the advantages of these technologies in solving all the tasks assigned to us in the upbringing and training of preschoolers.

The article discusses the possibilities of organizing an ethnocultural educational space in a preschool educational organization and introducing preschool children to the ethnic traditions of the peoples of the Volga region (Mordovians, Chuvash, Tatars).

UDC 373.24

ETHNIC TRADITIONS OF THE PEOPLES OF THE VOLGA REGION

IN MULTICULTURAL EDUCATION

PRESCHOOL CHILDREN

O.I. Kosheleva,

municipal budgetary preschool educational institution

"Kindergarten No. 46", teacher

Russia, 607232, Nizhny Novgorod region, Arzamas, st. Pobeda, 8

Annotation. The article discusses the possibilities of organizing an ethnocultural educational space in a preschool educational organization and introducing preschool children to the ethnic traditions of the peoples of the Volga region (Mordovians, Chuvash, Tatars).

Key words: multicultural education, ethnocultural educational space, ethnic traditions.

We are a multinational people Russian Federation, connected common destiny on our own land... It is with these words that the Constitution of the Russian Federation begins.

Historically, Russia is the birthplace different nations speaking different languages professing different religions, differing in the originality of cultures and mentalities. The bright and unique palette of the culture of our Motherland is created by the cultures of more than 180 peoples, including the cultures of the peoples of the Volga region (Mordovians, Mari, Udmurts, Chuvash, Kazan or Volga Tatars), having much in common both economically and historical development, and in origin, culture, life. The cultures of these peoples interacted and mutually enriched each other, including Russian culture.

Historically, our Arzamas region has been part of the Mordovian lands since ancient times, then it was part (with the Mordovian population) of the Kazan Khanate during the era of the Golden Horde, became a border part of the Nizhny Novgorod principality, and the construction of defensive structures and strengthening of Russian borders contributed to the rapid settlement of Arzamas lands by Russians . Joint economic and trade ties, the fight against common enemies strengthened the friendship of the two brother nations, allowed the Mordovian people to develop their national culture. The Arzamas land also attracted Turkic peoples (Tatars, Chuvash), prone to trade, crafts, and the combination of cattle breeding with agriculture, which was beneficial for trade geographical location, natural conditions favorable for cattle breeding and agriculture. Therefore, the formation cultural aspects Arzamas region took place with the collective participation of many peoples inhabiting the Volga Federal District today.

Folk culture is the deep basis of the entire diversity of directions, types and forms of culture modern society. Its loss entails the loss of moral principles and norms of behavior, a weakening of the sense of national dignity and duty towards one’s land. Today, many of the Arzamas people have simply forgotten or do not know that they are descendants of the Mordovian people or, perhaps, descendants Turkic peoples. In this regard, there is a need to broadcast the ethnocultural heritage of the peoples who neighbor the Nizhny Novgorod region and whose representatives are part of the families of pupils of a preschool educational organization (Mordovians, Chuvash, Kazan Tatars).

Preschool educational organization(preschool education) in the context of the development of multicultural education is one of social institutions broadcasts of the ethnocultural heritage of the peoples of the Volga region. Her mission is to give the child cultural experience, including ethnic traditions reflecting cultural characteristics population of the native land.

Preschool education, as the initial stage of multicultural education, solves the problem of facilitating the accumulation by a child of primary ideas about the historical and cultural values ​​and heritage of his people, developing in children a sustainable interest in learning and accepting other cultural national values, formation of ethnocultural competence of preschool children. The general basis of multicultural education is the spiritual and moral development of the child with the adoption of moral norms and national values, the formation of his national, cultural and civic identity.

Translation of the cultural traditions of the peoples of the Volga region (Mordovians, Chuvash, Kazan Tatars) into preschool educational institutions makes it possible to introduce the younger generation to modern cultural values, the system of which, undoubtedly, also includes traditional and ethnic values.

The organization of an ethnocultural educational space in a preschool setting involves the creation of a developing subject-spatial environment and the organization of joint partnership activities between an adult and a child.

The developing subject-spatial environment of the groups is filled with gaming and educational materials of ethnic content. For example, ample opportunities for solving the problems of multicultural education are provided by the didactic set “The Many Faces of Russia” (series “The World on the Palm. Russia”), which allows preschoolers to be introduced to the characteristics of various peoples living on the territory of our country, including the peoples of the Volga region (Mordovians, Chuvash , Tatars). Part of the developmental environment is created in the joint activities of all participants in educational relations (children, teachers, parents): these are collections of dolls folk costumes, and albums of illustrations and collages reflecting the ethnocultural traditions of the Mordvins, Chuvash, and Tatars.

The cultural content on which preschool children are introduced to ethnic traditions is folklore (proverbs, fairy tales, riddles, chants), folk holidays and folk outdoor games. It is important to note that, demonstrating the uniqueness of the cultural heritage of each people, it is necessary to focus children’s attention on the fundamentals that unite the folk cultures of the Mordvins, Chuvash, and Tatars.

Play is the leading activity in preschool age. Therefore, one of the ways to introduce children to ethno cultural heritage stands out the use of folk outdoor games, which played a big role in the life of any nationality. Folk games are original, they carry symbolic information about the past, convey traditions inherent in the mentality of the people, correspond to children's nature, satisfying the child's need for knowledge and motor activity. Outdoor games are similar among many nations that have nothing in common with each other. IN educational space Preschool educational institutions can use games of the peoples of the Volga region, similar to Russian folk outdoor games familiar to children: Mordovian (“To the Hens”, “To the Crow”, “Keys to the Castle”, “Wolf”); Chuvash (“Predator in the Sea”); Tatar (“Take a seat”, “Flappers”).

When organizing outdoor games, it is advisable to use the “Handkerchief” methodological technique: the teacher invites the children to play, but first guess which nation’s game the children will play. The teacher shows the children a handkerchief with folk pattern(Mordovian, Chuvash, Tatar, Russian) and asks what pattern it is. When the children guess, the teacher announces whose game they will play (for example: “That’s right, the pattern on the handkerchief is Mordovian. So, you and I will play the Mordovian game “Keys to the Castle”). This methodological technique allows children to form their primary ideas about the peculiarities of the ornaments of the peoples of the Volga region in a fun way.

Folk wisdom accumulated over centuries is reflected in proverbs - the most interesting and mysterious folklore genre. When working with children of senior preschool age, proverbs of the peoples of the Volga region, consonant with Russian folk ones, can be successfully used, for example:

1) Mordovian proverbs: “You can’t find a more beautiful place than your homeland,” “A man without a homeland is like a bird without a nest,” “A tree needs roots, but a man needs friends,” “You can’t warm your side on someone else’s stove,” “A guest in a house is God in house”, “They don’t go for raspberries in winter”, etc.;

2) Chuvash proverbs: “If you’ve done something wrong, you can’t fix it”, “Homeland - dear mother - foreign side - stepmother”;

3) Tatar proverbs: “Without a dear homeland, you will be a wingless bird,” “If you lose something, you will gain it again, if you lose a friend, you will never get it back,” “Without labor, you won’t even catch a hare.”

Telling riddles is one of the favorite pastimes of many peoples. The following versions of the riddles of the peoples of the Volga region used in the ethnocultural educational process can be given:

1) Mordovian: “The old man is in the ground, and the beard is outside” (beet), “White like snow, black like earth, walks only by jumping” (magpie), etc.;

2) Chuvash: “It’s snowing under the low sky” (sowing flour), “They’re waiting for me - they won’t wait, but when they see me, they’ll run away” (rain), “In winter he undresses, and in summer he dresses” (deciduous tree), etc.;

3) Tatar: “The old man is joking, he doesn’t tell me to stand on the street, he’s pulling me home by the nose” (frost), “The oven is full of cheesecakes, there’s one roll in the middle” (stars and a month), etc.

Strengthening the educational effect in the process of multicultural education is facilitated by learning chants with preschoolers, which are widely used at folk holidays. So, during Christmas time you can use Mordovian chants, for example:

“And God bless whoever is in this house.

His rye is thick and skinny,

From grain he makes a loaf, from half grain he makes a pie”;

“Kolyad - Kolyad, cheerful and rich.

Sow, be born, live and wheat,

Barley, oats, buckwheat, peas, lentils.”

And during Maslenitsa - a Mordovian call with the following content:

“Sunny come out, come out,

You will receive a spoonful of porridge.

Sunshine come out, come out

You will receive a red cockerel."

An integral part of folk culture is holiday customs and rituals.

Like the Russians, revered New Year holidays The Mordovians had Christmas, Christmastide, and Epiphany. The period from Christmas to Epiphany was everywhere a time of rest, games, entertainment, and festivities for young people. On the day of Epiphany Mordovian people glorified Christ: people visited each other and gave gifts. Children took a big part in the holidays: they dressed up in animal skins and masks, walked around the courtyards and sang carols. It was believed that the more carolers in a house with their good wishes, the richer the owners will be in the new year.

The celebration of Epiphany (kasharni) among the Chuvash was similar, but also different from the Mordovian one. Chuvash youth celebrated for a week: from Christmas to Epiphany. The day before Epiphany, the girls gathered in one of the houses, brewed drinks (beer) and cooked pies. In the evening the whole village gathered at the house. The girls first treated the elderly and parents. Like the Russians and the Mordovians, the Chuvash youth spent the evening in entertainment, the girls guessed about their betrothed. During the celebration of the kasharny, mummers walked around the village: they acted out scenes from the life of the village.

Preschoolers can be introduced to the folk traditions of celebrating Epiphany through the organization of leisure (entertainment) “Once on Epiphany Evening” with the active participation of the parents of the group’s pupils. During leisure time, children “go to visit” first the Mistress of the Russian hut, then the hostesses of other dwellings (Mordovian, Chuvash) and, through ritual actions, proverbs, chants, they gain ideas about ethnic customs and their similarities.

The spring cycle among the peoples of the Volga region began with the call of warmth, sun, and the arrival of birds. To do this, they baked “Larks” or “Swallows” from dough, with which children climbed to the roofs of houses and sang chants. During the farewell to winter, on Maslenitsa, the Mordovians, like the Russians, treated themselves all week delicious pancakes, people walked around the courtyards, had fun, sledded from Maslenitsa Mountain. Since the pancake is considered a symbol of the sun among the Mordovian (as well as Russian) peoples, a carousel in the shape of the sun was built in Mordovian settlements.

The winter cycle also ended with the festival of Savarni (Maslenitsa) and Chuvash peoples. To speed up the movements of the sun and the arrival of spring, it was customary to bake pancakes and sled around the village in the direction of the sun. In conclusion Maslenitsa week They burned an effigy of the “old savarni woman.”

Children of senior preschool age can be introduced to similar (among Russians, Mordovians, Chuvash) ethnic traditions of seeing off winter and welcoming spring through the folklore festival “Broad Maslenitsa,” the holding of which has become traditional for many modern preschool educational institutions.

WITH distinctive features The custom of welcoming spring among the Tatars can be introduced to children during the educational evening “Now we’ll find out” or “Meetings with interesting people" when a group guest talks about folk traditions. “Watch the ice” (“Boz karau, boz bagu”) is a holiday of the arrival of spring, celebrated among Tatar peoples and associated with the ice drift: all the residents came out to the river bank to watch the ice drift; young people walked dressed up with accordions; Straw was laid out and lit on floating ice floes, which symbolized the arrival of spring. Sometimes a scarecrow was made from straw, which was placed on one of the last ice floes, set on fire and sent downstream; this symbolized the affirmation of spring and warmth.

Children are also introduced to the traditions of the Volga peoples through fairy tales with multiethnic content. It is advisable to select fairy tales in accordance with the folk calendar. The communicative study of fairy tales is multicultural in nature: each national fairy tale is studied according to one general algorithm, permeated with the same integration connections, analyzed and compared with the content of others national fairy tales, and then is considered in a dyad with a fairy tale of another people, built on a similar plot.

Familiarization of preschoolers with the ethnic traditions of the peoples of the Volga region, neighboring the Nizhny Novgorod region and whose representatives are part of the families of preschool children (Mordovians, Chuvash, Kazan Tatars), makes it possible to comprehensively solve the problems of multicultural education and cognitive development child, forming primary ideas about small homeland and the Fatherland, about the sociocultural values ​​of our people in accordance with the requirements of the federal state standard of preschool education.

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ETHNIC TRADISHIONS OF PEOPLE ON THE UPPER VOLGA

IN MULTICULTURAL EDUCATION

OF CHILDREN OF PRE-SCHOOL AGE

O.I. Kosheleva

Summary. The possibilities of arrangement of ethnocultural educational space in pre-school educational organization and accustom children to ethnic traditions of people of Upper Volga (Mordvinian, Chuvash, Tatar) is examined in the article.

Keywords: multicultural education, ethnocultural educational space, ethnic traditions.

Veronica Grishina
Article “Introducing preschoolers to sociocultural values peoples of the Volga region"

Development of child communication and interaction preschool age with adults and peers through familiarization with the sociocultural values ​​of the peoples of the Volga region.

Teacher of MBDOU kindergarten No. 166. Samara

Veronica Konstantinovna Grishina.

Russia has always been a multinational state, and the region Volga region, where for centuries coexisted peoples different language groups and traditions, can be considered a unique laboratory for searching for ways of personal development through the interaction of cultures. From early childhood, the child lives in his native national environment, "absorbing with mother's milk" cultural values and moral guidelines embedded in culture people. Growing up, he himself becomes a representative of his people, keeper and continuer of traditions.

In the modernization concept Russian education great value is given to the regional component of the content of education, to a more complete use of the moral potential of art, folk culture, as a means of forming and developing ethical principles and ideals for the purpose of spiritual development child's personality.

The process of patriotic education should be built as an ethnocultural deterministic activity, taking into account all the richness and diversity of national cultures.

Today, the task of patriotic education is to form a spiritual and moral attitude and a sense of belonging to hometown, region, country, to the cultural heritage of its people, to the nature of his native land. Fostering love, respect for one’s nation, understanding one’s national characteristics, self-esteem as a representative of one's own people and tolerant attitude towards representatives of other nationalities (peers to their parents, neighbors and other people).

Cultivate in children a tolerant attitude towards others nationalities– one of the important tasks of a teacher’s work.

Various representatives visit the kindergarten peoples of the Volga region. These are Russians, Tatars, Chuvashs, Udmurts, Bashkirs, Maris, Mordovians, etc. Kindergarten is a multicultural world. Today there is a need to foster a culture of tolerance from the very first days of stay preschooler in kindergarten. On this life stage interaction begins to develop between children who come from different microsocieties, with different life experience and with unformed communicative activity.

And the little Tatar, and the little Chuvash, and the little Russian, and others should have an idea about the culture, way of life, life of another people, accessible to their age. And the task of teachers is to teach them to treat each other with tolerance and respect the traditions of others peoples. But a child can learn to love and respect the traditions of others only if he knows, respects and honors the traditions of his own people. Traditions are part of historical heritage, they must be treated with great care and observed, since, in my opinion, they significantly enrich the sphere of feelings of a person, especially a child. Unfortunately, in modern world there is a danger of losing traditions when the meaning of the celebration is not clear and they are perceived only with material side– eat delicious food, receive gifts, and the process itself with certain rituals becomes far from important. Many of them were confiscated, lost and forgotten in socialist time, so we are not used to observing them, and in turn we do not teach our children.

This is how the idea of ​​creating the project was born “You are my land, beloved!” in kindergarten No. 166 of the city. Samara. In class we tell children about peoples of the Volga region, their way of life, culture, read poems, fairy tales, introduce various games that children play with pleasure. There is entertainment in the kindergarten, sporting events on which games are used peoples of the Volga region.

The implementation of this project requires teachers and parents to expand their knowledge about culture peoples, Volga region. The tasks of forming ideas about peoples are solved in all types of children's activities: educational, together with teachers, independent - since they instill in the child not only patriotic feelings, but also form his relationships with adults and peers, broaden his horizons. But in conditions of the preschool educational institution a series of difficulties:

Small provision of development environment: lack of material on cultural heritage peoples of the Volga region.

- not enough developed acceptance of national characteristics on the part of Russian representatives of other nationalities of each other.

In his work on the formation of ideas about peoples and nationalities of the Russian Federation I take into account age characteristics children preschool age, namely, their emotional sensitivity and receptivity. I organize joint activities with children based on traditions peoples of the Volga region, their rich folk culture.

Introducing children to traditional culture peoples of the Volga region contributes to the harmonious formation human personality, capable of realizing its historical affiliation with its native to the people, living in harmony with the world around us, inhabited by people of different nationalities, cultivating a tolerant attitude towards others.

The work is carried out according to the following Directions:

Gaining experience in role behavior in folk games

Folklore holidays

Creating collectible albums

The museum of ethnocultures acts as a developing environment peoples of the Volga region.

To tell children about folklore in a more accessible and visual way, a year and a half ago, a mini-museum was created in one of the premises of the kindergarten, which was originally called "Russian hut". Teachers and parents willingly participated in this work, “They swept the barns, scraped the bottom of the barrel” and they brought embroidered towels and curtains, pillowcases, patchwork quilts, homespun rugs and rugs, cast iron, pots and grips. A table, benches, and a samovar appeared in the hut.

We made this stove portable and often use it for decoration at holidays, just like the banner with the image of Native Nature ordered for the fairy tale.

However, as we collected materials we came to an understanding of what was urgently needed introduction to preschoolers not only with Russian culture people, but also ethnoculture peoples of the Volga region. Therefore, our museum today has received a name in accordance with its content. "Museum of Ethnic Cultures" peoples of the Volga region» .

Folk games are self-sufficient works folk art , created by dozens of generations of our ancestors, and incorporating the experience people. Since ancient times, they have vividly reflected images of people's life, work and national principles, people's ideas about honor, courage, courage, the desire to have strength, dexterity, endurance, speed and beauty of movements, to show ingenuity, endurance, creativity, resourcefulness, will and desire for victory Different versions of games are found in different traditions peoples. The rules of the game overlap, the names change, but the meaning remains the same. Various selection folk games are grouped by theme into folklore holidays. Each folklore holiday carries enormous potential and its own special colorful energy.

During the implementation of the project, collection albums of ethnocultures were collected in our garden by children, parents and teachers. peoples of the Volga region. Each group collected material on a specific nationality. So we got 5 albums ethnocultures: Russians, Tatars, Chuvash, Mordovians, Bashkirs.

These albums include materials related to national traditions, way of life and way of life, features of holidays, national types of games, national cuisine.

The albums are directly accessible to children in the Museum of Ethnic Cultures. If necessary, educators can use the material in any type of activity.

The collection work continues, each group is setting up models of national huts.

Efficiency and practical significance work on familiarization with folklore.

Development of a sustainable and in-depth interest in works of art, customs, and everyday life of Russians people.

Introduction to history people, with his way of life and folk wisdom.

Development of active communication in children.

Speech development of children.

Cultivating a love for one's culture people.

If you introduce children, starting with early age, with native culture, works of oral folk art, native speech, then this will contribute to spiritual, moral, patriotic education preschoolers and in the future they will be able to preserve all cultural values our Motherland and Russia will live on, giving the world a huge amount of talents that have been and will be admired in Russia and beyond its borders.

Since Russia is a multinational country and our kindergarten is attended by children of different nationalities, I would like to hold folklore festivals next year peoples of the Volga region