Works k.d. Ushinsky for children. Stories and fairy tales by K. Pedagogical character, variety of topics, educational value

08.04.2019

Chomaev Taulan Mustafaevich, third-year student of the Faculty of Psychology and Social Pedagogy of the Taganrog State Pedagogical Institute named after A.P. Chekhov, Taganrog [email protected]

Views of K.D. Ushinsky on pedagogical creativity

Annotation. The article analyzes the views of K.D. Ushinsky on pedagogical creativity. Based on the analysis of modern psychological and pedagogical literature, character traits pedagogical creativity. An interpretation of K.D.’s statements is given. Ushinsky, confirming that the scientist attached great importance to the creative aspects of pedagogical activity. Key words: K.D. Ushinsky, pedagogical creativity, pedagogical activity, teacher personality.

Characterizing current situation, many public figures, politicians, scientists note that education lags behind other types of social labor. Teachers are criticized for being conservative, that they do not want to work creatively, that they resist innovations that should make the education system more modern and perfect. It is difficult to agree with this, because education has always strived for change, this is the essence of the pedagogical process. As for teachers, it is impossible to unambiguously determine their attitude to innovation and pedagogical creativity. Intrinsic motivation plays an important role in relation to creativity. Therefore, it is impossible to manage the creative process without taking into account the teacher’s motives and attitude towards his own activities and creativity. It is necessary to create conditions that would stimulate the creative activity of each teacher. Since excursions into the history of the problem can be very useful for solving pressing issues of our time, this study can help rethink views on pedagogical creativity. The objectives of our research are as follows. 1. Based on the analysis of modern pedagogical literature to determine the essence of pedagogical creativity. 2.Based on an analysis of the works of K.D. Ushinsky to identify his understanding and attitude towards pedagogical creativity. An analysis of modern psychological and pedagogical literature has shown that most authors consider creativity as an indispensable condition for pedagogical activity. Pedagogical activity, on the one hand, is characterized by a number of normative indicators (arising from established laws, rules). On the other hand, the work of each teacher is unique. There are many changing, variable elements in the pedagogical process. And every time general provisions, patterns, principles must be compared taking into account the specific situation. From the standpoint of the activity approach, the creativity of a teacher is “an activity aimed at constantly solving a countless number of educational tasks in changing circumstances, during which the teacher develops and implements in communication with children optimal, organic for a given creative individuality, non-standardized pedagogical solutions, mediated by the characteristics of the object of the subject of pedagogical influence ". Specific feature pedagogical problems is that their solution almost never lies on the surface. They often require hard work of thought, analysis of many factors, conditions and circumstances. In addition, what is sought cannot be presented in clear formulations: it is developed on the basis of a forecast. Solving pedagogical problems is difficult to algorithmize. If an algorithm exists, its use by different teachers can lead to different results. From the point of view of a personal approach in modern literature The abilities and attitudes of teachers towards creativity are considered. In addition to pedagogical abilities, the study of which is devoted to whole line works (F.N. Gonobolin, N.D. Levitov, N.V. Kuzmina, A.I. Shcherbakov, etc.), for successful creative activity the teacher needs more high degree intellectual and motivational development, i.e. ability to be creative. So, V.I. Zagvyazinsky calls on teachers to be researchers - to find new things in pedagogical phenomena, to identify hidden connections and patterns in them. For this, the teacher needs: general culture, theoretical knowledge, professional skills, work experience, special research skills (observe, analyze and generalize phenomena, anticipate their development, etc.), scientific intuition, passion, interest and inspiration. L.I. . Kobysheva, analyzing the professionally significant personal qualities of a social teacher, notes the importance of such qualities as the flexibility of the intellect, its dynamism, the breadth of erudition. Having much in common with other types of creativity (scientific, artistic, technical), pedagogical creativity has an originality associated with the nature of the process and with its result – a growing, developing personality. Analysis of the literature made it possible to identify a number of features of pedagogical creativity. The specific subject of pedagogical creativity is a developing person, an emerging personality. The teacher creates from “living material”. The “tool” of creativity is also specific – the personality of the teacher. Specific features can also be identified in the creative pedagogical process. Pedagogical creativity is strictly limited, compressed in time. The teacher cannot wait for it to “bloom”; he must find the optimal solution to a problem that has arisen in the lesson in a matter of seconds. Being compressed in time, carried out continuously and systematically, it usually does not bear fruit immediately. The teacher relatively quickly receives only direct partial, mostly only educational results of his activities (knowledge, abilities and skills); he cannot always compare the plan with the result. Since pedagogical creativity is included in the educational process, it should always bring only positive results. A feature of pedagogical creativity is also that it is always co-creation. It is closely connected and associated with the creativity of the entire teaching staff and each student. One of the teacher’s main creative partners is the student, who is extremely complex and unique. It should also be noted that pedagogical creativity is not born spontaneously. The teacher is not a “free artist”. In accordance with the requirements of society, with the pedagogical laws and principles established by science, using the norms and regulations contained in programs, textbooks, methodological manuals, checking best practices and own experience, the teacher in specific conditions creates a new pedagogical reality. So, having highlighted the features of pedagogical creativity, we turned to the works of K.D. Ushinsky “On the benefits of pedagogical literature”, “Project of a teacher’s seminary”, “Three elements of school”, “Pedagogical anthropology”, “On nationality in public education”, “On the moral element in Russian education”, “Elementary school”, etc. Speaking about the process of teaching and upbringing, K.D. Ushinsky, in a number of works (“Pedagogical Anthropology”, “On the Benefits of Pedagogical Literature”, “Project of a Teachers’ Seminary”, etc.), posed the question: is pedagogy a science or an art? And he himself answered it like this: “Science only studies what exists or has existed, but art strives to create something that does not yet exist, and in the future the goal and idea of its creativity is presented to it. Every art, of course, can have its own theory; but the theory of art is not science; theory does not set out the laws of existing phenomena and relationships, but prescribes rules for practical activities, finding the basis for these rules in science." Or here is another statement by K. D. Ushinsky: “We do not give pedagogy the epithet supreme art, because the very word “art” already distinguishes it from craft. Any practical activity that seeks to satisfy the highest moral and generally spiritual needs of man, i.e. those needs that belong exclusively to man and constitute the exclusive features of his nature are already art. In this sense, pedagogy will, of course, be the first, the highest of the arts, because it strives to satisfy the greatest of the needs of man and humanity - their desire for improvements in human nature itself: not for the expression of perfection on canvas or marble, but for the improvement of human nature itself -his soul and body; and the eternally preceding ideal of this art is the perfect man.” The following statement is also of interest for our research: “Pedagogy is not a science, but art is the most extensive, complex, highest and most necessary of all the arts. But we must remember that the art of education is based on science. As a complex and vast art, it draws upon many vast and complex sciences; as art, it, in addition to knowledge, requires ability and inclination, and, like art, it strives for an ideal, eternally attainable and never completely unattainable: the ideal of a perfect person." From the above quotes it can be noted that, developing the foundations of the Russian pedagogical science and predicting a great future for it, K.D. Ushinsky also called pedagogy an art. Speaking about pedagogy as an art, he thereby emphasized its active, creative role in changing and improving the spiritual appearance of younger generations. Comparing art with science, K.D. Ushinsky drew attention to the fact that science only studies what exists or has existed, while art strives to create something that does not yet exist. In this sense, pedagogy is “the highest of the arts.” Pedagogy is, in essence, both a science and an art. Without science, the art of education is unthinkable. K.D. Ushinsky was convinced that in the future, rationally organized society, pedagogy will take one of the first places among other sciences and will become the basis of the art of education. By calling pedagogy an art, Ushinsky meant the practical activities of the teacher as a whole. It requires the living, personal creativity of the teacher. To say that pedagogy is only a science means to narrow the scope of concepts and limit the scope of practical activity of a teacher to the mechanical application of the laws of science. Pedagogy has scientific foundations, but they can be applied in practice creatively, taking into account specific conditions and circumstances that cannot be foreseen by any science. The personal creativity of a teacher is extremely important in pedagogy, and to limit ourselves to the statement that pedagogy is a science means to stifle the incentives for creativity in such a complex matter as education. In the pedagogical system, K.D. Ushinsky raises the question of the relationship between pedagogical theory and practice. K.D. Ushinsky pointed out in his works the organic unity and inextricable connection of pedagogical theory and pedagogical practice, each of which cannot exist and develop separately. “The dispute between theory and practice is a very old one, which is finally falling silent at the present time, realizing its groundlessness ... An empty theory, based on nothing, turns out to be the same worthless thing as a fact or experience, from which no thought can be derived, which is not preceded or followed by an idea. Often a teacher-theorist, when starting his work, distracts his thought from the meaningless diversity of life phenomena and tries to rise to the abstract principles of education. The practical teacher laughs at the theoretical teacher, feels the inapplicability of his harmonious theory, takes the textbook of his subject in one hand, the ferrule in the other, and things go like clockwork for him. But these are two extremes. All teachers, theorists and practitioners occupy the middle ground between them. There is no pedagogical practitioner who does not have his own, albeit tiny, albeit vague, theory of education, and there is no such a bold theorist who would not look at the facts from time to time.” methods. “Pedagogical measures and methods of education are very diverse, and only familiarity with all this diversity can save the educator from that stubborn one-sidedness, which, unfortunately, is too often found in practicing teachers who are not familiar with pedagogical literature. And how much zlarutina can one such teacher do.” K.D. Ushinsky argued that teaching with “routine” methods fosters hatred of school, pushes away more capable children from school, who often do not have the patience to go through the whole path of meaningless memorization. In contrast to “ “routine” method of teaching and upbringing, K.D. Ushinsky developed many variants of the visual method, which developed students’ abilities, aroused their keen interest in the very process of reading, writing, etc. K. D. Ushinsky believed that the visual teaching method contributes to the child’s accumulation of specific knowledge about the world around him. The scientist, replacing outdated views and methods of teaching and upbringing, developed scientific principles of didactics, having mastered which the teacher ceased to be a blind performer and became a skilled creator of the educational process. At the same time, K.D. Ushinsky realized the enormous responsibility that falls on the teacher when independently choosing methods and means of teaching and education and saw that not all teachers are ready for this. One of the features of pedagogical creativity is obtaining only positive results. In this regard, K.D. Ushinsky wrote: “But I can also note that if every teacher begins to arbitrarily choose for himself a teaching method, and every educator - a method of education, then in public institutions, especially in large ones, such diversity can result in significant harm..." Ushinsky saw a way out of this situation in equipping teachers with knowledge. He repeatedly spoke about the importance of knowledge in teaching work, and knowledge not only of the subject that the teacher teaches, but also knowledge from the field of psychology and pedagogy. Here is an example of his statement: “The art of education has the peculiarity that it seems familiar and understandable to almost everyone, and even easy to others - and the more understandable and easier it seems, the less a person is familiar with it theoretically or practically. Almost everyone admits that parenting requires patience; some think that it requires innate ability and skill, i.e. skill; but very few have come to the conviction that in addition to patience, innate ability and skill, special knowledge is also needed...” Another essential characteristic of pedagogical creativity, to which K.D. Ushinsky paid a lot of attention, is awareness and purposefulness. This is what he wrote: “No one, of course, doubts that education is a conscious activity, at least on the part of the educator, but only that in which we have determined the goal, learned the material with which we must deal can be called a conscious activity.” , thought about it, tested it, and chose the means and methods necessary to achieve our realized goal.” Moreover, as K. D. Ushinsky himself noted, setting goals is important not only in scientific and pedagogical creativity when developing theory, but also in the practical activities of every teacher. This is confirmed by the following quote: “We consider the definition of the purpose of education to be the best touchstone of all philosophical, psychological and pedagogical theories... We consider a clear definition of the purpose of education to be far from useless in practical terms. No matter how far the teacher hides his deepest moral convictions, but if only he has them, then they will express themselves... in the influence that they will have on the souls of the children.” Of interest for our research is a number of statements by K.D. Ushinsky about that teaching work needs emotional support. Here, for example: “Educational activities need constant animation; its monotony can lull the mind and accustom it to unconsciousness... Pedagogical literature alone can revive educational activity, give it that meaning and that attentiveness, without which it soon becomes a mechanical passing of time assigned to lessons... Pedagogical literature, living, modern and extensive pulls the educator out of his closed, soporific sphere, introduces him into the noble circle of thoughts who have devoted their entire lives to the cause of education.” What else is characteristic of K.D. Ushinsky? He pays a lot of attention to teacher training. “The most significant drawback in Russian public education and enlightenment is the lack of good mentors, specially trained to fulfill their duties. This disadvantage is especially felt in junior classes secondary educational institutions, in district and parish schools, in junior high schools. The lower the sphere educational activities a mentor, or better to say, the deeper it goes into the masses of the people and into a person’s childhood, the less knowledge, of course, is required from the mentor; But even more so, one must be a good teacher and act with his teaching not only on enriching the mind with knowledge, but on developing all the mental and moral powers of the pupils. That is why special pedagogical training is especially necessary for this kind of teachers, especially since it cannot be expected that they themselves, with the limited knowledge of their knowledge, can independently prepare for their work... In addition, in the matter of education, knowledge alone is still extremely insufficient, but ability is necessary...” K.D. Ushinsky highly appreciated the natural abilities, talent of the teacher and their importance for pedagogical activity. However, he understood that teaching is a mass profession, and it is simply impossible to find so many talents. “Natural educational talents, which pave the way for themselves in the matter of education, are less common than any other talents; and therefore one cannot count on them where many thousands of teachers are needed...” What happens in practice? “There are few such privileged, naturally gifted and strong natures who will not only critically examine the bad and good phenomena in themselves, not only be able to free themselves from bad influences, not only develop new principles on their own, but also manage to introduce these principles into flesh and blood of its nature. These rare, privileged natures are blazing new trails in the education of humanity. Behind them come the second, carried away by the genius of the first; the rest of the crowd of educators slowly and stubbornly follows them...” Thus, we can confidently say that K.D. Ushinsky was an ardent supporter of special training of teachers for public schools. He repeatedly spoke about the organization of teachers' seminaries, pedagogical faculties at universities and the opening of pedagogical institutes for the training of teachers. K.D. Ushinsky spoke a lot in his works about talented teachers, about teachers who have a high level of ability. The talent of a teacher, as K.D. Ushinsky believed, is expressed in a complex combination of brightness, clarity, and logical presentation educational material, in contact with the audience, allowing maximum activation of thoughts, in a psychologically subtle approach to each student, in finding optimal means and methods of influencing the individual. Every teacher, according to K.D. Ushinsky, and not just talented ones, must have a “vision of goals ", "vision of tasks", "vision of means" of education.K. D. Ushinsky in his works highlighted the qualities that a public school teacher or educator must have in order to successfully fulfill his duties: – “the teacher’s knowledge should be as accurate, clear and defined as possible; – the teacher’s knowledge should be very diverse. The teacher must have knowledge of many sciences, be able to write, draw, read, sing, etc. well. Only then will he be able to communicate his information and knowledge to his students; it is fair to demand from the teacher that his life does not destroy the respect for him in parents and children. Only under this condition can he have a moral influence on children, and his pedagogical activity will be a truly educational activity." By calling the teacher a mentor, K.D. Ushinsky thereby emphasized that education has an undeniable value for a person and society only when it connects with education. The teacher-mentor acts as an intermediary between science and the student. He, as it were, instructs the student on the path that gives the student the opportunity to constantly exercise and improve his cognitive abilities. Under the guidance of a mentor, the will and character of the student are strengthened. K.D. Ushinsky compares the work of a teacher and mentor with the work of an artist. But if an artist and sculptor reflects life in colors, on canvas, in marble, a composer - in musical images, then the art of a teacher shapes the spiritual image of the person himself. The teacher, with his personality, spiritualizes the work of teaching and upbringing, gives it vitality. Speaking about the activities of a teacher, K. D. Ushinsky emphasized that not every person can be a teacher. For this, the desire to be a teacher is not enough; you also need to have certain qualities: – a non-aging soul (“The eternally non-aging childhood of the soul is the deepest basis for the true self-education of children”); – talent and talent. Throughout all of Ushinsky’s pedagogical works the idea runs that both natural human abilities and acquired ones are subject to development and improvement; special training. Without it, Ushinsky believed, pedagogical activity is completely impossible; - Ushinsky viewed the teacher as a member of a large teaching family, united by a community of ideas and aspirations. And what is beyond the reach of one person is quite achievable for the teaching staff. In general, an analysis of the works of K.D. Ushinsky allowed us to draw the following conclusions: K.D. Ushinsky, calling pedagogy “art,” nevertheless compared it with science, thereby emphasizing the importance of creativity in both practical and theoretical pedagogical activities. Paying great attention to the teacher, K.D. Ushinsky, among other qualities inherent in a creative teacher, named such as talent, broad outlook, “an eternally ageless child’s soul.” However, according to K.D. Ushinsky, any teacher needs special training.

Links to sources 1. KanKalik V.A., Nikandrov N.D. Pedagogical creativity. –M.: Pedagogy, 1990. –140 pp. 2. Shalova S.Yu. Creating conditions for scientific and pedagogical creativity of students at the university. – Rostov-on-Don: Publishing House of the Southern Federal University, 2011. – 264 pp. 3. Zagvyazinsky V.I. Research activities teacher – M.: Academy, 2008. – 176 p. 4. Kobysheva L.I. Psychological and pedagogical diagnostics of professionally significant personal qualities social teacher //Scientific opinion. –2012. –No. 5. –S. 65–73.

5–18. Ushinsky K.D. Selected pedagogical works. In 2 volumes. T.1.–M: Pedagogy, 1974. –584 p.

Chomaev Taulan,the 3rd year student of psychology and social pedagogical faculty of A.P. Chekhov Taganrog State Pedagogical Institution, [email protected]. D. Ushinskiy's views on pedagogical creativityAbstract. K.D. Ushinskiy's views on pedagogical creativity are analyzed in the article. Characteristics of pedagogical creativity are marked out based on the analysis of modern psychological and pedagogical literature. Interpretation of statements of K.D.Ushinskiy is given. It confirms that the scientist attached huge significance to creative aspects of pedagogical activity. Keywords: K.D. Ushinskiy, pedagogical creativity, pedagogical activity, teacher's personality.

Teachers identified in Ushinsky’s books that artistic material that it would be advisable to begin getting acquainted with in preschool. This concerns primarily the work of Ushinsky himself as an author short stories about animals. Animals are presented with characteristic habits and in that vital “role” that is inseparable from their nature.

The short story “Bishka” says: “Come on, Bishka, read what’s written in the book!” The dog sniffed the book and walked away. “It’s not my job,” he says, “to read books. I guard the house, I don’t sleep at night, I bark, I scare thieves and wolves, I go hunting, I keep an eye on the bunny, I look for ducks, I carry diarrhea - I’ll have that too.” The dog is smart, but not smart enough to read books to. Everyone is given their own by nature.

The story “Vaska” tells in an equally simple form what a cat does in the house. Ushinsky speaks like a real storyteller - in the style that is familiar to a child from songs: “Kitty-cat - gray pubis. Vasya is affectionate and cunning, with velvet paws and a sharp nail.” However, Ushinsky soon abandons the humorous song tone and continues the story with the intention of awakening curiosity in the child. Why does a cat have big eyes? Why sensitive ears, strong paws and sharp claws? The cat is affectionate, but “you caught a mouse - don’t be angry” Ushinsky Konstantin Dmitrievich [Text] // Writers of our childhood. 100 names: biobibliographic dictionary in 3 parts. Part 3. - M.: Liberea, 2000. - P. 202. .

In the story “Lisa Patrikeevna” the volume of real information about animals presented to the child is even greater. He learns not only that the fox has “sharp teeth”, “a thin snout”, “ears on top of the head”, “a tail that flies away”, and a warm fur coat, but also that the little fox is beautiful - “the godfather is dressed up: the wool is fluffy , golden; there is a vest on the chest, and a white tie on the neck”; that the fox “walks quietly,” bending to the ground as if bowing; that “carry your tail carefully”; that it digs holes and that there are many passages and exits in the hole, that the floors in the hole are lined with grass; that the robber fox: steals chickens, ducks, geese, “will not have mercy on even a rabbit” Konstantin Dmitrievich Ushinsky [Text] // Arzamastseva, I.N. Children's literature: a textbook for students. higher ped. textbook head / I.N. Arzamastseva, S.A. Nikolaev. - 3rd ed. reworked and additional - M.: Publishing house. Center Academy, 2005. - P. 280..

Ushinsky's writer's eye is keen, his view of the world is poetic: a kind mentor who is not averse to making a joke speaks to the child. The rooster raked the pile with his paws, called the “crested hens”, the chickens - “little guys”: “I have saved you a grain!” A dispute arose in the family: the grain could not be divided. Petya “doesn’t like disturbances”: “that one for the crest, that one for the tuft,” he pecked a grain, flew up onto the fence, “yelled at the top of his lungs, “Ku-ka-re-ku!” (“Cockerel with his family”). Another story talks about the confusion of a hen: the ducklings she hatched saw the water and swam - the hen began to rush about. “The housewife barely drove the chicken away from the water” (“Chicken and Ducklings”).

The special value of his stories about nature and animals (“The Bunny’s Complaints,” “Bees on Scouting,” etc.) lies in the fact that nature is shown in them as integral and beautiful world, full of secrets.

Spring has come, the sun has driven the snow away from the fields; Fresh, bright green stems were visible in last year’s yellowed grass; the buds on the trees were blooming and putting out young leaves. So the bee woke up from her winter sleep, cleared her eyes with her furry paws, woke up her friends, and they looked out the window: had the snow, ice, and cold north wind gone?

Ushinsky's stories such as “Playing Dogs,” “Two Little Goats,” and “The Horse and the Donkey” are essentially fables. According to the fable tradition, the author ends them with moral maxims. It is not for nothing that they were included in a single section “Fables and Stories in Prose”.

Researchers of Ushinsky's books for children's reading have noted the great spiritual potential that they carry, and emphasize that one should become acquainted with them in preschool age. This applies primarily to those stories by K. Ushinsky in which he depicts animals. Animals are presented with their characteristic behavior and in the life “role” that is an integral feature of their nature.

IN a short story“Bishka” is about a dog who was asked to read a book, and the dog sniffed and replied that reading books was not her business, his business was to protect the house from thieves and go hunting. That is, the author shows that everyone is given their own by nature. In this way K. Ushinsky is similar to G.S. Skovoroda, who also defended the principle of naturalness and “affinity” in education and training.

The story “Vaska” tells in a simple way about a cat. Ushinsky speaks like a real storyteller - in the style that is familiar to children as a song: “Cat-cat - gray pubis. Tender Vasya, and cunning, velvet paws, sharp claws" Soloveichik, S.L. The hour of apprenticeship. The life of wonderful teachers [Text] / S.L. Soloveitchik. - M.: Higher. school, 2002. - P.137..

The story “Lisa Patrikeevna” tells about the habits of her little sister Fox: she walks quietly, wears her tail carefully, when she makes a hole for herself, she makes a lot of moves in it, lining the floors of her hut with grass; but the fox is a robber, because she steals chickens, geese, ducks, and does not bypass rabbits. Children learn not only that the fox is pretty, that she has a warm fur coat, that she is golden in color, wears a sleeveless vest, and wears a white tie around her neck, but also that the little fox-sister causes damage with her bad deeds.

At K.D. Ushinsky has a story on moral and ethical topics. These are the same stories about animals, only with a didactic twist. Thus, the story “Know How to Wait” tells about a brother-cockerel and his sister-chicken. One day a rooster ran into the garden and began to peck green currants. Chicken to him: “Don’t eat it, Petrik! Wait until the currants ripen." The cockerel did not listen - he pecked and fell ill. The hen sister cured her cockerel brother. Next time the cockerel wanted to get drunk cold water; the chicken told him to wait until the water warmed up. The cockerel did not listen and fell ill again, drinking bitter medicine. The third time the cockerel wanted to go ice skating on the river, which was not very well frozen. And then disaster struck: the cockerel fell through the ice. Ushinsky presents stories about careless actions in a fairy-tale form, making the children think about their actions.

Ushinsky processed for children folk tales. He preferred them even to well-written literary work. He highly valued the poetic world folk art, considered the fairy tale the best means for “understanding folk life.”

In the fairy tale “The Man and the Bear,” adapted by Ushinsky, the cunning man persuaded the bear that it was better for him to take the tops of the turnips, and the roots of the wheat; “Since then, the bear and the man have been apart from each other.” In another fairy tale - “The Fox and the Goat” - the Fox, having fallen into the well, assures the Goat that she is just resting here: “It’s hot up there, so I climbed up here. It's so cool and nice here! Cold water - as much as you want.” The Goat innocently jumps into the well, and the Fox “jumped onto the Goat’s back, from the back onto the horns, and out of the well.” In the fairy tale “The Dashing One-Eyed One” you can even hear echoes of the adventures of Odysseus, which came into Russian folklore in ancient times. Like Homer, the hero of the fairy tale (the blacksmith) burns out Likh’s only eye and, together with a herd of sheep, gets out of the lair.

On famous folklore stories such fairy tales by Ushinsky were constructed as “The Trickster-Cat”, “Sivka-Burka”, “Mena”, “The Boiled Ax”, “The Crane and the Heron”, “As it comes around, it will respond”, “Nikita Kozhemyaka”, “Snake and Gypsy". The wise teacher carefully chose those folk tales that are understandable and interesting to children and can both amuse and teach them. The proximity to folklore in Ushinsky’s fairy tales is also supported by traditional beginnings: “Once upon a time there lived in the same yard a Cat, a Goat and a Ram”; “Once upon a time there lived an old man and an old woman, and they lived in great poverty"; “The old man had three sons: two were smart, and the third was Ivanushka the Fool...”

Thus, the tales of K.D. Ushinsky resonate with oral folk art, while possessing a pronounced didactic bias.

Ushinsky is considered one of the founders of scientific pedagogy in Russia. The biography of Konstantin Dmitrievich is known and still remains widely known in pedagogy. His views are still close in raising children, as well as the works of V. Sukhomlinsky, Sh. Amonashvili and others.

The hero of the article understood his calling in his youth. He didn't just study and write scientific works, he put his ideas into practice by working with children. Who was Konstantin Ushinsky?

short biography

Let's start getting acquainted. Ushinsky, whose biography is being considered, was born on February 19, 1823 in the city of Tula. His father was a retired officer who took part in the war with the French in 1812. His family belonged to the small landed nobility. Constantine's mother died very early, in 1835.

Even before the death of the mother, the whole family moved to Novgorod-Seversk (Chernigov province), where the father received the position of judge. Not far from the city, my father acquired a small estate located on the banks of the Desna.

Konstantin Ushinsky, whose brief biography is discussed here, studied first at home, and at the age of 11 he entered the 3rd grade of the local gymnasium. He graduated from the Novgorod-Seversky educational institution at the age of 17 (1840). Then he entered the Faculty of Law in Moscow. At the university he was strongly influenced by Professor T.N. Granovsky and P.G. Redkin. Thanks to them, the young man began to think about pedagogy.

In 1844, he brilliantly graduated from the university and stayed to take the master's exam. He was awarded the degree of candidate of jurisprudence. Two years later he became a professor at the Demidov Lyceum. In 1849, due to a conflict with the leadership of the lyceum on the grounds of his liberal views Ushinsky had to resign from his position. Only after five years he will be able to again take up teaching work at the Gatchina Orphan Institute.

Konstantin Dmitrievich Ushinsky, whose brief biography is given in the article, died on December 22, 1870. The day before, he caught a cold while heading to Crimea for treatment, which is why he stopped in Odessa. It was here that his life was interrupted. He was buried in Kyiv within the Vydubitsky Monastery.

Personal life

Konstantin Dmitrievich Ushinsky, whose biography is being discussed, was married to a representative of a noble Cossack family, Nadezhda Semyonovna (nee Doroshenko). They met in Novgorod-Seversky, and got married in 1851.

From their marriage they had three sons and two daughters:

Pavel - died while hunting.
Konstantin.
Vladimir.
Vera, using her savings, opened the men's City School (Kyiv), which received the name of her father.
Nadya opened an elementary school in the village of Bogdanka with funds she received from the sale of her father’s labor.

Basic pedagogical ideas

One day, a teacher found an old archive of a former employee within the walls of the Gatchina Institute. Many books brought him new ideas, which he outlined in the article “On the Benefits of Pedagogical Literature.”

Ushinsky, whose brief biography is reviewed, published many of his thoughts in the “Magazine for Education”, “Contemporary”, “Library for Reading”, books “Native Word”, “ Child's world».

His main idea in pedagogy was the democratization of all education. He was a supporter of the idea of public education. For this he was often accused of freethinking.

Pedagogical activity

Once at the Gatchina Institute, Ushinsky, whose biography is closely connected with pedagogy, completely immersed himself in work. In this educational institution, he was able to introduce his ideas, he managed to eradicate old orders, such as denunciation and theft. At the same time, he was able to introduce a sense of camaraderie, and this he considered the basis of education.

During his career, he worked in the following educational institutions:

Demidov Lyceum (1846-1849).
Gatchina Orphan Institute (1854-1859).
Smolny (1859-1862).

At the Smolny Institute, thanks to his innovative ideas, students were allowed to spend holidays and vacations with their parents. After a conflict with the management of the institute, the teacher left the educational institution. The pretext was a trip abroad for teaching activities.

He traveled a lot around the world, wrote his works, met with Russian teachers, introducing new ideas in pedagogy into their minds.

Influence of Ushinsky's ideas

The work most often mentioned is the work of A.O. Chernyaevsky, who compiled “Native Speech” (1882) in the Azerbaijani language. The inspector of the Transcaucasian Teachers' Seminary compiled the first part of the book himself, and the second - together with his student Velibekov. In the Azerbaijani language, the work began to be called “Vete dili”.

The manual was intended for students in grades 3-4. It was developed according to the methodology that Ushinsky once compiled. short biography is not able to fully reveal the significance of the Russian figure in domestic and world pedagogy. However, his ideas and methods still find their adherents today.

Works for children

While abroad, the teacher published his most famous work - “Native Word”. It was the first publicly available Russian textbook. It was designed to teach children primary literacy. Along with the book, he published a manual for teachers and parents, which helped conduct classes on the “Native Word”.

His manual had a great influence on the national public school. Even today, many native speech teachers use it. Only until 1917 it was reprinted 146 times.

Today, both the works and the biography of Ushinsky are popular in pedagogy. He wrote for children short stories. Some of them are designed for children who have just learned to read. They consist of five sentences. An example is the story “Bishka” about a dog that has no need to be able to read.

Among his works for children there are also scientific and educational stories. For example, “Wind”, which is designed for middle school age.

List of main stories:

"Caring Cow"
"Wind and Sun".
"Viper".
"Two goats."
"The Bunny's Complaints"
"Cow."
"Forest and stream."
"Curiosity".
"Nikita Kozhemyaka."
"Autumn".
"Spider".
"Creek".
"Tree dispute."
"Cowardly Vanya."
"The Scientist Bear"
"Bread".
"Four Wishes"

Memory of the teacher

Ushinsky, whose biography was related to raising children, left his mark on life. Teachers are still being trained based on his writings, and his children's stories are useful in the education system, both for teachers and parents.

Many institutions and more are named after this man:

The village of Ushinskoye (now Bakkonys) bore the name until 2000.
Scientific pedagogical library of the Russian Academy of Education in Moscow.
South Ukrainian Pedagogical University in Odessa.
Yaroslavl Pedagogical University.
Gymnasiums and colleges, schools in Moscow, Simferopol, Gatchina, Nizhny Novgorod, Kyiv, Tula.

A large number of streets in different cities Russian Federation and Ukraine are named after the famous teacher. In the field of education modern Russia There is a Ushinsky medal, which began to be awarded in 2004.

Tatiana Sokolskaya
Pedagogical project “Acquaintance with the works of K. D. Ushinsky”

Pedagogical project

2. Theme: « Getting to know K's creativity. D. Ushinsky»

3. Integration of educational regions: "Cognition", "Communication", "Reading fiction» , "Social

lization", "Artistic creation» .

4. View project: informative, creative, gaming.

5. Relevance of the topic:

Formation of coherent speech is one of the difficult tasks facing teachers and their pupils in senior preschool age. Native nature is a powerful source from which children draw knowledge and impressions. Interest in surrounding objects of inanimate and animate nature manifests itself very early. Children notice everything: a fast bird, a hardworking ant, a tiny spider, a bright butterfly on the petals of a flower. In supporting the child’s interest in the world around him, I rely on the artistic works of Konstantin Dmitrievich Ushinsky. Wonderful teacher and writer, he lived almost a hundred years ago, his stories are surprisingly vivid and close to children, they reveal small and large secrets of a huge world that they are just beginning to learn. The writer’s works are interesting to retell and dramatize; they became the basis for the realization of goals and objectives project.

6. Purpose project: To form coherent speech and improve the lexical and grammatical structure of children’s speech, to arouse interest in the world around them, to form realistic ideas about nature, a cognitive attitude towards it through acquaintance with the works of Ushinsky.

7. Objectives project:

- Introduce children to the creativity of K. D. Ushinsky;

Form coherent speech in children, promote development creativity, develop fine motor skills;

Foster a humane attitude towards nature.

8. Age of participants project: children 5-7 years old;

9. Duration project: 4 months;

10. Main forms of implementation project:

Reading fiction;

Retelling of the work;

Finger games;

Outdoor games;

Productive activity.

11. Provision project:

1. Logistics: demonstration material, handouts, illustrations, books, albums, costume elements, toys, natural materials, equipment and materials for productive activities.

2. Educational and methodological:

1. Glukhov V. P. Formation of coherent speech in children preschool age With general underdevelopment speeches / V. P. Glukhov. – 2nd ed. ,corr. and additional – M.: ARKTI, 2004. – (Practitioner's Library speech therapist.)

2. Gomzyak O. S. We speak correctly. Lesson notes on the development of coherent speech in the preparatory school logo group. Moscow, publishing house "GNOM and D", 2007.

3. Lopukhina I. S. Speech therapy, 550 entertaining exercises for development speeches: A manual for speech therapists and parents. – M.: Aquarium, 1995.

4. Nishcheva N.V. System correctional work V speech therapy group for children with general speech underdevelopment. – SPb.: DETSTVO-PRESS, 2009.

5. Ushinsky K. D. Favorite fairy tales. – M.: EKSMO, 2011.

6. Chistyakova M.I. Psychogymnastics. – M.: Education, 1995.

12. Implementation principles project:

Accounting age characteristics pupils of preschool educational institutions;

Integration;

Coordination of pupils’ activities;

Continuity of interaction between preschool educational institutions and families.

13. Expected result:

Improving children's coherent speech, development creativity, development of fine motor skills;

Promotion pedagogical culture of parents;

Repetition in game situations of knowledge acquired in the process of implementation project

Formation of realistic ideas about nature, education of a humane attitude towards it.

14. Product project activities:

Exhibition of children's works creativity based on stories by K. D. Ushinsky;

Card index of outdoor, didactic, finger games;

Illustrations for the writer's stories;

Consultation for parents "The Book and the Child".

15. Presentation project:

Game-dramatization based on the story by K.D. Ushinsky.

pedagogical project

« Creation Konstantin Dmitrievich Ushinsky»

Participants project:

children correctional group with speech underdevelopment; educators; speech therapist; parents

Long-term implementation plan pedagogical project

3 Week 4 Week

1. Reading the story by K.D. Ushinsky"Four Wishes".

3. Sketch of improvisation.

4. Retelling the text by children.

5. Didactic game "Pick up sign» .

6. Didactic game "Make a proposal".

7. Physical education minute "Russian song".

8. Repeated reading of the story with the intention of retelling.

9. Retelling the story by children.

: drawing "Seasons".

11. Search work (together with parents)- find proverbs and sayings about the seasons.

1. Reading the story by K.D. Ushinsky"Know how to wait".

3. Physical education minute “The chicken went out for a walk”.

4. Didactic game “Which one, which one, which one?”.

5. Study "The Cockerel and the Hen".

6. Finger play "Birds".

7. Working with illustrations.

8. Exercise "Remaking a fairy tale".

9. Conversation on Russian folk tales "Cat, Cockerel and Fox", "Zaikin's Hut", "Chicken Ryaba".

8. Productive activity: tear-off applique "Birds".

1. Reading a fairy tale by K.D. Ushinsky"Two Plows".

2. Explanation for children unfamiliar words.

4. Looking at images of agricultural tools.

6. Retelling the text by children based on the diagram.

8. Exercise "We are storytellers".

9. Productive activity: modeling any agricultural tool the children like.

1. Reading a story "Animal Dispute" K.D. Ushinsky.

2. Work on the content of the story.

3. Working with illustrations.

4. Didactic game “Whose, whose, whose?”.

5. Etude - improvisation.

7. Repeated reading of the story.

10. Monitoring of pets.

: Children draw their favorite pet.

1. Reading a fairy tale by K.D. Ushinskogo“As it comes around, so it will respond”.

2. Explanation for children unfamiliar words.

3. Work on the content of the fairy tale.

4. Sketch "The Fox and the Crane".

5. Repeated reading of the story with prompts from children.

6. Retelling the text based on diagrams.

7. Work with proverbs and sayings.

8. Exercise "We are storytellers".

9. Finger gymnastics "Beasts".

10. Productive activity: modeling dishes for the crane and the fox. 1. Reading the story by K.D. Ushinsky"Vaska".

3. Re-reading the story.

5. Finger gymnastics "Vaska the cat".

6. Didactic game "Continue the sentence".

8. Physical education minute “The cat is dozing on the bed”.

9. Telling riddles about a cat.

10. Productive activity: applique "Cats on the Window".

1 week 2 week 3 week 4 week

1. Reading the story by K.D. Ushinsky"Mice".

2. Work on the content of the text.

3. Exercise "Correct the sentence".

4. Didactic game "Call me kindly".

5. Finger gymnastics "A little mouse runs through the city".

6. Physical education minute “The mice were sitting in their holes”.

7. Repeated reading of the story.

8. Retelling the text by children.

9. Working with tongue twisters.

10. Productive activity: Children schematically depict mice. 1. Reading the work of K.D. Ushinsky"The Goose and the Crane".

2. Work on the content of the text.

3. Exercise "Say the word".

4. Re-reading the story.

5. Study "Gaits".

6. Didactic game "Pick up a word".

5. Comparative analysis fairy tales Ushinsky and Russian folk tales.

7. Exercise “Find commonalities and differences”.

8. Productive activity: teamwork "The Goose and the Crane". Children construct a scene from natural materials for K.D.'s story. Ushinsky. 1. Reading the story by K.D. Ushinsky"Bishka".

2. Work on the content of the text.

3. Working with illustrations.

5. Didactic game "Chain of Words".

6. Designing a dog from geometric shapes.

7. Retelling the text by children.

8. Watching the dog.

9. Productive activity: modeling "Bishka". 1. Reading the story by K.D. Ushinsky"Playing Dogs".

2. Work on the content of the text.

3. Working with illustrations (consolidation of spatial concepts).

4. Repeated reading of the story and dramatization.

5. Didactic game “Whose, whose?”.

6. Retelling the text by children.

7. Productive activity: drawing a house for dogs.

8. Search work with parents “What are the different breeds of dogs?”

1 week 2 week 3 week 4 week

1. Reading the story by K.D. Ushinsky"Cockerel with his family".

2. Riddles.

3. Working with illustrations.

4. Explanation unfamiliar words.

5. Work on the content of the story.

6. Repeated reading of the text.

7. Retelling the text by children based on the diagram.

8. Physical education minute “The chicken went out for a walk”.

9. Didactic game "Pick up a word".

10. Didactic game "Come up with a proposal".

11. Observation of poultry.

12. Productive activity: invite children to fashion a cockerel, hens, chicks from plasticine. 1. Reading the story by K.D. Ushinsky« “It’s not cut well, but it’s sewn tightly”.

2. Work on the content of the story.

3. Physical education minute "Beasts".

4. Educational games "Change the word".

5. Working with illustrations.

6. Work with proverbs and sayings.

7. Sketch "I am a hedgehog".

8. Productive activity: applique "Hedgehogs". 1. Reading the story by K.D. Ushinsky"The Bee and the Flies".

2. Work on the content of the story and illustration.

3. Sketch of improvisation.

4. Retelling the text by children.

5. Didactic game "Pick up a word".

6. Physical education minute "Bees".

7. Work with proverbs and sayings.

8. Comparative analysis of texts by K. Chukovsky "Fly Tsokotukha",

V. Suteeva "Teremok".

9. Learning finger gymnastics "Striped Bee".

10. Productive activity: Collective drawing "Flower Meadow". 1. Reading the story by K.D. Ushinsky"Geese".

2. Work on the content of the story.

3. Physical education minute "Geese, geese".

4. Educational games "Change the word", "4th wheel".

5. Working with illustrations.

6. Work with proverbs and sayings.

7. Creating a problematic situation "Help the bear cub".

8. Sketch "I am a goose".

9. Productive activity: origami "Geese".

1 week 2 week 3 week 4 week

1. Reading the work "Ducks" K.D. Ushinsky.

2. Work on the content of the story.

3. Working with illustrations.

4. Riddles.

5. Didactic game "Come up with a proposal".

6. Outdoor game "Poultry".

7. Repeated reading of the story. Building a graphic plan for the story.

9. Productive activity: drawing "Ducks". 1. Reading a fairy tale by K.D. Ushinsky"Two Little Goats".

2. Work on the content of the story.

3. Exercise "Good bad".

4. Exercise "Dialogue of goats".

5. Physical education minute "Come on, goat, let's jump".

4. Creative revision of the text(creating options for situations to compose a new story).

5. Educational games "Pick up a word".

5. Working with illustrations.

6. Work with proverbs and sayings.

7. Productive activity: creating facial expression patterns for goats. 1. Reading the story by K.D. Ushinsky"Woodpecker".

2. Work on the content of the story.

3. Physical education minute "We are woodpeckers".

4. Didactic game "Black box".

5. Exercise "Come up with a riddle"

6. Finger play "Birds".

7. Watching a woodpecker.

8. Productive activity:

Lay out a woodpecker, a caterpillar, a booger, a butterfly from geometric shapes;

Depict a story "Woodpecker" application method;

Creating an Album "Forest Birds".

9. Search work (together with parents) “What birds live in our forests?” 1. Reading a story "Tree Argument" K.D. Ushinsky.

2. Work on the content of the story.

3. Working with illustrations.

4. Sketch "We are trees"

5. Didactic game "4th wheel".

6. Didactic game "Good bad".

8. Retelling the text by children according to a graphic plan.

9. Comparative analysis of two stories "Animal Dispute" And "Tree Argument".

10. Observation of trees.

11. Productive activity: children draw their favorite tree

1 week 2 week 3 week 4 week

1. Reading a story "Wind and Sun" K.D. Ushinsky.

2. Work on the content of the story.

3. Physical education minute "Sun".

4. Didactic game “Which one, which one, which one?”.

5. Exercise "Come up with a riddle"

6. Observation of the wind, the sun.

7. Productive activity: invite children to draw a plot from a story. 1. Reading a story "Bees on Scouting" K.D. Ushinsky.

2. Work on the content of the story.

3. Working with illustrations.

4. Didactic game "4th wheel".

"Vice versa".

6. Physical education minute "Striped Bee".

7. Repeated reading of the story.

8. Building a graphic plan for the story.

9. Retelling the text by children according to a graphic plan.

10. Observation of insects.

11. Productive activity: collective creation from natural material "Bees at Work".

1. Reading the story by K.D. Ushinsky"Bunny's Complaints".

2. Conversation on the content of the story.

3. Physical education minute "Bunny".

4. Didactic game "Pick up a word".

5. Study "Bunny".

6. Finger play "Cheerful Bunny".

7. Working with illustrations.

8. Exercise "Remaking a fairy tale".

9. Productive activity: 3D applique made of crumpled paper "Little Bunnies". 1. Telling a fairy tale by K.D. Ushinsky"Goat".

2. Riddles.

3. Working with illustrations.

4. Work on the content of the story.

5. Physical education minute "Come on, goat, let's jump".

6. Repeated reading of the text with the intention of retelling and building a plan.

7. Retelling the text by children based on the diagram.

8. Didactic game "Call me kindly".

9. Didactic game "Come up with a proposal".

10. Productive activity: invite children to perform a collective appliqué "Kids".

1 week 2 week 3 week 4 week

1. Reading the story by K.D. Ushinsky"Morning Rays".

2. Work on the content of the story.

3. Working with illustrations.

4. Sketch of improvisation.

5. Retelling the text by children based on the diagram.

6. Didactic game “Choose beautiful words”.

7. Physical education minute "Sun".

8. Work with proverbs and sayings.

9. Productive activity: collective application "Portrait of the Sun".

10. Search work (together with parents)- come up with riddles about the sun, pick up and learn touts about it.

1. Reading the story " "Lisa Patrikeevna" K.D. Ushinsky.

2. Conversation with children about the habits of a fox.

3. Working with illustrations.

4. Didactic game "4th wheel".

5. Didactic ball game "Vice versa".

6. Physical education minute "Striped Bee".

7. Repeated reading of the story.

8. Building a graphic plan for the story.

9. Retelling the text by children according to a graphic plan.

10. Productive activity: collective creation from natural material "Bees at Work". 1. Reading the story by K.D. Ushinsky"Cow".

2. Talk with children about the benefits of pets.

3. Didactic ball game "Name the Cub".

4. Sketch "I am a cow".

5. Didactic game "Family word".

6. Working with illustrations.

7. Repeated reading of the story with building a graphic plan.

8. Retelling the text by children based on the diagram.

9. Work with proverbs and sayings.

10. Productive activity: creating a composition "Cow in the Meadow". 1. Reading the story by K.D. Ushinsky"The Crow and the Crayfish".

2. Work on the content of the text.

3. Didactic game "Say the word".

4. Re-reading the story.

5. Physical exercise "Birds".

6. Comparative analysis of the tale Ushinsky and fairy tales by L. Tolstoy "The Crow and the Fox".

7. Work with proverbs and sayings.

8. Exercise “Find commonalities and differences”.

9. Watching a crow.

10. Productive activity: teamwork "The Crow and the Crayfish".

Stages of work on project:

1. Goal setting.

Formulating the problem, explaining the relevance of the topic project.

2. Development project:

Communication to participants project the importance of this problem;

Compilation long-term plan events;

Material and technical equipment project;

Organization of work to create conditions for implementation project;

Organization of methodological work;

3. Execution project.

Work aimed at solving problems that contribute to achieving the goal project.

4. Presentation project.

5. Defining tasks for new projects.

Methods project:

1. Monitoring.

2. Cyclicity.

3. Systematicity.

4. Observation.

6. Experimentation.

The fact that K.D. Ushinsky (1824-1871) is considered among the first rank of Russian children's writers is second half of the 19th century century, does not seem to be accidental. His stories and tales are classic example literature for children.

Many of them have successfully passed the test of time and have survived to this day, continuing to be published both separately and in collections.

K.D. Ushinsky’s collections “Children’s World” (1861) and “Native Word” (1864) appeared a whole decade earlier than L.N. Tolstoy’s “ABC” and “Russian Reading Book”, and thus introduced represents one of the very first and most daring attempts to compile educational literary and artistic manuals for children younger age. When creating them, the entire range of means of expressing children's literature itself was used. This aspect of addressing a children's audience, along with the general compositional structure and solution of moral, pedagogical and educational tasks, unites the work of K.D. Ushinsky with the work of L.N. Tolstoy.

If we try to comprehend everything that unites the works for children of L.N. Tolstoy and K.D. Ushinsky, then we will find much more similarities than differences. Moreover, it will become obvious that L.N. Tolstoy, in his work for children, largely followed the path already paved by K.D. Ushinsky, and moreover, it would hardly have been possible as the author of “The ABC” (1872) and “Russian Books for Reading” (1875), if not for K.D. Ushinsky, who preceded him with his books for primary school“Children’s World” (1861) and “Native Word” (1864). Openly expressed morality is undesirable, but a specific presentation of the material is not excluded, implying that the child will independently draw the required conclusions based on what he read.

The task of literature for children is to solve and develop important moral issues, provide information about the world and people. In their best examples, such as, in particular, those of L.N. Tolstoy and K.D. Ushinsky, they are distinguished by the artistic perfection of form and laconicism of language. In addition, the works of K.D. Ushinsky always have a clear appeal to the addressee - the child. The writer was the first to point out the need for close study and observation of the child’s psychology: “If pedagogy wants to educate a person in all respects, then it must first also get to know him in all respects” (8, 23).

K.D. Ushinsky, working on the creation of the anthology books “Children’s World” and “Native Word”, was not only the compiler, but also the author of the bulk of the material included in them. In this regard, he was forced to create works for himself. teaching aids, including those of an artistic nature: stories and fairy tales, essays and poems, as well as processing folklore and literary texts for children’s reading. All this constitutes the valuable legacy of K.D. Ushinsky as a children's writer.

Literature for children in to a greater extent than literature about children, requires a variety of included material. Consciousness greedily absorbs any new information, that’s why K.D. Ushinsky noted that learning should begin with stories about the seasons, the person himself, parts of his body, domestic and wild animals, birds, plants, animals, minerals, air, water. This information serves to systematize concepts that already exist in children's minds.

You can also find the information you are interested in in the scientific search engine Otvety.Online. Use the search form:

Works k.d. Ushinsky for children. Stories and fairy tales by K. Pedagogical character, variety of topics, educational value

short biography

Personal life

Basic pedagogical ideas

Pedagogical activity

Influence of Ushinsky's ideas

Works for children

Memory of the teacher

More on topic 29. K.D. Ushinsky is a children's writer. Artistic features of K.D. Ushinsky's stories for children: