Using a fairy tale as a means of moral education for children of preschool and primary school age. Strelkova L.P. Emotional primer from Ah to ay-yay-yai

RISING TO THE PAST

(Adults only)

... in the beginning, it must have been "oh" or "ai" ...

I. Brodsky

... Ascent to ... the past ... Is there a paradox here? - the reader wonders. If we have in mind our and world Culture, then - precisely the Ascent. Remember how much we have lost over the past decades. After all, passed the Golden and Silver Age our culture and art. What else can be but a belated return to the Past. It was available to us only partially, in grains, sifted out by the brutal ideological censorship. In truth

... The connecting thread broke for days,
How can we combine them! ..

(W. Shakespeare)

Those examples of emotional culture that had developed in Russian noble families, in a patriarchal peasant family and in small provincial towns of Russia were thrown into the dustbin of history. We created a new person ... But let's not talk about it ... Let's go back to the emotional culture. Our book is about this. Of course, we will not cover all aspects of this problem even briefly. Rather, we are opening a cycle of scientific and artistic books on this topic that is most relevant for us and especially for our children. From those published, we recommend the book "Lessons from a Fairy Tale", where a child, together with an adult, will join the samples moral culture, a culture of compassion, will enter into a situation of moral choice, which he will try to resolve on his own or together with the heroes of the book. The main thing is that there is no obsessive edification, declaration of hackneyed elementary truths.

The purpose of this book is somewhat different, albeit similar in essence (both here and there - emotions, feelings!). We hope that this book will help the child and, to some extent, the upbringing adult to enter the world of emotional culture, master the ways and techniques in the manifestation and understanding of emotions, feelings in the forms that are accepted or were accepted in society (especially in the same Past ) and which are ethically and aesthetically valuable in various social situations.

Let's reveal our main goal in more detail. Firstly, I would very much like to help educating adults to teach a child "reading", or rather reading, understanding the "language of emotions" in real life, i.e. the ability to look closely at the faces and gestures of a person (and everything living and spiritualized by a person), to the expressiveness of the eyes; peer into them and catch their variability, listen attentively to the intonation of speech, notice and understand the various nuances of its sound. Secondly, we hope to lay the foundations for teaching a child in a timely, adequate and aesthetic way (the latter is extremely important) to show their own emotions, fill them with warmth and humane attitude towards others. And, finally, thirdly, I would like the joint work of a child and an adult (on the book) to stimulate the baby to master his emotions and feelings, to teach the child, as psychologists say, emotional self-regulation - one of the fundamental features of the personality of an intellectual (needless to say, that I wanted the same from adults).

So who and what is this book for? Of course, for children and adults. For reading and further joint reflections and activities. But for which children? Children of older preschool (but you can start earlier) and primary school age (and maybe older).

The main content of the book is divided into two parts. The first part introduces into the world of experiences and emotional behavior of children and adults in various, significant for social life situations. We are talking here about whole emotional episodes, rituals and those problematic situations in which conflicting emotions are manifested. In the second, the author tries to reveal in detail the individual emotional states of people.

Subject texts for children and "Emotional workshops" for adults, included in the fabric of parts I and II, are similarly divided. This is another division of the entire text, already within the parts, according to the principle of intended purpose for different categories of readers.

"Emotional workshops" are aimed at educators of children's institutions, teachers primary school, on parents - and in general on all raising adults. Educators can use these informative texts not only for their own pedagogical practice and for work on themselves (after all, all adults are models of emotional behavior for children, and it is desirable that these models be more perfect both ethically and aesthetic sense), but also, finally, for pedagogical assistance to parents, many of whom may have serious gaps in this regard.

What is the best way to work with a book? We advise you to first read the entire book from beginning to end. Then flip through it again to get a holistic idea of ​​the location of the material, you may want to return to this or that material from the "Emotional Workshops". Pictures and expressive interjections like "ah!", "Ha-ha-ha", "ay-ay-ay!" etc. Located on the edge of the sheet, they will help you immediately navigate what will be discussed - about the feeling of surprise, about the funny, about experiencing a feeling of shame, etc. This way you can quickly find what you need in this moment information (this applies to two types of texts in Part II).

When working together on a book, a non-reading child can be shown the spelling of a letter, pronounce the appropriate sound and interjection, and then talk about the experiences associated with it. This will achieve a double goal - children will better remember sounds and letters and get acquainted with the primer of emotions: one will contribute to the development of the other (reception of mnemonics).

Texts for adults, as we have already mentioned, are intended for those who are raising in a family and in children's institutions. The problems and questions posed in the workshops are not always fully answered; they can be discussed at teachers' seminars with the development of productive discussions and analysis of problem situations.

The topic of "Emotional workshops" is easy to define by the table of contents.

Texts for children can be read to your child at home, sitting in a comfortable chair, but they can also be read in a group. kindergarten, in the classroom of an elementary school or orphanage. The main characters of all the plot texts are the girl Natalie, a bearer of the noble culture XIX century, and two children - contemporaries of our six-year-olds.

In the first part of the book, Natalie invites Misha and Dasha on a journey to the last century, to her ancestral home. Modern children find themselves in a completely unknown environment, become witnesses of amazing relationships, to which they do not always respond adequately. At the same time, such situations arise that sometimes Natalie, who is well brought up and in many ways can serve as an example in behavior and experiences for other characters, gets into a dead end. Some of the questions that arise remain open, as they say: "think for yourself, decide for yourself ...".

In the second part, the heroes travel to fantastic countries, and the first country in this series is Udivlandia ("Hello, Udivlandia!"). Here the adventures of the characters unfold in the capital of this fantastic country, the city of Akh-Tyubinsk. Here, the main signs are revealed - obvious and hidden, which are, as it were, in the subtext of emotional life - emotions of "feeling", by which one can recognize this emotion, determine the degree and depth of its experience, the situations in which it is productively or destructively, destructively manifests itself.

Recall that the content of the "Emotional Workshops" of Part II is subordinated to the dynamics of describing and mastering a certain emotion: its identification, its subtlest understanding, its own manifestation in complete harmony with the social situation, the mastery of emotion, which contributes to the formation of emotional self-regulation.

Questions that arise can be discussed with the children after reading. It is advisable to use a plot basis for games, in which you can include both ready-made dolls (having previously made appropriate costumes or important details of costumes with the children), and those made jointly or only by children. A painted, pasted on cardboard and then cut out doll, etc., is well suited for this. The plots can be simply reproduced, but it is better, of course, for the children to develop them creatively. There are incentives and opportunities for this in the book. You will be convinced of this by reading the texts. Matching game attributes are also easy to pick or craft. But the main thing here is for children to playfully learn to master their facial expressions, sound of speech, gestures in an ethical and aesthetic sense, and at the same time master the understanding of this peculiar language, listening and looking closely at others. Therefore, it is desirable that an adult also take part in these games. It is very good to start games in a group, distributing roles among the children.

Let us emphasize once again the enormous importance of introducing a child to an emotional culture, which will contribute to the formation of an emotionally bright, morally rich and controlling personality. We draw your attention to the fact that children should be taught the "language of emotions", starting with mastering the "emotional primer" and not entrusting this teaching to a spontaneous process (which is now happening everywhere).

Various kinds of feelings, emotions arise in a child in relation to natural phenomena (animate and inanimate nature), to objects created by human hands, "including works of art, to other people and social events, and, finally, to himself. All these various emotions require their understanding, decoding, corresponding to the situation of manifestation, and with all that - mastery of oneself, one's feelings. bright and morally developed personalities, because for this the subtlety of the soul is absolutely necessary: ​​smart emotions and a kind mind.

The thing is that the norms of behavior, ethical rules, etiquette and initiation into the PERCEPTION of beauty should be presented to the child only in the context of his emotional development and upbringing (his interests, needs, feelings), and not in a purely verbal, divorced from his inner world. obligatory form, the obligatory nature of which, alas! - instantly collapses in a problem situation.

“To hear with the eyes is the supreme mind of love,” Shakespeare said, and we simply have to help educating adults teach this to our children. I would like our children to learn to "see with their ears", in other words, so that various sounds, intonations and, finally, music evoke visual images rich in colors. So that shades of color contribute to the emergence of various moods, the subtlest experiences of the soul. So that the soul is prepared to perceive the beauty of an act.

Of course, children and adults more or less understand the "language of emotions". But how does this happen? Glances, facial expressions are accompanied by words that most often help to reveal the meaning of an emotion (for example, a mother looks reproachfully and says: "Aren't you ashamed!"), And if only, a reproachful look, and even with a touch of sadness - is it every child or even an adult will understand it? But we have given the simplest example. So that in the future our children could experience the strongest purifying pleasure from beautiful music, painting, ballet (all this is a separate sound, image, pantomimic movement), they, naturally, must know the "basics" of the language of emotions. Actually, this is what our book is about. The content of its sections, both in artistic and in popular science form, represents the basic principles of the formation of the emotional culture of an individual: it is the adequacy of emotions, a sense of proportion and appropriateness in their manifestation, aesthetically and ethically valuable forms of their manifestation, the effectiveness and humanity of feelings and emotions.

I would like to repeat once again several important provisions. We deliberately showed through the image of Natalie some of the positive aspects of Russian noble culture, its best moments in the sphere of emotions and feelings. It is especially important to protect children from manifestations of aggression, anger, revenge, envy. It was in the culture of the Russian nobles that it was especially embarrassing to show such feelings, it was not accepted, it was not allowed in society, it was excluded from the etiquette of behavior, and finally, not "comme il faut" (comm il faut - as it should).

The other side of acquaintance with some moments of the culture of the past is cognitive. It will be interesting for children to get acquainted with the features of a bygone life, way of life, traditions. Of course, they are shown in the completeness that corresponds to our task - to familiarize children and adults with emotional culture. Therefore, it is not at all necessary to adopt those patterns of life and behavior that were mandatory in noble etiquette (for example, decorating a dining table with many cutlery or French in home communication). By the way, the French language is also present in the texts in order to convey the flavor of that time, for a more organic introduction to the past era, getting used to it. If adults can read the individual short phrases we have given in French, then this would be highly desirable, especially since there is a translation and there are not so many of them.

Texts for children are special "psycho-dramatic" (from the word "psychodrama") texts - "constructed" in such a way that on the basis of emotional identification (merging with characters), empathy make them feel what the heroes feel and do. These texts are the basis, the starting point for dramatization games, in which children can not only continue, develop and come up with their own plots, but also include (with the imperceptible help of an adult) the experiences of their own life. Children can be very sincere and frank with their favorite characters. Therefore, do not look for separate educational games and exercises for children in the manual. This is the subject of another special manual ("Pull the String").

After reading the book to the end, you will be convinced that modern children are no worse than the well-bred Natalie, the 19th century envoy, they are simply not educated enough, and it is in the field of emotional culture. And this is, of course, our fault.

Let us emphasize once again: since the atmosphere of aggressiveness, anger is extremely harmful and dangerous for the immature souls of children, we paid a lot of attention to these feelings. You, of course, do not think that everything negative shown in the book will be a role model for children, the most important thing here is the changes that occur with the characters, the gradual transformation and enlightenment of their feelings and emotions, their relationship to each other and to everyone others. With fantastic artistic images children will be able to approach the "convex" presented, almost separately "materialized" emotions. Indeed, in life, emotions sometimes acquire such a powerful power over us that they seem to separate from us and lead us, and we drag after them (for example, remember Paul Verlaine "I walked accompanying my sorrow ...").

The area of ​​our feelings is such a subtle and subjective sphere that its features subordinated the author to their own laws and determined a special, intimate style of presenting the material of "Emotional workshops". In an effort to develop this sphere in children, it is impossible to conduct traditional classes in a group, hence the "intimacy" of addressing the reader. In the group and in the classroom, this means an individual approach to each child. Therefore, the allowance is equally focused on both the family and the group of kindergarten and school.

In conclusion, we emphasize once again that the upbringing of adults in the field of emotional culture has many gaps, so to some extent the information in this publication may be useful to them as well. The book is based on the author's many years of research and on a theoretical foundation. new concept preschool education, of which the author of this book is one of the developers.

So, let's try to go together all the way from Ah to ... ay-yay-yay!

Misha, Dasha and Natasha doll

WHO'S COME?

- Tink, tink, tink, - rang throughout the apartment in the early morning. There was something mysterious, mysterious in this call ...

Misha and Dasha in pajamas, right out of bed, rushed to the front door. While they were trying to push each other away from the castle, gradually turning to a friendly brawl, mom came out into the corridor, and dad looked out of the room with the magazine "Ogonyok" in his hand. Mom pushed the puffing children away from the door and calmly opened the door. On the threshold stood my uncle in beautiful form, by the string he was holding a large cardboard box wrapped in waxed paper with golden flowers.

Please accept the package, gentlemen. She walked for a very long time, for a very long time, ”said my uncle, then thoughtfully looked at the clock on the wall, bowed politely and ran down the stairs.

We have an elevator, ”the children shouted after him, who were the first to recover from everything that had happened.

Thank you gentlemen. Already paid, - incomprehensibly answered the uncle from somewhere below.

The entrance door slammed. The children, followed by their parents, rushed to the window. Well, exactly! Something was wrong with this whole incident! Imagine, at the entrance next to the brand new "Zhiguli" there was a real postal carriage, harnessed by a pair of horses. The man jumped on the step of the carriage, and it disappeared in an instant.

Mom and Dad were silent. And then in the silence of the morning apartment there was a cry:

Box!!! - Misha and Dasha came to their senses at the same time. Half a second later, they were in the corridor and, of course, together clutched at the gleaming gold paper. The paper turned out to be smooth, cool, and seemed to caress your fingers. Dasha felt a chill inside, her fingers trembled. She looked at Misha and realized that the same thing was happening to him. Only he is more brave because he is a boy.

Don't tear the paper, - angrily, to hide her confusion, Dasha said to her brother.

Let's ask dad to open it, ”Misha unexpectedly suggested.

Come on, come on, - the girl was delighted. And the brother and sister carefully carried the box to their parents.

Mom and Dad sat at the table and talked quietly. When the children entered, they immediately fell silent.

Please open the parcel, asked Dasha. Mom shuddered noticeably.

You see, - she turned to dad, - the package remained. You won't deny it, will you? What kind of dream is this? And how could he have dreamed of everyone at once?

Dad in surprise, raised his eyebrows high, looked at the box, then for some reason touched it.

Yes, business-ah-ah, - he drawled. - Since it has already happened, we will have to open it. Dad hesitated a little more. Painfully everything is wonderful, and does not climb into any normal gate. But the children knew that their dad was a real man and would not give up in the face of difficulties!

Well, dad ... - Dasha encouraged him, she herself grew cold from inexplicable joyful horror.

Wait, wait, something is written here, dad suddenly saw.

Blimey! A package from the last century. No wonder the messenger apologized for the delay, ”Mom said in a sort of rustling voice.

Yes. She walked, perhaps, for 100 years, - dad calculated and. Began to decisively unpack the package. “After all, the address is ours!

When the box was finally opened, Dasha squealed with delight, and Misha immediately turned sour, because there was a doll in the box. Oh, what a beautiful and elegant doll it was! How extraordinary, how fragile and at the same time brave !!

Apparently, the package got lost in time, - the dad uttered incomprehensibly and sighed with relief. He was pleased that he had found at least some explanation for what had happened. Dasha stretched out her hands to the doll and took it out of the box. Now, in the hands of the girl, the doll seemed even more beautiful and even more defenseless.

“You know, the girl’s name is Natalie,” said my mother. For some reason, she could not call this miracle a doll: there was something in Natalie that made her unlike all dolls known to her mother, including Barbie.

Misha frowned and thought to himself: "Just think, some other Natalie!", But for some reason he could not take his eyes off her either. Indeed, I wanted to look at Natalie all the time. To look and quietly rejoice, her face seemed to even shine, especially her eyes.

All day Dasha did not leave Natalie.

- Mom, really, Natasha is the most beautiful girl from dolls? - Dasha asked every minute, knowing in advance what answer would follow.

At dinner Natalie sat on a chair next to Dasha. Dasha endlessly looked askance at her and because of this she almost knocked over a plate of borscht. Dasha refused to walk. In fact, you can't take Natalie with you to the yard, so delicate and beautiful and in such an outfit.

No, no, it’s impossible! But leaving her alone at home is also impossible. And Misha, perhaps for the first time in his life, went for a walk without his sister. He took his bike with him and decided that now he would roll to hell. They often fought over this bike! And now Misha will own the bike completely. But Misha did not walk for long. Something did not want him to ride a bike today. It was boring somehow! And all the time one thought pestered me: "What is there at home?" And Misha quickly returned.

But, of course, nothing particularly interesting happened at home. Dasha was still running around with this Natalie and could not get enough of her.

"Here, wait, drop it and break it. It beats!" - Misha thought maliciously.

"DO NOT CRY, DASHA!"

No, Misha shouldn't have thought so badly! Of course, he later regretted it very much. It was not necessary! Here's what happened.

Dasha began to arrange Natalie for the night in her bed, laid her on the pillow - Natasha's curls fell beautifully over the snow-white pillowcase, wrapped her in a blanket, tucked her in from all sides and went to brush her teeth. In the bathroom, she found that her brush was wet. "Aha! So Mishka was brushing his teeth with my brush again!" - Dasha thought angrily and with a wet brush in her hands flew into the nursery. Her cheeks burned. Rushing to her brother, she began to rub the defenseless crown with a toothbrush. Misha jerked in surprise, screamed in a kind of thin voice and, fleeing, jumped onto Dasha's bed. Dasha's sight made him angry and stand up abruptly. Clutching the corner of the blanket in his fist, he tugged at it. And then ... a terrible thing happened ... In the warm air of the children's room, the children heard a thin cold sound, from which they froze in warlike poses.

Dasha closed her eyes. She realized that she would never open them again. And Misha looked with all his eyes: on the floor, stretching out its porcelain arms, lay Natalie's doll, the beautiful Natalie. Apparently - it crashed, although not immediately visible. It was impossible to believe it!

Dasha stood with her eyes closed, silently opening her mouth, like a fish in the sand, and could not cry loudly or shout loudly. This was what she wanted most of all. But the girl's grief was so great that nothing came of it.

And suddenly the unexpected happened. Something seemed to have pushed Misha by the arm. The boy bent down, removed the silver purse from Natalie's handle, opened it and took out a bottle, trimmed with small sparkling stones. Why did he do it? Misha still doesn't know. Then he was completely confused.

Although Misha was a little distracted, how hard it was on his soul! "Well, why won't she cry in any way? She would cry, or something, but I would tell her:" Don't cry, Dasha! " An amazing smell came in waves across the room. The boy felt a little dizzy, the chandelier quietly floated to the side. By itself, Misha's bottle in his hand bent down, and several crystal droplets, sparkling under the electric light, fell on Natalie's doll.

... And at that moment, at this very moment, when Dasha finally closed her mouth and opened her eyes, someone said in a gentle voice:

Sir, please close the bottle. After all, everything will be spilled. Be so kind, sir!

Misha opened his eyes wide. They have become completely round. With all his round eyes, Misha looked at his sister. But no! Didn't speak about-n-a! Then who is?

- Help the lady to get up, sir. Please give me your hand. - Who, who-whoo !? - Misha screamed from this horror.

Me, Natalie. Can't you see that I fell. I hurt my shoulder. Sorry to disturb you.

The brother and sister looked at the doll. What am I? What kind of doll is there ?! A girl was sitting on the floor, in a stunningly beautiful dress with bare shoulders and thin fingers, rubbing her shoulder.

Misha held out his hand to Natalie, she put her hand in his and he pulled quickly. Natalie screamed.

Michelle, I'm sorry, but it hurts. Have you never helped Dasha?

- Dasha? Give your hand. What am I - some kind of goat?

What does the goat have to do with it? I do not understand. Explain, please, Michelle, - Natalie was mildly surprised. In general, when she spoke, her voice sounded so that it seemed to Misha and Dasha that someone was stroking their heads with a very gentle hand and at the same time blowing a warm breeze. I must admit * that after all Misha turned out to be a real man - he quickly came to his senses and even spoke to Natalie.

But Dasha ... Dasha stood and swayed quietly. She was sure it was a dream. Only now she was tormented by the question: did the doll break in a dream or before going to sleep?

Dasha felt that the whole room was filled with the most delicate aroma, that this aroma makes her feel like flying, some shadows appear from the fog, whirl, approach and disappear ...

Dasha, Dasha, look at your brother. He can’t seal the bottle in any way. Help him, Dasha, please. In this bottle the spirit of my time, my age unknown to you, - Natalie spoke quite incomprehensibly ...

But Dasha finally came to her senses. She snatched the bottle out of her brother's hands and began looking for the lid. Natalie quietly gasped, but said nothing, only blushed slightly and lowered her long black eyelashes. Dasha busily looked for the lid, found it, tightly closed the bottle and looked triumphantly at Natalie and Misha.

Natalie sighed.

Let's get to know each other, gentlemen, ”Natalie said solemnly. - My name is Natalie, or rather, Natalia Nikolaevna. We lived very interestingly, I had brothers and sisters. My dad ordered such a doll from the master puppeteer that would look like one of the children. The doll turned out to be like me. Then many, many years passed and I no longer remember how everything got messed up — whether I am a living Natali doll, or I am a Natali girl who just looks like a doll. And all because of the spirits. They went to my mother by inheritance. Her great-great-grandfather was a secret alchemist.

Who, who? —The children did not understand.

- Oh, please excuse me. This is something like a magician, but not fabulous, but real. He, this our distant ancestor, managed to make such perfumes, inhaling which, we can return to the past time. For example, I became a girl again. I am very grateful to you, Michelle, and Natalie, taking the hem of her dress with her fingertips, slightly sat down in front of Misha.

But Misha did not pay attention to this. Now he already understood: the girl is old, with all sorts of ancient gimmicks, which are not worth paying attention to. It will be easier this way, otherwise, if you take everything into your head, you will go crazy!

Dasha, casting aside all doubts, decided that she would be friends with Natalie, she really liked her, but she seemed somehow unearthly, airy or something. And not only because Natalie's dress looked like a fluffy cloud, but also because all this airiness emerged from her voice, movements, expressions of her eyes and something else ... Dasha could not, for example, easily pull Natalie's hand, push into side. Something was bothering her. "Nothing, then I'll get used to it. Everything will be fine," the girl reassured herself.

Guys, please remember, during the day I will be Natalie's doll, so as not to frighten your parents, and in the evenings we will inhale wonderful perfumes and thanks to them travel through time and space, even in a distorted space.

What else is distorted? ”Misha wondered.

- Have you ever looked into crooked mirrors, been in the room of laughter, Michelle? This is something similar, only the space is being twisted and the people who live there too, ”Natalie tried to explain. Dasha understood almost nothing, but she liked the way Natalie moved, waving her pen, saying something very clever.

Oh, gentlemen, how I want to be at least a little bit in my home in St. Petersburg, not far from the Mariinsky Theater, Natalie murmured dreamily. And suddenly her eyes flashed with a blue radiance. “But it’s possible. Why are we wasting time on empty talk. Michelle, would you please open the perfume bottle. But I beg you, be careful.

The guys opened the bottle and took turns sniffing. A subtle noble smell, as it were, pushed the walls of the nursery, the floor slid underfoot and turned into a sparkling picture: on the interweaving of an ornament of flowers and geometric shapes lined with small parquet floors, it was scary to step on - suddenly destroy it! Plaster cupids fluttered along the dazzling white ceiling, the walls were covered with silk.

The door opened without a squeak, and a ruddy, smart girl in a lace apron peeped into the room.

- Oh, Natalie, you are not ready yet and your guests too? Mom will be angry, - she sang outright, and it seemed that she was not scolding Natalie, but simply admiring her sluggishness, her voice was so gentle.

Is that a princess? - Misha asked busily, he wanted to demonstrate his awareness.

Natalie laughed, as if silver bells were ringing.

This is our maid Anyuta. Apparently, everyone is going to the Opera.

Kud-ku-u-huh? - Misha stretched out in shock. Dasha tugged at his sleeve sharply:

Do not kud-kudakai! What are you, a savage or something ?!

Misha bit his tongue. The old girl was beginning to bore him.

We need to live easier, ”he shouted, raising his finger.

Fool, - Dasha hissed at him, - you still don't look like dad, even though you speak like him.

Misha imperceptibly poked Dasha in the side. The girl screamed and wanted to answer her brother with the same kindness. But Natalie hastened them.

Hurry, gentlemen, you mustn't be late for the Opera. We'll skip the overture, ”Natalie whispered as she walked.

The room was full of children. They quickly donned beautiful outfits. Even the tiniest boys pulled on gloves over their plump hands. And Misha immediately got entangled in lace, frill, pantaloons and other nonsense. But Anyuta helped him very quickly and deftly. At the same time, she pulled back Dasha's dress.

Now everything is in order. Gentlemen, examine yourself in the mirrors, have you forgotten anything? - Anyuta asked cheerfully.

They all descended in a rustling crowd along the wide marble staircase. A lady was waiting for them below, smart and beautiful as a fairy.

This is our maman, - Natalie whispered in Dasha's ear, her eyes glittering cheerfully and as if checking the impression made on the children by the beautiful fairy.

Dear children, good evening! We're glad to see you. - how musical instrument the voice of a beautiful fairy sounded.

Good evening. Good evening, dear mom! - the children shouted from all sides. But although they shouted loudly and joyfully, the hubbub and hubbub did not work. It just puzzled Misha. He grinned to himself: "If only so many children in our group were yelling at once! Maybe because they are not shouting in Russian?" - suggested Misha.

Do you know French? - Natalie asked our time travelers.

Are you crazy? We are not yet in school. Who will teach us? - Squinting mockingly, Misha asked the laughing Natalie. And then Dasha pinched him. As soon as he turned sharply to his sister in order to restore justice, a three-year-old toddler politely turned to him:

Laissez passer, s'il vous plait, Michel (Please let me through, Misha), - the kid crooked.

Misha's eyes almost snapped open in surprise; he just choked on the words, only because of this Dasha got away with her trick.

Even downstairs, in the lobby, a thin, noble scent of familiar perfume reigned. He made voices quieter and more musical, glances and smiles softer and more benevolent. Even for some reason I wanted to love everyone and admire everyone.

Suddenly, someone burst out loud. Of course, this is Misha. Dasha looked at her brother sternly.

“Dasha, this stupid toad tickles my neck.

It was evident that he would now begin to laugh indecently. Dasha went cold.

- Not a toad, but a toad, fool. And it does not tickle, but tickles. And shut up, finally, Dasha taught her brother politeness.

Children and adults did not hear (or pretended not to hear) the skirmish between brother and sister. All wrapped themselves in fur coats and sat in three carriages.

We drove through the evening Petersburg ... Snow was falling outside the carriage window. The lanterns swayed barely noticeably. The theater already had many carriages, children and adults were leaving them. The doors were constantly opening and the bright golden light of hundreds of candles burst out of the theater ...

All sat down decorously in the box. The girls took out their fans and began fanning them like real ladies. Nobody threw pieces of candy and biscuits on the floor. There was a steady, joyful hum in the huge hall, and suddenly everything was quiet.

The orchestra began to play the overture.

This is the introduction to the opera. It tells about what will be in the whole opera, ”Natalie, who was sitting next to her in the box, explained very quietly to Misha and Dasha.

Misha and Dasha began to wait for someone to come on stage and begin to tell the contents of the opera. It will be a little more fun. But the music sounded and that was it.

When will they tell you something? - Misha asked Natalie quite loudly. Several heads immediately turned to the boy. The eyes were stern, but not very.

What are they? - Misha was surprised. “After all, nothing has begun yet! Natalie put her thin pink finger to her laughing lips.

Misha was indignant to himself, but this time he was silent. "This girl teaches me all the time ..." But still he began to listen to the sounds. For some reason they didn't tell him about anything. They simply sounded and sounded to themselves - now rare and transparent, now a whole joyful or sad crowd and very thick, saturated. Something began to break through these sounds to the boy's heart: someone's suffering and joys, someone's pain and someone's laughter, but then Misha put his head on the velvet fence of the box, next to theatrical binoculars, imperceptibly closed his eyes and plunged into sweet Dreams.

Misha woke up in the morning in his nursery, on the second tier of the bed. Dangling his head, shaggy from sleep, Misha saw his sleeping sister below. And Natalie was sleeping next to her, but not the living yesterday’s girl Natasha, but an ordinary doll, though not quite ordinary, Misha thought that the doll’s eyelashes were barely perceptibly quivering.

"What is it - I dreamed everything? Or was it really?" - the boy thought.

"I dreamed everything!" He finally decided.

To the 100th anniversary of the birth of S.P. Strelkova

Izv. universities "PND", v. 13, No. 5-6, 2005 UDC 53: 929 (092)

Series: "Outstanding Scientists of the Physics Faculty of Moscow State University"

SERGEY PAVLOVICH STRELKOV

L.P. Strelkova, V.I. Smyslov

© Strelkova L.P., Smyslov V.I., 2002 © Faculty of Physics, Moscow State University, 2002 M: Faculty of Physics, Moscow State University, 2002.108 p. ISBN 5-8279-0017-6

A scientific and biographical sketch about the life and scientific and pedagogical activity of the professor of Moscow State University, Honored Worker of Science and Technology of the RSFSR Sergei Pavlovich Strelkov. His family, studies, and the beginning of work at the Physics Department of Moscow State University under the guidance of the outstanding scientist L.I. Mandelstam, further work at TsAGI them. NOT. Zhukovsky and at Moscow State University - as a professor and as head of the department. The scientific achievements of Professor S.P. Strelkov in the field of vibration theory, aeroelasticity, solving applied problems of aviation science related to ensuring the safety of aircraft and missiles from dangerous vibrations in flight. A born teacher, whose books and problem books on the theory of oscillations, mechanics, and general physics gained worldwide fame, he left a great legacy in the form of scientific works, contributed to the formation of a certain system of scientific views of specialists who continue to work successfully in universities and scientific institutions of Russia. For wide range readers interested in the development of physics and the history of Moscow University, the development of aviation science and the history of TsAGI.

Foreword

Sergei Pavlovich Strelkov is a graduate of the Physics Department of Moscow State University, with whom his scientific and pedagogical activities have been associated for many years. At the same time, he is a long-term employee of TsAGI * - the main research aviation institute. One of prominent representatives Russian school of vibration theory, a student of Academician L.I. Mandelstam, Head of the Department of General Physics of Moscow State University, Honored Worker of Science and Technology of the RSFSR

Zhukovsky Central Aerohydrodynamic Institute, founded in 1918

S.P. Strelkov held the positions of the head and then the scientific leader of the sector in the TsAGI strength complex, led a seminar on aeroelasticity, was a member of the scientific councils of Moscow State University and TsAGI. Both areas of Sergey Pavlovich's activity at TsAGI and at the Department of Physics were useful and complemented each other (this can be attributed not only to aviation topics). The formation and development of a number of scientific directions is associated with his name, his interests covered a wide range of various fields of physics, theory of oscillations, aeroelasticity, dynamic strength, aerodynamics.

The great merit of S.P. Strelkov was his pedagogical work as a professor, supervisor of graduate students, author of textbooks widely known in our country and abroad. He was a born teacher, his lectures, seminars on the theory of oscillations and general physics have always enjoyed well-deserved popularity, he played an important role in the formation of the modern course in general physics taught at Moscow State University. Many researchers at Moscow State University and TsAGI are his students. He possessed exceptional erudition, encyclopedic knowledge, fine engineering intuition, his works demonstrated a rare combination of great practical experience of an outstanding experimenter with a clear and flexible mind of an analyst. Practical purposefulness of results, rigor of theoretical conclusions, simplicity and refinement of style - distinctive features his writings.

Sergei Pavlovich was not only a physicist, but also an engineer who made a significant contribution to the development of aviation science and technology. He had a remarkable ability to find and explain the root causes of dangerous "diseases" of aircraft, helicopters, rockets, wind tunnels associated with their vibration characteristics, quickly find effective ways to eliminate them and prevent their occurrence in the future.

S.P. The shooter was endowed with the most attractive human qualities. Kind, benevolent, he willingly helped his students, co-workers, everyone who went to him for advice. His authority as a physicist, a major aviation specialist, was exceptionally high in scientific centers, educational institutions and industrial enterprises.

S.P. Strelkov left a great legacy not only in his writings, he contributed to the formation of a certain system of scientific views of specialists who continue to work in areas related to his activities.<...>

Moscow, December 2001

Sergey Pavlovich. Childhood. Preparing for gymnasium

Seryozha, being a “preparatory student,” was the name given to the boys preparing to enter the gymnasium; he usually sat in the class (led by his parents) and did his task. He had to appear in class, like all students, on time and not stand out among them in any way.

Mother came to class two hours earlier and, as a rule, examined the arriving children - whether they had washed or combed their hair. In the hallway, where there was a classroom dressing room, there was a washbasin, and Seryozha's duty was to see if there was soap, a towel, and if there was water in the washbasin. If she was not there, he was obliged to immediately tell the watchman about it. There was a mirror near the washbasin, and a purse hung with

a large wooden comb. The mother often washed and combed the children herself. The children sat down at their desks, and the lesson began with a prayer. Seryozha told how he taught three brothers (peasant children, the weather was old), who went to school in turns, since they had only one boots for three, all studied in the same class. His father made Serezha responsible for making sure that all the brothers did their homework: he checked their notebooks, and then, staying after lessons, forced them, in turn, to write dictation and solve problems, read aloud and talk about what they read, and do a retelling. These were the first basics of his pedagogical activity, which taught him to patience, reflection and understanding of children.

Studying at the seminary (Krasnoslobodsk)

Unfortunately, Seryozha, after he was prepared for the exam, did not have to study at the gymnasium. His mother intended to send him to the 1st male gymnasium in the city of Penza. He was supposed to live with his grandmother, but she died at the end of 1913. The mother's sister, Vera Apollinarievna Murzina, who lived in Penza, suggested that her parents put Seryozha with her. She was married to the son of the mayor. The mayor was a first guild merchant and owned wineries. Rural teachers, carried away by revolutionary ideas, were not at all satisfied that their first-born would live in a family whose views on life, and life itself, were sharply different from their way of thinking and life. They could not support the child in someone else's family.

Father's friend and comrade, Nikolai Ivanovich Remerov, being an inspector of public schools, persuaded his father to send Seryozha to the Krasnoslobodsk Theological Seminary, where it was not easy to get there. Basically, the seminary accepted children whose fathers and grandfathers were ministers of the Diocese. But Remerov's troubles and Seryozha's good preparation played a role, and he passed the exams. Seryozha did not want to study at the seminary, as he dreamed of a gymnasium and then - about the University.

Coming home for vacancies from the seminary, especially the first year of study, right in the front hall, untie his head, he threw it on the floor, sat on a stool and began to cry and lament: "I will not study at Bursa!" The book of N.G. Pomyalovsky's "Sketches of Bursa", which tells about the life of the students, was in our parents' library. Father, however, believed that Pomyalovsky's work, although not bad, could not be considered a generalization of all theological educational institutions.

In religious sciences, the father highly appreciated the moral basis of self-improvement, honored all the commandments and tried to adhere to the Christian order of life in the house. However, he considered the number of hours devoted to theology lessons too large and said that they should be cut at least by half.

Mother observed two holidays - Christmas and Easter. She never fasted, unless it was necessary. During the vacancy, the parents did not force Seryozha to visit carefully church services, went only with mom, sisters and brothers to matins on the holidays of Christmas and Easter. Father, however, never went to church, although often on holidays with the priest of the Malo-Azias Church, when he came in, letting the deacon go, sat down to play chess. For the priest Veselovsky, the deacon went around all the courtyards of the village, and Veselovsky sometimes stayed up with his parents until late in the evening. Their conversation never concerned religion.

At the end of Serezha's first year of study at the seminary, a war with Germany began. Seryozha's talk that he did not want to study at the seminary stopped. He quickly began to grow up: his father, leaving for the front, said: “Seryozha, you

you remain the most important helper of the mother in the family, now no one will help her except you ... ". These words were remembered by Seryozha for the rest of his life ... He carefully wrote letters to the front to his father all the years until his safe return in 1917. Pavel Mikhailovich, being on the German front, sends a petition to the Zemskaya Administration of Krasnoslobodsk, and here is the response of the Zemskaya Administration:

Pavel Mikhailovich Strelkov, teacher of the Malo-Azyasky school.

The regular county meeting of the 1915 session, at its meeting on September 18, 1915, considered your application for the appointment of a scholarship for your son's education. Resolved your petition to REJECT. What the County Government notifies you about. Chairman ... "

Serezha parted with the seminary in 1917. Father, by order of the Senate, was released from military service as a multi-family man. Mother began her efforts to free him from 1914 through the zemstvo and the leader of the Provincial nobility, Count Tolstoy. And only three years later, the petition was signed. The seminary was dissolved in 1917 by the decree of the Soviet government, and Seryozha remained "not certified". It was necessary to think about where and in what school to teach him, so that he received the right to continue to study as he wanted at the university.

Preparing for the university

During the years of complete devastation, Seryozha worked with his father in agriculture. He learned to perform agricultural work (mow, knit sheaves) from a neighbor, Martha Grigorievna Koldaeva, since his parents did not know how to do this at all. His grandfather taught him how to plow and handle horses. I had to learn how to repair agricultural implements. The family, now consisting of 10 people, had to provide itself with food: bread, meat, potatoes, cereals, milk, eggs and vegetables.

However, continuing the education of children is the main parental concern. The curriculum of ten-year schools in mathematics, physics, chemistry and the Russian language, approximately, corresponded in those years to the curriculum of a classical gymnasium.

We agreed to pass exams for secondary school in the school that remained unchanged so far, which belonged to Syzrano-Vyazemskaya railroad... The school was located 25 kilometers from the station. Bashmakovo, at the Pachelma station. In 1924 Sergei successfully passed all the exams and received a high school diploma.

Who are you, an entrant Shooters?

But, alas ... One certificate of maturity is not enough, and it is not enough to be well prepared - it was also necessary to have the appropriate social status... The workers, poor peasants and their children had the advantage then - and all this had to be confirmed by a document.

And here - the parents-teachers, and who are they on the social scale that was not yet established at that time? Employees ... But mother? It is necessary to earn an independent position - and Seryozha goes to study at the Soviet Party School in Chembar and spends a year there.

The teachers of the Soviet Party School did not have a clear idea of ​​what to teach the young men and women who came to them, and in the classroom, mainly newspapers were read in which the decrees of the Soviet government were published.

After leaving school, he, a volost political educator, worked in the village. Floodplain in the hut-reading room. In the evenings, he read and explained to the villagers the decrees of the Soviet government. During the day, he solved problems with the boys who came to the reading room located in former house merchant Pankratov, on the main street of the village. Slept and lived in this big house, having moved the tables, laid newspapers on them and covered with a sheepskin sheepskin coat. After working there for a year, he goes to work in an elementary school in the village. In the blood. In the evenings and at night he continues to prepare for admission to Moscow State University.

The first time he went to his earnings was in 1926 to take exams in Moscow. The only word "missed" on a postcard from Moscow upsets the whole family. He returns, continues to teach and study at Moscow State University.

Rural teacher. S. Pokrovskoe (From the diary of L.P. Strelkova)

“Climbing onto the large porch, I opened the door. The cold air bursting in from the street covered everything with a white blanket, through the fog I saw a large, bright, huge spot, a lamp and heard the cheerful laughter of children, and in it the laughter of his brother Seryozha: he was telling something. The teacher saw a couple of me in the clubs, got up and walked over. He took a bag from his hands and introduced it to his students: "Children, this is my little sister." - I already told them: "Hello!" - "Well, tell me again!" I repeated, and the children answered in unison.

Seryozha showed the children "vague pictures". I drew a drawing on paper with a pencil, then took a saucer where there was sunflower oil, and smeared a leaf - the transparency was ready. I inserted a projection lantern into the frame, the illuminator of which was a ten-line kerosene lamp (then, in 1926, there was no electricity in the villages of Russia), and a girl appeared on the screen - a "little red riding hood" and a gray wolf. The children looked at the screen. A sheet hung on a wooden wall served as a screen. Seryozha drew the tale further. Finally he finished: “Children, now we have only seen half of the story. The rest is tomorrow night. You see, my little red riding hood has already arrived. " The children began to disperse. Seryozha extinguished the lamp of the lantern, then, standing on the bench, extinguished the upper lamp. The class windows were white. We left school and went to the house of Anna, an old woman, where Seryozha was filming a corner. The hut was not far from the school, as simple as a chest, had one door, one window and inside there was a Russian stove around which you could walk. In the front corner, opposite the door, there was an icon with a burning icon lamp; grandmother Anna was busy by the stove. The stove was fired. Seryozha handed me a ladle and put the bucket down: “Here we wash ourselves with Baba Anna,” he explained. Then he opened the door leading directly into the field and pointed to the fence, saying that it was a "restroom." I look in amazement. The hut had neither a courtyard nor a passage, it was deserted and uncomfortable around ...

We drank milk and ate potatoes. Seryozha sent me to the stove and sat down at the table. On the table was a small "koptyushka" - a small vial filled with kerosene, from the hole of which a burning wick was sticking out. On a homemade, three-board writing table (the boards were laid on the trestle) lay a stack of "University at Home" books. Seryozha sat at the table for a long time.

On the third day, he accompanied me home, and I spent a long time telling my parents how my brother lives. Mom wiped away her tears and said: "He will catch a cold in such" mansions "!" Father reassured: “Tanya, do not be upset, this Last year- it's already spring ... "-" And you, the jumper, found out how teachers live? " - “The Vandyshev sisters live in a good big house, warm and beautiful, Serezha and I have lunch with them-

whether ... "-" The Vandyshev sisters have been teaching there for twenty years, "said the father. "Their father, a priest, built a house for them." - "Seryozha said that they wanted to be kicked out of their house?" - “And it happened, they kicked out, but God saved, the people stood up: ... he said, it is enough that their father was sent to Solovki, and they teach our children. A reasonable person was found there. May God grant them happiness, Seryozha said that they feed him, invite him to dinner. "

Moscow. MSU student (1927-1931)

New teaching methods in universities

On September 2, 1921, the "Statute on Higher Education" was signed, on the basis of which the GUUZ (Main Directorate of Educational Institutions) developed a new "Statute of the Higher School", the main thing in it was education in higher schools of SUBJECT COMMISSIONS, and the introduction of representatives from student body. It has become obligatory for the administration to participate in the subject committee of selected students with a decisive vote.

Since 1929, the social composition of the student body has changed dramatically. The regulations on higher education establish that it is preferable to admit children of workers and peasants to the University. The level of training of students dropped sharply. The teaching staff opposed such a composition of students, because all programs and methods of presentation of disciplines were designed for a different level of training of new entrants. Naturally, the majority of workers and peasants who wanted to study were not prepared for studies at the University.

Now the "subject commission" approved the lecturer and teacher who would conduct practical classes. She made it a condition that the course taught should be understandable to the listeners. Many MSU professors were forced to leave teaching, as they could not, for one reason or another, adapt their courses of lectures (seminars) to the new semi-literate and, moreover, poorly educated student body. For example, Professor V.I. Romanov did not want to change the course he taught in "General Physics" and believed that "if they came to study at the University, then they need to work 16-18 hours a day." For this, the Subject Commission at the next meeting did not approve him as a lecturer, and he was forced to leave his job. The same happened with Professor E.V. Shpolsky, who went to work at the 1st Pedagogical Institute. Lenin (then - "Second University"). The well-known academician mathematician D.F. Egorov, who did not change the programs of the mathematics courses he presented, but read them in the same way as he did all 25 years. According to the stories of G.A. Bendrikov, all the students attended his lectures and really worked hard to understand this course. The method of teaching before the revolution was common, as it was established in almost all of Europe: professors announced their courses, read them, then announced the days (months) when they take exams. Moreover, the order of delivery of subjects was not set by the administration, but was set by the student himself. For example, a course that was taught in the senior year of study, a student could pass, if it was prepared, in the first year. The class schedule was free. For example, the physics workshop was open all year round (except for holidays) and the student could work out the tasks in it at a convenient time for him. There were no preliminary interviews or interviews. The colloquium was hosted by teachers, announcing this in the journals where students' notes were kept.

It was not necessary to attend lectures and seminars, there were no groups as such. If a student set himself the goal of getting a diploma, during the course of study (which was not limited, and hence the "eternal" students), it was only obligatory to pass exams on the list of subjects specified for this specialty in the volume established by the professor himself. The University and the Higher School set the task of educating the youth of the main traits: the greatest independence and responsibility. No pre-arranged schedules for them, no imposition of one lecturer or another, everything had to be done by the young man himself, because then it was believed that the age of 16-17 was already sufficient for making independent decisions and, mainly, choice.

The revolution brought a radical change to the Higher School - the elimination of independent choice in education, work, and life. All higher schools were transformed in such a way that they gave education to a certain class of people (workers 'and peasants') according to a predetermined schedule and according to a specific program, which was sent to professors. The main focus was developed by the ideological department of the Central Committee. The quantitative part related to both politics and economics - which specialists should be trained, at what time and how to use them.

Until 1917, universities partially existed at the expense of student fees (paid education). After the revolution, this education became free, since it educated people who did not choose a job for themselves, but were assigned to work.

Key dates of life

born Sergei Pavlovich Strelkov. 1924 received his high school diploma. 1924 volost political educator in the village. Floodplain. 1927 enrolled in Moscow University. 1929 Beginning of work in the laboratory of L.I. Mandelstam 1931 graduate student of the Physics Faculty of Moscow State University. 1934 Senior Researcher, Oscillation Laboratory.

1936 Ph.D. thesis defense (Investigation of self-oscillations in a hydrodynamic flow, Department of Oscillations, Physics Department, Moscow State University). Awarded the degree of candidate of physical and mathematical sciences. Approved in the rank of associate professor. 1938 Acting Professor of the Department of General Physics, Gorky State University.

1940 moving to Zhukovsky, head of the group at TsAGI. 1941 October 13 TsAGI is evacuated to Kazan.

1942 August, doctoral dissertation (Self-oscillations in wind tunnels, Scientific Council of Moscow State University). Awarded the academic degree of Doctor of Physical and Mathematical Sciences.

1943 return from Kazan to Moscow.

1948 awarded the Order of the Red Star.

1949 head of department,

1951 head of the sector at TsAGI.

1955 head. Department of Physics Faculty of Moscow State University.

1960 awarded the Order of the Red Banner of Labor.

1962 First degree prize for work in 1960 with the presentation of a diploma and a gold table medal named after the professor. NOT. Zhukovsky. 1968 awarded the title "Honored Worker of Science and Technology of the RSFSR". 1974 April 2 S.P. Strelkov died at the age of 68. Buried in the town of Zhukovsky.

Chapter 1. Family Chronicle

Chapter 2. TsAGI. Aeroelasticity problems

Chapter 3. Moscow State University. Physics department. Department of General Physics for Mechanics and Mathematics

Chapter 4. Pedagogical activities

Tutorials

Key dates of life

List of major scientific works of Sergei Pavlovich Strelkov List of abbreviations

Father Strelkov Pavel Mikhailovich - was born in 1881 in the village of Svishchevka of the Chembarsky district of the Penza province. He was the youngest of five sons. His childhood years were spent in the villages of Svishchevka and Kamynino. In 1889, the boy was sent to the Kamyninskaya National School, which was built by the landowner Shcheglov. In the fall of 1893, Pavel successfully passed the exams at the three-year Chembar city school. Then he graduated from the two-year Russian-Kachim teaching courses of the Office of the Holy Synod and received the "title of teacher of the parish school." From 1902 to 1914, up to being drafted into the active army, Pavel Mikhailovich teaches in the Penza province with some interruptions related to the repressions of the authorities due to his participation in the revolutionary movement: the distribution of illegal literature, the organization of secret readings and conversations on political and anti-religious topics. In 1907, in Mokshan, he took part in the elections and was elected to the State Duma, but due to his revolutionary views he lost his job, and then went into an illegal position. In 1911, on behalf of the Zemsky Department of Public Education, he built a Zemsky school in the village of Maly Azyas. During the February Revolution, he took part in the organization of soldiers' committees and was delegated to the Petrograd Soviet. In 1918, he held the post of head of the District Department of Public Education, was delegated to the All-Russian Teachers' Congress. Due to the difficult financial situation (by this time the Strelkovs had seven children), the family moved to the Bashmakovo station of the Syzran-Vyazemskaya railway, where his grandfather had a small farm and since 1919 Pavel Mikhailovich began to study agriculture... He mechanizes his economy, restoring agricultural implements abandoned on the manor’s estate, attracting his sons to feasible work in the field. In the 1920s, continued social activities, in 1928 he entered an agricultural artel, transferring all livestock and equipment to public ownership. Nevertheless, in 1931 he was expelled from the collective farm on trumped-up charges and included in the lists of disenfranchised. A lucky chance allows the family to avoid dispossession and eviction. In the late 1930s, he worked at the Bashmakovsky Poultry Plant as head of the planning department. Pavel Mikhailovich died in 1946.

Mother Perekrestova Tatyana Apollinarievna - was born in 1879 in Penza in a noble family. Father died in the Russian-Turkish war in 1878 in the battle of Plevna. Mother alone raised and educated four children. Tatiana Apollinarievna graduated from the gymnasium and teacher's courses in Penza with a silver medal, after which she worked as a teacher in Penza and in the countryside. “In 1903 she married Pavel Mikhailovich Strelkov. Further destiny it’s hard for a rural teacher. Children are born almost every year, the husband is often "on the run" for his revolutionary activities. Tatiana Apollinarievna is going through difficult years during the war of 1914. Her husband was drafted into the active army, she is left alone in school with six children, in 1915 the seventh child is born: The main concern of Tatyana Apollinarievna is her first son Sergei. She is afraid to leave him without a real education. Pavel Mikhailovich is returning from the front, he is appointed head of the Uyezd Department of Public Education in the city of Krasnoslobod-sk. " After moving to Bashmakovo and the birth in 1922 of her eighth child, son Mikhail, Tatyana Apollinarievna devotes herself entirely to family, housekeeping, raising and teaching children elementary school subjects. During the war years in Bashmakovo, the spouses take the family of their eldest son and other relatives, only eleven people, their three children at the front, the youngest son, Mikhail, dies at the Kursk Bulge in 1943. Tatyana Apollinarievna died in 1947.

Strelkova Lydia Pavlovna - born in 1915. In 1934 she graduated from the Moscow Film Processing School (1934) and worked in the cinema system until 1950. Then she graduated from the radio engineering faculty of MPEI and worked at the physics faculty of Moscow State University (1949-1986). Candidate of Pedagogical Sciences (1968). Author of over 50 scientific articles, methodological and scientific works.

Designed to fix empathic shifts in children 4-6 years old under the influence of decomp. influences: with the help of games on the plot and on the plot of fairy tales. The basis of the methodology is the fact that in an alternative play situation the child, remaining himself (not in a role), comes into close contact with the character. Such a rapprochement of children and characters allows, firstly, to reveal what was experienced by preschoolers inside. plan, secondly, to determine what is entrenched in their emotional experience. The material is O. Wilde's fairy tale "The Star Boy" (a musical performance recorded on a disc). Children are invited to listen to only the first part of the fairy tale, the edges ends with an episode when a star boy, beautiful and smart, throws stones at his beggar mother, who has been looking for him around the world for 10 years. The son refuses to accept his mother and drives her away with amazing cruelty. The procedure consists of 3 stages. 1st stage: children listen to the story twice. Ext. emotional manifestations - frozen poses, screams, questions, facial expressions, etc. - show that children listen with great interest to this unfamiliar fairy tale, while they empathize, sympathize and internally contribute to the characters of the fairy tale. 2nd stage: choice - preference for one character out of the two polar ones depicted on the panel (mother and star boy). Children are given instructions, in which they are reminded of the metaphorical expression: "to give someone your heart" and its meaning is easily explained. Then each child receives a heart cut out of red paper to "give it" to the character that he liked the most, seemed the best. The procedure of "giving your heart" is carried out individually, children one by one approach a large colorful panel, which depicts 2 morally polar characters: a son (a star boy) and a beggar mother. A child must put "his heart" into the pocket of one of them. Then each child talks about who he “gave his heart” to and why. The conversation is being recorded on tape. The choices of children are compared on the basis of the number of preferences: they gave "their heart" to a beggar mother (positive character); gave "their heart" to the star boy (negative character). 3rd stage. Children are invited to once again "meet" the same characters, but this time the heroes of the fairy tale themselves allegedly want to give the children something as a keepsake, but a gift can only be accepted from one. The experimenter reminds preschoolers that gifts are usually accepted from those they like and dear. This experience, which is also one of the forms of play-dramatization, should test the depth and stability of the feelings caused by the events of the fairy tale, since here it is necessary to resist the "valuable gift" offered by the negative character and prefer an unattractive gift positive character... The results of the third stage are recorded in the protocol. Each child, "accepting a gift" from the best, in his opinion, character, must justify his choice. Children's choices are compared based on the number of preferences: they accepted a gift from a positive or negative character. Interpretation of results. Analyzed as the empathogenic situation itself (the emotional state of another); emotional infection "launches" emotional identification with another (the object of empathy), edges are represented to the subject of empathy in quality. empathy, that is, experiencing (to a greater or lesser extent) similar emotions of another, and empathy through the inclusion of cognitive components - the desire to understand the situation. Empathy and analysis of the situation cause an impulse for assistance, for "helping" behavior, and the result of the empathic process, by which one can judge the characteristics of its individual links, is real assistance and O. Lit .: Emotional development of a preschooler: A guide for kindergarten teachers / Ed. A. D. Kosheleva. M., 1985. L. P. Strelkova

After breakfast Danilka went out into the yard and looked around with interest. Life was in full swing. The kid stood in a large puddle and vigorously kneaded the mud, wiping his palms on his own pants. Danilka watched him with interest. And suddenly poems came to mind by themselves. Danilka read them out loud to the baby, pointing at him with his finger:

This one climbed into the mud and is glad that the shirt is dirty! They say about this: He is bad, slob.

The soiled kid smiled at him. Satisfied Danilka went on.

What would you do if you were in his place?

• -What is this poetry? - asked the Sunny Bunny, who was on Danilka's shoulder.
• - These are the poems of the poet Vladimir Mayakovsky "What is good and what is bad." I know them by heart.
• - It's good. But are you doing everything right?

Of course. I don’t tear a ball and a book, I don’t go out for a walk when it’s raining ...

Okay, okay, - Sunny Bunny stopped him. - Let's go for a walk. They walked down an avenue of tall trees. The rays of the sun made their way through the foliage, and from this, sunbeams galloped along the path. But his Sunny Bunny was still the only one. Danilka looked around. "Now, if a fighter was hitting a weak boy now, I would have stood up for him and proved to the Bunny that I am fearless." But there were no fights anywhere.

What are you guys playing? - Danilka asked instead of greeting.

The wizards, - they shouted in eager rivalry. And Slava explained:

We have read the Fairy Tale "Seven-Flower Flower" and now we are playing wizards. Do you know this book?

Of course, - Danilka somehow unexpectedly lied. - Who doesn't know her!

"Then Bunny will tell me," he thought to himself.

Well, what would you wish if you had the last petal? - Slava asked him.

"What other petal? It's a pity, I don't know the book. Now you can't ask the guys either, you lied."

If you were a wizard, what would you wish if it was your only wish? - the guys fiddled with him.

Danilka thought for a long time, going through whole mountains of toys, dogs, sweets in his head, suddenly, unexpectedly for himself, he said:

I would like to get into a fairy tale, into a real fairy tale, at least one, no, better in two or three.

All the children fell silent and looked at the boy in surprise.

We also wanted to, but this is probably dangerous, in a fairy tale it can be very scary, - the guys started talking animatedly. They were so carried away by the discussion of the journey into a fairy tale that they did not hear how Sunny Bunny quietly said to Danilka:

This is not only dangerous for you, Danilka, but also for fairytale heroes... You are not ready for this yet! It's still early! Danilka was upset. It seemed to him that he was quite ready for an independent dangerous journey: in a fairy tale, good and evil always fight, and good always wins. And Danilka would only help him win, because he knows so well what is good and what is bad.

Just then Slava's sister, Nastya, came out into the yard, she was already in the sixth grade. She had a book in her hands. The guys shouted: "Read it again, read it, please."

I already read it to you! - Nastya was surprised.

Well, please, Nastya, we want some more.

Okay, listen, I wanted to read it myself one more time. Danilka listened, afraid to move, forgetting about everything in the world.

The girl looked so much like him, Danilka, she even conceived the same desires *. But now the last petal has been torn off. All children are silent, each thinks about his own.