Course work theme: the role of russian poetry in the upbringing of children

CHAPTER II. CONCULISON 
The main feature of the “old” children's literature was didacticism, and they 
tried to find a replacement for it under new conditions – a “progressive” ideology 
of art that would integrate the utopia of future humanity in current reality. The 
expected advantage of “new” children's literature was democratism in terms of 
author-reader relations, in terms of free combination of various styles and genres, 
in terms of topics and plots. 
In 1957, Samuil Marshak said about those times: “It was fascinating for us 
that readers were democratic, from the masses, from the villages and factories, not 
white hands. There was captivating novelty in it. <…> It was fascinating for us 
that it was possible to build something new and remove the old garbage both from 
fiction and popular literature, where everything was in translations, full of 
didactics, and lacked artistic conception. <…> It was fascinating for us, that in 
children's literature, artistic and educational elements were interwoven, and not 
separated as in adult literature.”[ S.Ya. Marshak. Two talks of S.Ya. Marshak with 
L.К. Chukovskaya // S.Ya. Marshak. Collected works.: in 8 vol. – Vol. 7. – p. 576–
577.] 
Solving the tasks of democratisation, writers made important artistic 
inventions, but they were unable to eliminate the old didacticism, which turned out 
to be highly demanded due to the propaganda of the Soviet values: didacticism in 
play and drama forms was included in the Soviet children's literature (e.g., “A 
Story of an Unknown Hero” by Samuil Marshak). 

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CONCLUSION 
After the work done, we came to the conclusion that the younger generation 
is far from modern literature, and, as we found out, practically does not know 
modern poets and poetesses. Most study classical literature only within the 
framework of their educational institution. 
To finally make sure that we were right, we conducted a survey among 
young people who were asked questions related to modern and classical literature, 
Russian and foreign literature, and we also asked them about how often they read 
other people's poems and whether they write them themselves. 
The survey results showed us that 56% of respondents are not fond of 
modern literature and only 44% are interested in studying it. 
Also, we found out that only a small percentage, namely 17%, regularly 
write their own poems and as many as 83% are not interested in writing their own 
poems, but 40% read other people's poems (counting classics) at least once a 
month, but 35% of people read other people's poems. poems about once a year or 
less, 8% of respondents read other people's poems daily or almost daily, and the 
remaining 17% are interested in writing someone else's verse at least once a week. 
An equal number of respondents prefer both Russian and foreign literature. 
A similar situation occurs with classical and modern literature. 47% of 
respondents give preference to classical literature and 55% prefer modern 
literature. 
The study can be useful and interesting for students who are fond of modern 
poetry and want to advance themselves in this poetry, but do not know where to 
start. 
The method of using children's folklore in kindergartens and other preschool 
institutions does not cause serious objections. Studies of the mutual influence of 
children's folklore and children's literature on the development of children could be 
of great interest. 

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There is no doubt that interest in children's folklore will increase every year. 
A broad statement of collecting work. In-depth study of the artistic features of 
individual genres is extremely necessary. 
Children's folklore should become a valuable means of educating the 
younger generation, harmoniously combining spiritual wealth, moral purity and 
physical perfection. 
The poetry of nurturing has undergone significant changes in recent years. 
Young mothers, as a rule, prefer a children's book to a joke, a boring fairy tale, a 
lullaby - a sleep regime, a pestushka - physical exercises on the recommendation of 
doctors. But in many areas, the poetry of nurturing still retains its traditional 
purpose. The 60-70s are characterized by an increased interest in pedagogy, 
philology, physiology, folklore studies and psychology in the education of 
preschool children. 
Soviet researchers B.N. Klosovsky and E.N. Kosmorskaya convincingly 
proved that the morphological development of a child's brain is directly dependent 
on the influx of impulses from the environment. In the genres of poetry of 
nurturing, with strict consideration of the physical, physiological and mental 
capabilities and needs of the child at each age period, the material necessary to 
maintain a progressive "flow of nerve impulses", selected for centuries, 
emotionally effective and carefully verified material, forms of its introduction and 
dosing techniques are fixed. 
Thus, children's folklore is a specific area of oral artistic creativity, which, 
unlike adult folklore, has its own poetics, its own forms of existence and its 
carriers. This statement can be traced in this work. 
Today we are students, and tomorrow we are educators, we must know and 
understand that children's folklore as folk pedagogy, and now one of the main 
"tools" of all pedagogy, should be inseparably accompanied with us throughout our 
conscious life, as part of our age-old tradition, which we will pass on to our 
descendants. 

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