Self-education of preschool teachers about the Komi region. Self-education plan

Municipal budgetary preschool educational institution

"Child Development Center - Kindergarten No. 7 "Treasure Island"

Urban district "city of Yakutsk"

Yakutsk, Ordzhonikidze street, building 52 building 1.

Work plan for self-education on the topic: “Introducing children to their native land.”

For 2016-2017

Teacher of the senior group "Fantasers"

Kirillova N.S.

Relevance of the selected topic

Preschool age is a time of intensive development of a child’s personality. It is at this age that the foundations of a person’s worldview and his attitude to the world around him are laid.

When thinking about the origins of patriotic feelings, we always turn to the impressions of childhood: this is the tree under the window, this is the street along which we walked, and native tunes, and facts and events that once amazed us - this is an expression of deep affection and love for everything that early years entered the heart as the most precious.

The period of preschool childhood is conducive to the development of patriotic feelings, because It is at this time that the formation of cultural and value orientations, the spiritual and moral basis of the child’s personality takes place, the development of his emotions, feelings, thinking, mechanisms of social adaptation in society, and the process of self-awareness in the world around him begins. Also, the period of preschool childhood is favorable for the emotional and psychological impact on the child, because images of perception of reality and cultural space are very bright and strong and therefore remain in the memory for a long time, and sometimes for a lifetime, which is very important in the education of patriotism.

In their group, based on the analysis of monitoring and individual interviews with children, the conclusion is: children have superficial knowledge about their hometown, region, and the Motherland as a whole.

The feeling of patriotism must be conscious and strong, must be comprehensive, and permeate all types of children's activities. Based on the monitoring analysis, a plan for the year was drawn up to familiarize the native land, streets, squares, etc. in the form of a virtual journey using ICT.

Direction: social and personal development of preschool children (patriotic education)

OO integration: cognitive, speech,artistic-aesthetic, social-communicative, physical development.

Types of children's activities:communicative, educational, musical and artistic

Goal: to interest children to the history and national traditions of the Republic of Sakha (Yakutia), to generalize children’s knowledge about their native land.

Tasks :

Creating a developmental environment in the group;

Forming a sense of attachment to your home, kindergarten, friends in kindergarten, your loved ones;

Forming in children a feeling of love for their native land, their small homeland on the basis of familiarization with their native culture and traditions;

Fostering patriotism and respect for the cultural past of Yakutia through the means of aesthetic education: music, visual arts, artistic expression;

Education of moral and patriotic feelings through the study of state symbols of Yakutia.

Develop the ability to observe, explore, draw conclusions, and generalize.

Develop children's creative and intellectual abilities, speech culture.

Expected result:sustainable interest in one’s native land, respectful and careful attitude towards the sights of Yakutia; love and respect for nature; interest in learning national games and national clothes, honesty, respectful and friendly attitude towards people, self-respect and adherence to cultural rules.

Methods of conducting the lesson:

Verbal (conversation, artistic expression, riddles, reminder of the sequence of work, advice);

Visual

Practical

Gaming

Lesson mode:

Senior group - number of classes per week 1, per month 4 classes. 36 classes are held per year. The duration of classes in the senior group is 25 minutes.

Class form - thematic joint activities of teacher and child in the form of group work

Forms for summing up results at the end of the year:

Showing a summary presentation

Monitoring:

High - 0, medium - 28 children - 72%, low - 11 children - 28%

List of used literature:

1. FROM BIRTH TO SCHOOL. Approximate basic general education program for preschool education / Ed. N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva. – M.: MOZAYKA – SYNTHESIS, 2010.

2. How to teach children to love their homeland: A guide for educators and teachers / Compiled by: Antonov Yu.E., Levina L.V., Rozova O.V., Shcherbakova I.A. – M.: ARKTI, 2003.

3. Aleshina N.V. Patriotic education of preschool children. M: TsGL, 2005.

4 . Aleshina N.V. Introducing preschoolers to their hometown and country (patriotic education). - M.: UTs "Perspective", 2011.

5 . http://site/detskiy-sad

Lesson plan for the senior group

Expected Result

Forming a feeling of love for the nature of your city, native land;

Mastering basic knowledge about the ecology of your city, native land, and the environmental features of the Republic of Yakutia;

Fostering interest in learning and preserving nature.

Municipal autonomous preschool educational institution

"Kindergarten "Rodnichok" Sovetsky"

Self-education of a teacher at MADOU d/s “Rodnichok”

Topic: “Patriotic education of preschool children through familiarization with their native land.”

Zmeeva Vera Anatolyevna.

2016-2017 academic year

Explanatory note

“A person cannot live without his homeland, just as he cannot live without a heart.”

K. Paustovsky

Motherland, Fatherland... In the roots of these words there are images close to everyone: mother and father, parents, those who give life to a new being. Instilling a sense of patriotism in preschoolers is a complex and lengthy process. Love for loved ones, for kindergarten, for one’s native village and native country play a huge role in the development of a child’s personality. In recent years, there has been a rethinking of the essence of patriotic education: the idea of ​​cultivating patriotism and citizenship, acquiring increasing social significance, is becoming a task of national importance. Modern researchers consider the national-regional component as a fundamental factor in the integration of social and pedagogical conditions in the patriotic and civic education of preschool children. At the same time, the emphasis is on nurturing love for one’s home, nature, and the culture of the small Motherland.

Acquaintance of children with their native land: with historical, cultural, national, geographical, natural features forms in them such character traits that will help them become a patriot and citizen of their Motherland. After all, vivid impressions of one’s native nature and the history of one’s native land, received in childhood, often remain in a person’s memory for the rest of his life.

The poet Simonov writes in his poem “Motherland”:

“You don’t remember a big country that you traveled and got to know.

You remember the Motherland as you saw it as a child.”

And indeed, no matter how great our country is, a person connects his feeling of love for it with the places where he was born and raised; with a street that I have walked along more than once; with the yard where he planted the first tree. The growth of scientific and technological progress, new discoveries and technical inventions relegated spiritual values ​​to the background. The problems of educating the younger generation to love their small Motherland have fallen out of sight of scientists and practitioners for many years. With the introduction of the Russian Federation Law “On Education”, significant changes occurred in the development of the education system. This led to changes in the content of education. One of the priority areas was the introduction of preschool children to the national and regional cultural heritage and history of the country and region.

In the program of Education and Training in Kindergarten, edited by N. Veraksa, on the basis of which the Basic General Education Program of our educational organization was developed, it is noted that moral and patriotic education is considered as one of the most important aspects of the overall development of the child. It is carried out in all types of children's activities and is aimed at nurturing, from the first years of life, love for one’s family, hometown, home, region, and Motherland.

The federal educational standard for preschool education sets goals for patriotic education: creating conditions for the formation of the foundations of patriotic consciousness of children, the possibility of positive socialization of the child, his comprehensive personal, moral and cognitive development, development of initiative and creative abilities based on activities appropriate for preschool age.
The content of the Federal State Educational Standard notes the urgent need to intensify the process of instilling patriotism in preschoolers. Children at this age are very inquisitive, responsive, and receptive. They easily respond to all initiatives and are able to sincerely sympathize and empathize. For the educator, this is a time of fertile soil. Indeed, at this age great opportunities arise for the systematic and consistent moral education of children. The formation of the child’s spiritual foundation, emotions, feelings, thinking, processes of social adaptation in society takes place, and the process of realizing oneself in the world around us begins. It is this period of a person’s life that is most favorable for the emotional and psychological impact on a child, since his images are very bright and strong, and therefore they remain in memory for a long time, and sometimes for a lifetime, which is very important in the education of patriotism.
Patriotic education of a child is the basis for the formation of a future citizen.
Pedagogical principles are known: love for the Motherland begins with an attitude towards the closest people - father, mother, grandfather, grandmother, with love for one's home, the street on which the child lives, kindergarten, school, city.
Patriotism is love for the Motherland, devotion to one’s Fatherland, the desire to serve its interests and readiness, even to the point of self-sacrifice, to defend it.

Target: To form in preschool children patriotic attitudes and feelings towards their family, city, nature, culture based on the historical and natural features of their native land.

Tasks:

1. Formation of a feeling of attachment to your home, kindergarten, friends in kindergarten, and your loved ones.

2. Formation of a feeling of love for their native land, their small homeland based on familiarization with their native nature, culture and traditions. Expanding ideas about the city in which they live, introducing children to its symbols (coat of arms, flag, anthem);

3. Formation of ideas about Russia as a native country, about Moscow as the capital of Russia.

4. Fostering patriotism throughspiritual and moral attitude towards the nature of the native land and a sense of belonging to it.

System of work on patriotic education of children:
Familiarization with objects of the immediate environment:
- Fostering respect for working people and objects of folk art, artistic crafts;
- Fostering respect for working people and the objects they produce. To introduce people who have glorified Russia;
- Fostering a sense of friendship towards people of other nationalities;
Familiarization with the phenomena of social life.
- Fostering a sense of belonging to the life of the country (patriotic dates and holidays);
- A careful attitude towards what is made by people;
- Fostering love for the native land, for the Motherland (idea of ​​the country, cities, capital, symbols of the state;
- Acquaintance with the sights of the city, architectural monuments, and the names of streets bearing the names of famous people;
- Acquaintance with the events taking place in the country, expanding ideas about the country, capital, symbols of the state;
Getting to know nature.
- Fostering love for the nature of the native land;
- Fostering a caring attitude towards native nature;
- Fostering a sense of the need for labor participation in the protection of native nature.

Expected result:

Preschoolers will increase the level of formed patriotic feelings of a correct attitude towards the world, the desire to increase and protect the nature of their native land.

Ideas about your hometown, your native land will become more significant. Children's interest was reflected in creativity: fairy tales, stories, drawings, crafts.

The number of participants in competitions and local history events held in kindergarten, aimed at developing creativity, curiosity, and nurturing love for the small Motherland, will increase.

Forms of work on patriotic education
- creation of a developing environment for civic and patriotic education;
- thematic classes;
- conversations about the Motherland, about the native city, about the nature of the native land, about good people, reading children's books on patriotic themes, an appropriate selection of songs and poems for learning, watching films, television programs for children, purposeful games;
- interaction with parents;
- interaction with society.

Working with parents:

The formation of patriotic feelings is more effective if the kindergarten establishes a close connection with the family. The need to involve the family in the process of familiarizing preschoolers with the social environment is explained by the special psychological and pedagogical capabilities that the family has and which cannot be replaced by a preschool institution: love and affection for children, the emotional and moral intensity of relationships, their social rather than egoistic orientation, etc. All this creates favorable conditions for the development of higher moral feelings.

A survey of parents showed that some parents believe that it is too early to talk about patriotic education in preschool age. There is a distorted idea of ​​patriotic education, believing that we are talking about preparation for the army. Thus, parent counseling is carried out both in group and individual forms. Meetings with the parents of a preschooler take place on the initiative of the family or on the initiative of teachers, administration or a psychologist of the preschool educational institution.

Working with teachers

A survey was conducted “Studying the attitude of teachers to the problem of patriotic education, the readiness of teachers to work in this area.” The survey showed that the majority of preschool teachers can clearly define the content, forms, methods and means of working with children on patriotic education. They realize that successful solution of the problems of patriotic education of preschool children is possible subject to interaction with parents.

To diagnose the level of education in preschoolers in the fundamentals of patriotism, the following technology was used by M. Yu. Novitskaya, S. Yu. Afanasyeva, N. A. Vinogradova, N. V. Miklyaeva “Monitoring of moral and patriotic education in kindergarten and primary school.”

Based on diagnostic data, it was revealed:

Thus, an analysis of the results of diagnosing the patriotic education of children shows:

• The level of developed patriotic knowledge and correct attitude towards the world, country, and nature among preschoolers has increased significantly.
• The children developed an interest in history, local fiction, and the natural resources of their native land.
• The peculiarities of ideas about one’s hometown and native land have become more significant. Children's interest was reflected in creativity: fairy tales, stories, drawings, crafts.
• The number of participants in competitions and local history events held in kindergarten, aimed at developing creativity, curiosity, and nurturing love for their small homeland, has increased.

Parents have increased interest in events held in the group and in kindergarten (competitions, sports competitions, open days, trips around their native land), as well as the number of participants.

The interest of the teaching staff in local history material as an educational and educational source has increased. The experience of using local history content in the educational process has been enriched. Teachers have acquired new experience in conducting classes based on local history material.

I really hope that the work being done will help children feel love and affection for their home, family, city, region; to feel pride and respect for your people, their achievements, will teach you to love nature and treat it with care.

Conclusion:

The formation of patriotic feelings is more effective if the kindergarten establishes a close connection with the family. The need to involve the family in the process of familiarizing preschoolers with the social environment is explained by the special pedagogical capabilities that the family has and which cannot be replaced by a preschool institution: love and affection for children, the emotional and moral richness of relationships, their social rather than selfish orientation, etc. All this creates favorable conditions for the development of higher moral feelings. In its work with families, a kindergarten should rely on parents not only as assistants to the child care institution, but as equal participants in the formation of a child’s personality. The interaction between the family and the preschool educational institution must be carried out on the basis of the principle of unity of coordination of the efforts of the preschool educational institution, the family and the public, the principle of joint activities of educators and the family. In moral and patriotic education, the example of adults and close people is of particular importance. Using specific examples and facts from the lives of family members, it is necessary to work to familiarize oneself with the native land, starting with what is commonly called the “small Motherland” and gradually moving to such categories as the Fatherland, “duty to the Motherland,” etc. Success in patriotic education can only be achieved if adults themselves know and love the history of their country, their city. They must be able to select the knowledge that is available to preschool children, something that can cause children a feeling of delight and pride.

Literature:

1. Sample general education program

Preschool education edited by N.E. Veraxy, T, S. Komarova, M.A. Vasilyeva.

2.Introduction to nature in kindergarten. O.A.Solomennikova

Study of educational technologies (selection of one or more technologies to obtain predicted results)

3. “Ecology for kids” E.V. Goncharova.

4.Theory and methods of environmental education for preschool children. .IN. Goncharova.

5. “Native land.” E.V. Goncharova.

6. “Alone with nature.” HE. Gavrilova.

7. “Nature of the region.” Seasons. Animal world. Vegetable world.

8. “The land of protected nature.” N.N. Elert, A.M. Vasina.

Self-education topic teacher Galina Vladimirovna Shcherbakova:

“Moral and patriotic education of preschool children in the conditions of the Federal State Educational Standard of Education”

The relevance of the chosen topic of self-education, goals and objectives.

Homeland for a person is the most precious and sacred thing,

without which a person ceases to be a person.

V. A. Sukhomlinsky

Patriotic education of the younger generation is one of the most pressing tasks of our time. Huge changes have occurred in our country in recent years. This concerns moral values, attitudes towards the events of our history. Children have distorted ideas about patriotism, kindness, and generosity. People's attitude towards their homeland has also changed. Today, material values ​​dominate over spiritual ones. However, the difficulties of the transition period should not become a reason for suspending patriotic education. The revival of spiritual and moral education is a step towards the revival of Russia.

The state is currently trying to restore the lost sense of patriotism and citizenship in the country's citizens, including children. State program “Patriotic education of citizens for 2011-2015.” “approved by Decree of the Government of the Russian Federation of October 5, 2010 No. 795, it determined the main ways of patriotic education, goals and objectives, which are aimed at “maintaining social and economic stability, strengthening the unity and friendship of peoples.”

It is very important that children understand as early as possible that the big Motherland is Russia, the Russian Federation, it is one for everyone who was born in its vastness, who loved it, who makes efforts to make it even more beautiful, richer, and become a powerful power. And each of us needs to be able to be useful to her. And for this you need to know and be able to do a lot; From childhood, do things that would be for the benefit of your home, kindergarten, city, and in the future - for the benefit of the whole country. Acquaintance with the great Motherland - Russia - is the third main stage of moral and patriotic education of children. If a person cares about the Motherland, it means that he is its son, and that means Russia is the Motherland for him.

The concept of “patriotism” is understood broadly: both as love for the Motherland, devotion to one’s fatherland, one’s people; and as attachment to the place of one’s birth, place of residence; and as a willingness to subordinate one’s interests to the interests of one’s native country, the desire to defend the interests of the Motherland. Considering this circumstance, it is quite difficult to explain to a child what our big country is and how it should be treated. Therefore, it is advisable to start explaining this issue with what the child encounters every day: family, father’s house, home street, the history of his city or village, the traditions of his ancestors.

The period of preschool childhood is conducive to the education of patriotic feelings, because it is at this time that the formation of cultural and value orientations, the spiritual and moral basis of the child’s personality takes place, the development of his emotions, feelings, thinking, mechanisms of social adaptation in society begins, the process of self-awareness in the environment begins world. Also, the period of preschool childhood is favorable for the emotional and psychological impact on the child, because the images of perception of reality and cultural space are very bright and strong and therefore remain in the memory for a long time, and sometimes for a lifetime, which is very important in the education of patriotism.

The most necessary and most difficult thing for a family and for a country is to educate a person.

Moral and patriotic education of children is one of the main tasks of a preschool educational institution.

The teacher’s task is to select from the mass of impressions received by the child those that are most accessible to him: nature and the animal world (at home, kindergarten, region); people's labor; traditions; social events, etc. Moreover, the episodes to which children’s attention is drawn should be vivid, imaginative, specific, and arousing interest. Therefore, when starting the work of instilling love for the native land, the teacher must know it well himself. He must think over what is most appropriate to show and tell the children, especially highlighting what is most characteristic of a given area or region. These problems are solved in all types of children's activities: in classes, in games, in everyday life.

The question arises - how to ensure and properly organize more fruitful educational work in kindergarten in order to instill in preschoolers value orientations, citizenship, patriotism and love for their Small and Large Motherland? Therefore, my topic of self-education this school year is devoted to the issue of moral and patriotic education of preschoolers in the conditions of the Federal State Educational Standard for Education.

Understanding the importance of this problem, I set a goal for myself: to increase my professional competence and systematize knowledge on the issues of moral and patriotic education of preschool children in the conditions of the Federal State Educational Standard.

To achieve the goal, I outlined ways to solve the following tasks:

1. Increase your theoretical and scientific-methodological level through the selection and study of methodological literature, manuals on the issues of moral and patriotic education of preschool children; through attending classes, seminars, educational institutions, etc., both in kindergarten and at the city, district and regional level.

2. Conduct a survey of parents and teachers on the topic “Patriotic education of a child”

3. Analyze the conditions created in kindergarten for the moral and patriotic education of children

4. Develop (select materials) and put into practice:

Consultation for parents “Patriotic education in the family”, mobile folder “The ABC of Morality”

Perspective-thematic plan of work on moral and patriotic education for older preschoolers

Design of a thematic exhibition in the methodological room “Moral and Patriotic Education” (card index of didactic and multimedia games for children, fiction, methodological literature, manuals)

Round table for teachers “Raising children as patriots”

5. Conduct self-analysis and prepare a creative report on the work done at the final teachers’ meeting.

Literature on this topic:

1. Aleshina N. V. “Patriotic education of preschool children”, “Familiarization of preschool children with the world around them and social reality”

2. Sukhomlinsky V. A. “How to raise a real person”

3. Ushakova Z. P. “The origins of patriotism in the family”

4. Arapova-Piskareva N. “My home.” Program for moral and patriotic education of preschool children.

5. Arapova-Piskareva N. “Little Russians”

6. Jesse Russell "An Education"

7. E. K. Rivina “Introducing preschoolers to family and ancestry”

8. G. N. Zhuchkova “Moral conversations with children 4-6 years old”

9. “I, you, we”, “How to behave” (author: O. L. Knyazeva, R. B. Sterkin)

10. Zatsepina M. B. "Days of military glory. Patriotic education of preschool children."

11. Kozlova S. A. “Theory and methods of introducing preschoolers to social reality.”

1. Dmitrieva E. A. “Patriotic education in preschool educational institutions”

2. Bazarova O. B. “Moral and patriotic education of preschool children”

3. Petrova V. I. “Moral education in kindergarten”

4. Ivanova T. V. “Patriotic education of children 6-7 years old”

WORK PLAN ON SELF-EDUCATION

FOR THE 2015-2016 SCHOOL YEAR

1. Organizational and familiarization stage - September - November. Determining the topic of self-education, selecting and studying literature on the problem, drawing up a work plan.

Practical output: Work plan on the topic of self-education

2. The main stage is December-April.

Attending classes, seminars, educational programs on this topic, both in kindergarten and at the city, district, regional level.

A selection of didactic and multimedia games, visual and didactic aids, fiction for children on patriotic education.

Conducting a survey of teachers and parents “Patriotic education of the child”

Conduct a consultation for parents “Patriotic education in the family”, prepare a folder “The ABC of Morality”

Draw up a long-term thematic work plan on moral and patriotic education for older preschoolers for the next school year.

Practical solution: exhibition in the methodological room “Moral and Patriotic Education”; analytical report on the results of the survey, text of methodological recommendations and consultations for parents; long-term thematic work plan

3. The final stage is May-June.

Summing up the work, conclusions, self-analysis.

Conducting a round table with teachers “Raising Patriots.”

Setting new goals, choosing a topic for self-education for the next academic year. Practical creative report; outline of the round table with teachers

Work with children

September. Excursions around your hometown. A selection of didactic games for patriotic education. Stand “My Motherland – Russia”. Card index of games.

October. Conversation on the topic “The street where I live.” Exhibition of drawings "Streets of our city".

November. Familiarization with the symbols of Russia, hometown, region.

December. Excursion to the city's local history museum. Exhibition of works of children's creativity.

January. Familiarization with the customs and traditions of the Russian people. Collective design of the book “Russian Folk Art”. Entertainment "Games of our grandmothers."

February. Direct educational activity “Main holidays of Russia”. Preparation and holding of the holiday “Defender of the Fatherland Day”. Sports festival dedicated to Defender of the Fatherland Day.

March. Conversations “My mother is the best in the world”, “What can my grandmother do? » Exhibition of children's works "Mom's Portrait".

April. Short-term project "Cosmos". Quiz “What do you know about space.” Exhibition of works of children’s creativity “Space through the eyes of children.”

May. Excursion to the military glory memorial dedicated to Victory Day. Matinee dedicated to Victory Day.

September – May. Reading fiction to children about the nature of Russia, their native land, about the war, and about other historical events.

Working with family

September. Consultation “Where to go on weekends with a child? » Photo exhibition “My favorite place in the city”

October. Consultation “Raising a Little Citizen.”

November. Design of the album “History of our city”.

December. Album “History of our city”.

February. Collage “My dad (grandfather) served in the army.”

March. Exhibition of works made by grandmothers and mothers of pupils.

April. Work on landscaping the territory of the kindergarten.

May. Consultation “Education of patriotic feelings in preschoolers.”

The ABC of Morality

By the time a child enters kindergarten, he or she has already developed fairly definite ideas about what is permitted and forbidden, about good and bad.

It is necessary to carefully and with the same attention raise a child in these first years with which he is fed. There are no trifles in the educational process, at the same time it is very difficult to make up for lost time, and not a single lost day can be returned.

When and how do children begin to develop moral ideas?

The child begins to learn the ABC of morality in the family. Whether parents want it or not, they influence the child with their whole lives, with their attitude towards loved ones, towards people around them, towards their work, towards things. No wonder they say: “Children are the mirror of their parents.”

In families where there is a morally favorable climate, where everything negative can be countered by the entire way of life, cultural life, and relationships between adults, education there is successful, and prevention against undesirable manifestations in a child is easier to carry out: any deviations from the norm in such an environment “hurt the eye.” " In such a family, the child firmly grasps the concepts of good and bad.

But there are no children who are naturally lazy, evil, or deceitful. And if these manifestations are discovered, it is not “suddenly”, but as a result of upbringing. Parents forget the main thing: “you can instill in your child as much as you like that this is good and this is bad, but if these concepts are refuted in the child’s life, then you cannot expect encouraging results.

The word gesture, the look of a loved one, his attitude towards other people - everything is acutely perceived and picked up at the time when the baby masters the basics of human relationships. We must not forget about this.

It is not difficult to judge from children what the family breathes, what moral standards are instilled in them. This is easily visible in children’s relationships, games, judgments, and communication with others. It depends on us, adults, in what moral categories a child thinks, with what eyes he sees the world, what he rejoices and is surprised at, what causes sympathy and hatred in him. And who, if not us, is obliged to give concepts of good and evil. We must not forget that a child who is still learning the basics of morality daily finds himself in situations in which he himself must decide what is good and what is bad. That is why reasonable, thoughtful guidance of a child is so important. Children who know how to correctly evaluate negative phenomena become less susceptible to bad things and will not imitate what they themselves condemn. Such children have a developed “sense of conscience” and are more amenable to parental words. During the period of preschool childhood, when the concepts of “good” and “bad” are perceived meaningfully, one of the tasks of adults is to teach him to behave morally both in their presence and in their absence.

Questionnaire for parents

"Patriotic education of a child"

This survey is anonymous (you do not give your last name), so please be as honest as possible.

Do you consider yourself competent in matters of patriotic education?

What does the expression “being a patriot” mean to you?

Do you think it is important to educate preschool children with moral and patriotic feelings?

Where do you think a child learns the basics of patriotism?

In kindergarten.

Does your child have a desire to learn about their hometown?

Do you tell your child about Zheleznodorozhny, its history, sights, famous people?

What places in our city do you like to visit with your child?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

What do you personally do to instill in your child a love for his hometown?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________

What kind of help do you expect from kindergarten in this area?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you!

Moral and patriotic education of preschool children

The draft “National Doctrine of Education in the Russian Federation” emphasizes that “the education system is designed to ensure the education of Russian patriots, citizens of a legal democratic, social state, respecting individual rights and freedoms, possessing high morality and showing national and religious tolerance.”

Much has been written about the importance of introducing a child to the culture of his people, since turning to the paternal heritage fosters respect and pride for the land on which you live. Therefore, children need to know and study the culture of their ancestors. It is the emphasis on knowledge of the history of the people and their culture that will help in the future to treat the cultural traditions of other peoples with respect and interest.

Thus, the moral and patriotic education of children is one of the main tasks of a preschool educational institution.

It should be emphasized that quite a lot of methodological literature on this issue is currently being published. Often it covers only certain aspects of the moral and patriotic education of children in specific types of activities and does not have a coherent system that reflects the entirety of this issue. Apparently, this is natural, since the feeling of patriotism is multifaceted in content. This includes love for one’s native places, pride in one’s people, a sense of inseparability with the outside world, and a desire to preserve and increase the wealth of one’s country.

Based on this, this work includes a whole range of tasks:

Fostering a child’s love and affection for his family, home, kindergarten, street, city;

Formation of a caring attitude towards nature and all living things;

Fostering respect for work;

Development of interest in Russian traditions and crafts;

Formation of basic knowledge about human rights;

Expanding ideas about Russian cities;

Introducing children to the symbols of the state (coat of arms, flag, anthem);

Developing a sense of responsibility and pride for the country’s achievements;

Formation of tolerance, a sense of respect for other peoples and their traditions.

These tasks are solved in all types of children's activities: in classes, in games, in work, in everyday life - as they instill in the child not only patriotic feelings, but also form his relationships with adults and peers.

The moral and patriotic education of a child is a complex pedagogical process. It is based on the development of moral feelings.

The feeling of the Motherland... It begins in a child with the relationship to the family, to the closest people - to the mother, father, grandmother, grandfather. These are the roots that connect him with his home and immediate environment.

The feeling of the Motherland begins with admiration for what the child sees in front of him, what he is amazed at and what evokes a response in his soul... And although many impressions are not yet deeply realized by him, but, passed through the child’s perception, they play a huge role in the formation of personality patriot.

Each nation has its own fairy tales, and they all pass on from generation to generation the basic moral values: kindness, friendship, mutual assistance, hard work. “These are the first and brilliant attempts of Russian folk pedagogy,” wrote K.D. Ushinsky, “and I don’t think that anyone would be able to compete in this case with the pedagogical genius of the people.” It is no coincidence that K.D. Ushinsky emphasized that "... education, if it does not want to be powerless, must be popular." He introduced the term “folk pedagogy” into Russian pedagogical literature, seeing in folklore works the national identity of the people, rich material for instilling love for the Motherland.

Thus, works of oral folk art not only form a love for the traditions of their people, but also contribute to the development of personality in the spirit of patriotism.

The immediate environment is of considerable importance for instilling in children interest and love for their native land. Gradually, the child gets to know the kindergarten, his street, the city, and then the country, its capital and symbols.

The system and sequence of work on moral and patriotic education of children can be presented as follows:

Of course, this diagram cannot convey the fullness of the work on this issue. All these tasks are present, as it were, within the work of moral and patriotic education.

The teacher’s task is to select from the mass of impressions received by the child those that are most accessible to him: nature and the world of animals at home (kindergarten, native land); people's work, traditions, social events, etc. Moreover, the episodes to which children’s attention is drawn should be bright, imaginative, specific, and arousing interest. Therefore, when starting work on instilling love for the native land, the teacher must know it well himself. He must think over what is most appropriate to show and tell the children, especially highlighting what is most characteristic of a given area or region.

Any region, region, even a small village is unique. Each place has its own nature, its own traditions and its own way of life. The selection of appropriate material allows preschoolers to form an idea of ​​what one region is famous for.

Hometown... We need to show the child. that my hometown is famous for its history, traditions, sights, monuments, and best people.

What information and concepts about their hometown can children learn?

A four-year-old child should know the name of his street and the one on which the kindergarten is located.

The attention of older children needs to be drawn to objects that are located on the nearest streets: school, cinema, post office, pharmacy, etc., talk about their purpose, and emphasize that all this was created for the convenience of people.

The range of objects that older preschoolers are introduced to. is expanding - this is the region and the city as a whole, its attractions, historical places and monuments. The children are explained in whose honor they were erected. An older preschooler should know the name of his city, his street, the streets adjacent to it, and also in honor of whom they are named. They explain to him that every person has a home and a city where he was born and lives. This requires excursions around the city, into nature, observation of the work of adults, where each child begins to realize that work unites people, requires them to be coherent, mutual assistance, and knowledge of their business. And here, acquaintance of children with the folk crafts of the region and folk craftsmen becomes of great importance.

In moral and patriotic education, the example of adults, especially close people, is of great importance. Based on specific facts from the lives of older family members (grandparents, participants in the Great Patriotic War, their front-line and labor exploits), it is necessary to instill in children such important concepts as “duty to the Motherland,” “love for the Fatherland,” “hatred of the enemy,” “feat of labor”, etc. It is important to bring the child to understand that we won because we love our Fatherland, the Motherland honors its heroes who gave their lives for the happiness of people. Their names are immortalized in the names of cities, streets, squares, and monuments have been erected in their honor.

A continuation of this work is to introduce children to other cities of Russia, to the capital of our Motherland, to the anthem, flag and emblem of the state.

However, it should be emphasized that the proposed system of moral and patriotic education can be modified depending on specific conditions.

It is wrong to believe that by cultivating love for family, we thereby instill love for the Motherland. Unfortunately, there are cases where devotion to one’s home coexists with indifference to the fate of the country, and sometimes even with betrayal. Therefore, it is important that children see the “civilian face” of their family as early as possible. (Do they know why their grandparents received medals? Do they know famous ancestors? etc.)

Showing through the small the big, the dependence between the activities of one person and the lives of all people - this is what is important for the education of moral and patriotic feelings.

Work organized in this way will contribute to the proper development of the microclimate in the family, as well as the cultivation of love for one’s country.

For example, when raising children’s love for their city, it is necessary to bring them to the understanding that their city is a part of the Motherland, since all places, large and small, have much in common:

Everywhere people work for everyone (teachers teach children; doctors treat the sick; workers make cars, etc.);

Traditions are observed everywhere: the Motherland remembers the heroes who protected it from enemies;

People of different nationalities live everywhere, work together and help each other;

people take care of and protect nature;

there are general professional and public holidays, etc.

To be a citizen, a patriot, is certainly to be an internationalist. Therefore, nurturing love for one’s Fatherland and pride in one’s country should be combined with the formation of a friendly attitude towards the culture of other peoples, towards each person individually, regardless of skin color and religion.

Of course, a humane attitude towards people of different nationalities is created in a child primarily under the influence of parents and teachers, i.e. adults who are near him. This is especially true these days, when confrontations over these issues arise among some of the adult population. Therefore, it is especially important in kindergarten to support and direct the child’s interest in people of other nationalities, to tell where a given people live geographically, about the uniqueness of nature and climatic conditions on which their life, the nature of their work, etc. depends.

By the end of the preschool period, the child should know: our country is inhabited by people of different nationalities; each people has its own language, customs and traditions, art and architecture; Every nation is talented and rich in craftsmen, musicians, artists, etc.

Thus, when solving the problems of moral and patriotic education, each teacher must build his work in accordance with local conditions and characteristics of children, taking into account the following principles:

“positive centrism” (selection of knowledge that is most relevant for a child of a given age);

continuity and succession of the pedagogical process;

a differentiated approach to each child, maximum consideration of his psychological characteristics, capabilities and interests;

a rational combination of different types of activities, an age-appropriate balance of intellectual, emotional and motor stress;

activity approach;

the developmental nature of learning based on children's activity.

Planning this work is most appropriate on the following topics: “My family”, “My street”, “My kindergarten”. Work on each topic should include classes, games, excursions, unregulated activities of children, and on some topics - holidays.

Thematic planning contributes to the effective and systematic acquisition by children of knowledge about their country, native land, and the area where they live. Moreover, the topics are repeated in each group. Only the content, volume of cognitive material and complexity, and therefore the duration of study, change. It is advisable to time certain topics to coincide with specific events and holidays, for example, familiarization with rights and responsibilities - in December (before Constitution Day), Heroes of the Russian Land - in February (before Defender of the Fatherland Day), etc., thereby ensuring connection with public events.

The main form of moral and patriotic education of children is thematic classes. It is important that they increase children's mental activity. This is helped by comparison techniques (work on the collective farm before and now, abacus and computers, etc.), questions, and individual assignments. It is necessary to teach children to independently analyze what they see, make generalizations and conclusions. You can suggest finding the answer in the illustrations, asking your parents, etc.

It should be emphasized that a preschool child is characterized by short-term interests, unstable attention, and fatigue. Therefore, repeated reference to the same topic only contributes to the development of children's attention and long-term preservation of interest in one topic. In addition, it is necessary to combine into one topic classes not only in the native language, but also in familiarization with nature, music, and artistic activities (for example, “My City,” “The Capital of Our Motherland is Moscow”).

Taking into account the age characteristics of children requires the widespread use of gaming techniques, which are important both for increasing the cognitive activity of children and for creating an emotional atmosphere of the lesson. For example, in the game “Souvenir Shop” the child is asked to determine: where, from what material a particular craft is made, what is it called (Khokhloma, haze, Gzhel). Children are of great interest in games of “trips and travels” (along the Volga, into the past of the city, etc.). Thus, each topic should be supported by various games, productive activities (making collages, crafts, albums, thematic drawing). The results of work on a topic that unites children’s knowledge can be presented during general holidays and family entertainment.

It should be emphasized that difficulties in familiarizing children with everyday life, traditions, and individual historical moments are caused by the fact that preschoolers are characterized by visual-figurative thinking. Therefore, it is necessary to use not only fiction, illustrations, jokes, etc., but also “living” visual objects and materials (national costumes, antique furniture, dishes, tools, etc.). “Everyday Everyday Life” is extremely effective for introducing children to fairy tales, folk crafts, and antique household items. For this, it is advisable to visit museums, as well as organize special rooms in kindergarten. It is here that the child has the opportunity to gain his first insight into the history of life in his native land. In addition, in such a “room” the possibilities of presenting information through play (through heroes of fairy tales, etc.) are expanded.

An equally important condition for the moral and patriotic education of children is a close relationship with their parents. Touching the history of your family evokes strong emotions in a child, makes you empathize, and attentively pay attention to the memory of the past, to your historical roots. Interaction with parents on this issue promotes respect for traditions and the preservation of vertical family ties. “In your family and under your leadership, a future citizen is growing. Everything that happens in the country must come to the children through your soul and your thought,” this commandment of A.S. Makarenko must be used when a teacher works with both children and their parents.

Currently, this work is relevant and especially difficult, requiring great tact and patience, since in young families the issues of instilling patriotism and citizenship are not considered important, and often only cause bewilderment.

Involving the family in the moral and patriotic education of children requires special tact, attention and sensitivity from the teacher to each child. In this regard, it may be necessary to involve someone in searching for documents about family members. The voluntary participation of everyone is a mandatory requirement and condition of this work.

It should be noted that nowadays people are interested in their genealogy, in the study of national, class, professional roots and their kind in different generations. Therefore, family study of their ancestry will help children begin to understand very important and deep postulates:

everyone's roots are in the history and traditions of the family, their people, the past of the region and the country;

family is the unit of society, the keeper of national traditions;

The happiness of the family is the happiness and well-being of the people, society, and state.

Family excursions around the district, city or village, visits with parents to individual enterprises and institutions of the district, etc. are of great importance. The results of such excursions can be expressed in a photo exhibition, a joint performance with the child, or a film made. It is equally interesting to conduct a “mini-research”. Moreover, the teacher, together with the parents, must choose and determine the topic of research, reasonably limiting its “territorial” and “time frame”, for example, research not into the history of the city in general, but into the history of the street (on which the kindergarten is located or the children live), or the past of the house and the fate of its inhabitants, the history of the sponsoring enterprise, etc.

It’s good when family club activities include folklore activities (painting clay toys, folk weaving, etc.), as well as local traditional holidays and rituals, Christmas balls, Russian Maslenitsa, birch trees, etc. Of course, all this introduces children to the history of the region and their people, and fosters love for the Motherland.

Round table. Game on moral and patriotic education.

A game of moral and patriotic education, which is aimed at developing teachers’ understanding of

the relevance of work on patriotic education, as well as expanding knowledge about one’s homeland.

Key words: patriotism, education of a citizen and patriot,

love for the Motherland, moral and patriotic education.

Goal: to improve the work of preschool educational institutions in the moral and patriotic education of preschoolers; - to form

ideas about the variety of areas of pedagogical

activities for moral and patriotic education;-

create conditions for professional self-improvement of round table participants;

to form among teachers an understanding of the relevance of the work

on patriotic education of the younger generation in modern society.

Progress of the pedagogical game:

Hello, dear colleagues, I am pleased to welcome you to

table “Raising children as patriots of their homeland.”

Raising a citizen and patriot who knows and loves his homeland is a task that cannot be successfully solved without a deep knowledge of the wealth of his people. Bring up something new

a generation with strong moral foundations is possible if the foundation of kindness, love, and mercy is laid from childhood in the process of mastering the values ​​of traditional Russian culture. Therefore, nowadays everywhere

There is a growing interest in the roots and customs of the Russian people, which have been forgotten for a long time. Introducing children to the past of their homeland is a means of forming patriotic feelings in them and developing spirituality.

Today, the problem of patriotic education of preschool children is increasingly discussed by teachers, psychologists, sociologists and is one of the most pressing problems. Today we will identify and expand our knowledge on moral and patriotic education.

Round table rules

1. Take an active part.

2. Be able to listen to others.

3. Develop a general solution to the issue.

4. Maintain a culture of speech and tact.

To begin with, I suggest dividing into teams.

Division into teams:

Everyone takes a card on which words are written and are divided into two teams, one team of cards with the word “Motherland”, and the other with the phrase “Small Motherland”

Ved: You split into 2 teams

I suggest to the teams

go to your desks.

1.Warm up.

a) What does the concept of “Patriotism” mean?

This is devotion and love for your homeland and your people

b) The goal of moral patriotic education of preschool children:

Education of spiritual and moral personality, worthy future

citizens of Russia, patriots of their Fatherland.

c) Formulate the tasks of civic-patriotic education of preschool children.

To cultivate love and affection for your family, home, kindergarten, city, country;

Develop a caring attitude towards nature and all living things;

Develop interest in Russian traditions and crafts;

Introduce adults to work, instill respect for work;

Develop basic knowledge about human rights;

Introduce children to the symbols of the city and state;

Expand children’s ideas about the cities of their homeland;

Develop a sense of responsibility and pride for the country’s achievements;

To cultivate tolerance and a sense of respect for other peoples and their traditions.

The results of the warm-up are summed up

2. I suggest the participating teams remember Russian proverbs

and sayings or words of famous people about the Motherland and patriotism.

For example:

Patriotism, no matter who it is, is proven not by word, but by deed.

(Belinsky V. G.)

He who does not love his country cannot love anything. (Byron.)

The best way to instill in children love for the fatherland is for their fathers to have this love. (Montesier)

Moscow, how much has merged in this sound for the Russian heart, how much has echoed in it! (Pushkin A.S.)

Only one fatherland contains what is dear to everyone. (Cicero)

The Russian land is great and the sun is everywhere.

Everywhere is good, but home is better.

Everyone has their own side.

Where someone is born, that’s where they will come in handy.

Where not to live - to serve the homeland.

The bird that is not happy with its nest is stupid.

Life is not a pity for the fatherland.

Don’t spare your strength or your life for your homeland.

If the people are united, they are invincible.

It’s good to sing songs beyond the mountains, but it’s better to live at home.

It’s light overseas, but it’s lighter here.

If the bush were not nice, the nightingale would not build a nest.

Each has its own sweet land.

The results of the second competition are being summed up.

Proverbs and sayings in turn

are called teams, whichever team named last won the first competition.

3.Name what types of activities for the moral and patriotic education of preschoolers can be carried out in educational areas in

in accordance with the new Federal State Educational Standard.

The results of the third competition are being summed up.

The types of activities are called by teams in turn; the team named last wins the third competition.

Now I offer a short excursion into the history of birth

The state Russian symbol is the coat of arms.

The coat of arms of Russia has its own centuries-old history of birth.

The double-headed eagle appears for the first time in Rus'

in the 13th century and became the coat of arms of Chernigov

principalities, and then in the 15th century in the Moscow and Tver principalities.

The coat of arms of Russia was modified under many kings. This happened under Ivan the Terrible,

Peter I, Paul I, Alexander I and Nicholas I. Each of these monarchs made some changes to the state emblem. The new symbol of Russia, created in 1917, cannot be called a coat of arms - rather, it is a state emblem. The eagle had straightened and pointed downwards

wings, was deprived of all attributes, had no color scheme.

In 1918, the Bolsheviks approved the Coat of Arms of the Soviet Union with the image of a hammer and sickle against the background of the globe, in the rays of the sun and framed by ears of corn, with the inscription on

in the languages ​​of the union republics: “Workers of all countries, unite!” At the top of the coat of arms is a five-pointed star. So, for some time the double-headed eagle “left” the state symbols.

Exercise:

Describe the coat of arms of Russia. (We don’t know exactly why the tsar chose a combination of white, blue and red colors. Perhaps he used the ancient coat of arms of the Moscow princes: white - St. George the Victorious, blue - the flowing cloak of the horseman, red - the background, the shield of the coat of arms.)

Questions:

How many crowns do eagles have on the coat of arms of Russia? (Three. They are yellow, and this is the color of the sun. For us, yellow has always symbolized goodness and justice)

What does the eagle hold in its right paw? (Scepter)

What does the eagle hold in its left paw? (Rod. These are symbols of power)

What else is depicted on the coat of arms? (St. George the Victorious. Our coat of arms symbolizes the victory of good over evil)

What is he holding in his hand? (Spear. From this spear the penny got its name)

What type of object do the coats of arms have? (shield)

Ved: And now a question for the most erudite.

Why did you need to paint the shields? (to distinguish the knights,

dressed the same).

What is depicted on the coat of arms of Novokhopersk?

What do they mean?

Ved: Let's check the correctness of your answers (I show

illustration of the Coat of Arms of Russia). Double-headed eagle

returned to the coat of arms of Russia only in 1993.

By decree of President B. Yeltsin, it was made based on the coat of arms of the Russian Empire.

The results of the fourth competition are being summed up.

5. In the next competition, teams will complete in 5 minutes. must write what children should know and be able to do

younger preschool age, and what about older ones.

Junior preschool age

Know: folk songs, nursery rhymes, fairy tales; recognize folk melodies; the name of your hometown; the name of our country and capital.

Be able to: play folk games; be friends with all children, regardless of nationality.

Senior preschool age

To know and understand: that, besides Russia, there are other countries; remember and name some of them; that all these countries and Russia are on earth - our planet; that many different people live on Earth, they are similar to each other, but also

very different from each other;

what is a country, similarities and differences between different countries;

songs, fairy tales, dances, games of one’s own country and some other countries;

know some scientists, composers, writers

(Russian and foreign), known throughout the world.

Establish and explain causal relationships and dependencies:

the presence of people with different skin colors; why it is important to learn different languages;

why it is useful to get acquainted with the customs and traditions of other peoples; why does a person love his homeland?

The results of the fifth competition are being summed up.

6.. “Let’s remember the history of our city.”

In what year was our hometown founded?

Name the memorable and historical places of our city.

Name the oldest buildings in our city.

Name the heroes of our city, past and present.

What was our city called before?

Summing up and determining the winners.

Here comes our pedagogical

game “Raising children as patriots of their homeland” towards the end.

Let's answer the question: “How to raise a child to be a patriot

Answers from teachers.

It fills the child's daily life

noble feelings that would color everything that a person knows and does.

You cannot give birth to a patriot, you can raise him.

Love for your native land, native culture, native speech begins small - with love for your family, for your home, for your kindergarten. Gradually expanding, this love turns into love for the Motherland, its history, past and

to the present, to all humanity.

1. Aleshina N.V. Patriotic education of preschool children.

M.: Publishing house TsGL, 2008.

2. Vetokhina A.Ya. Moral and patriotic education of preschool children. St. Petersburg: Detsvo-press, 2009

3. Dalinina G.N. Preschooler

about the history and culture of Russia. - M.: ARKTI, 2005.

4. Zhukovskaya R.I. Native land.-M.: Iris-Press, 2005

5. Zelenova N.G., Osipova L.E. We live in Russia.-M., 2008

6. Komarova T.S. Folk art in raising children. M., 2005

WISE THOUGHTS OF GREAT PEOPLE

A man is first and foremost a son of his country, a citizen of his

Fatherland, who warmly take his interests to heart.

V.G. Belinsky.

The greatest feats of virtue were performed out of love for the Fatherland.

JJ Rousseau.

Be a son of your homeland, deeply feel your connection with your native soil, treat it filially, return a hundredfold what you received from it.

K.D. Ushinsky.

Without a feeling of your country - special, very dear and sweet in every detail -

there is no real human character. This feeling is selfless and fills us

great interest in everything.

K.G. Paustovsky.

“Patriotic education is aimed at the formation and development of an individual who has the qualities of a citizen - a patriot of the Motherland and the ability to

successfully fulfill civic duties in peacetime” - this is how we write

Sano in the state program “Patriotic Education of Citizens”

Russian Federation".

Patriotic feelings are formed in the process of human life and existence,

located within a specific sociocultural environment. People since

births instinctively, naturally and imperceptibly get used to the environment

their environment, nature, culture of their country, to the life of their people. Therefore ba -

the basis for the formation of patriotism are deep feelings of love and affection -

concern for their culture and their people, for their land, perceived

as a natural and habitual human habitat. This is the pat-

riotic education in the broad sense of the word.

Naturally developing feelings of attachment to paternal values

become the subject of comprehension in the process of purposeful patriotism

technical education, where on their basis beliefs and readiness are formed

act accordingly. This is patriotic education

system of targeted influence.

Patriotism in modern conditions is, on the one hand, devotion to one’s Fatherland, and on the other, the preservation of the cultural identity of everyone

people that are part of Russia.

The love of a small child - a preschooler for the Motherland begins with attitude -

to the closest people: father, mother, grandfather, grandmother, out of love for one’s

his house, the street on which he lives, kindergarten, hometown, village.

Methods and techniques of patriotic education are varied, but they are obligatory

must take into account the psychological characteristics of the preschooler (emo -

rational perception of the environment, imagery and concreteness of thinking,

depth and aggravation of the first feelings, the absence of a full “sense of ex-

theory", understanding of social phenomena, etc.)

Adults (teachers and parents) must take into account that cultivating love for the Motherland, hometown (as the beginning of patriotism and the first feelings of citizenship) means connecting educational work with the environment

social reality, life and those closest and available

objects that surround the child.

The most interesting and effective forms of working with children are walking

ki, excursions, observations, explanations that encourage children to perform various activities

activity (game, verbal, productive, etc.) Excellent opportunities

in the education of patriotism, it represents the child’s acquaintance with the traditions, customs, everyday life and applied arts, folklore of Russia.

When communicating with children, do not forget about great Russian literature and poetry

A.S. Pushkin, A.A. Fet, F.I. Tyutchev, A.A. Blok, S.A. Yesenin and others. Let the ear -

From an early age, my son is accustomed to the harmony of the Russian word, and his heart is overflowing.

has a sense of grace, let him enjoy musicality and poetry

tew Russian speech.

Our country has long been famous for its defenders who guard the borders

people of their native land. Many glorious commanders have glorified Russia since ancient times

up to our times. By introducing preschoolers to the defenders of the Fatherland, we

We give them a feeling of pride and love for the Motherland.

Preschoolers can form an emotional attitude towards their native

country. Children need to develop respect for state symbols -

face (Anthem, Flag, Coat of Arms of Russia), a sense of pride in the successes of Russians, inte –

res to the life of different peoples, their history, culture.

To awaken patriotic feelings in preschoolers, parents advise

I will introduce you to the sights of my native Voronezh, visit museums,

exhibitions, monuments; talk about the work of adults and, of course, about your work -

those. An older preschooler should know what benefits work brings to society

his parents, what successes they have at work.

A 5-7 year old child needs to be shown the sights of his native land.

associated with the Great Patriotic War, with the era of Peter the Great, with space

catfish Tell your children about the exploits of the heroes who defended Voronezh, show

places named after them.

Try to make such excursions a family tradition.

Taking into account children's interests and curiosity, adults should guide -

to engage in the process of becoming familiar with the phenomena of social life. They expanded -

determine the child’s sphere of interests, thinking in advance what knowledge to give him, with

from photographs and illustrations of Moscow, Voronezh, known throughout the country

people (heroes, astronauts, writers, scientists, composers, artists);

Is he familiar with the sights of his native land?

To be a patriot of your country means to take its interests to heart.

sy, worries, sorrows and joys; feel responsible for everything that happens in it. Remember that the attitude towards the Motherland, its history, culture, languages ​​-

Ku is transmitted from parents to children.

“Russia... like a word from a song,

Birch young foliage,

There are forests, fields and rivers all around,

Expanse, Russian soul.

I love you, my Russia!

For the clear light of your eyes!

I love and deeply understand the pensive sadness of the steppes!

I love everything that is called in one broad word “Rus'.” S. Vasiliev.

PROJECT "SPACE"

Project type:
- educational
- research
- gaming
Duration: short-term
Project participants: teacher, children, parents.
Target: the formation in children of senior preschool age of ideas about outer space, the solar system and its planets, and human space exploration.

1. Continue to expand children’s understanding of the diversity of space. Tell children about interesting facts and events of space.
2. Introduce the first cosmonaut Yu.A. Gagarin.
3. Develop creative imagination, fantasy, and the ability to improvise; to cultivate mutual assistance, a friendly attitude towards each other, pride in the people of this profession, in their homeland;
4. Involve parents in joint activities.

Relevance of the project:

“Humanity will not remain forever on earth, but, in pursuit of light and space, will first timidly penetrate beyond the atmosphere, and then conquer the entire circumsolar space.”
K. Tsiolkovsky
Several decades ago, few of yesterday's boys did not want to become an astronaut. This dream is not at all relevant for modern children. Meanwhile, space pirates, star wars and other alien creatures are the heroes of their favorite cartoons. Fictional characters misinform preschoolers by telling them about non-existent planets, and often evoke negative emotions in them and contribute to the development of fears. Therefore, it is important to competently organize work to develop children’s ideas about space.

Project implementation stages

1. Identifying children’s initial knowledge about space.
2. Information from parents about upcoming activities.
3. Selection of literature about space, presentations, photographs, posters.

1. Spending a space week in a group.
2. Work with parents on a given topic.
3. Organization of role-playing, didactic and outdoor games, individual and group work.

1. Organizing an exhibition of works about space (joint work of children and parents)
2. Collective panel “Space Travel”
3. Reading competition “Poems about space”

Preliminary work:

1.Prepare presentations about space, the solar system, astronauts.
2. Select a photo collection on the theme “Space”.
3. Pick up fairy tales, poems, riddles about space, rockets, stars, music.
4. Prepare coloring pages according to age.
Contents of the project.

Conversations using presentations.

1. Conversation “What is space.”
Goal: to give children an idea of ​​the planets of the solar system, the sun, stars, the first flight into space, to find out children’s knowledge on this issue.
2. Conversation “Blue Planet - Earth”.
Goal: to explain to children what a telescope and outer space are, to show how beautiful our Earth is from space.
3. Conversation “The Moon is a satellite of the Earth.”
Goal: to find out children’s ideas about the Moon, the month, to expand knowledge about the lunar surface and atmosphere.
4. Conversation “Family of Planets.”
Goal: expand children's understanding of the planets of the solar system
5. Conversation “The Sun is the source of life on Earth.”
Purpose: to clarify children’s knowledge about the sun, its shape; explain what it consists of.

1. Cognition
Topic: I want to be an astronaut.
Purpose: to introduce the biography of the first cosmonaut Yu. A. Gagarin; expand your understanding of modern professions; talk about the work of Russian cosmonauts in space these days.
2. Communication
Topic: Nagibin Yu.M. Stories about Gagarin. To school
Purpose: to introduce the biography of Yu. Gagarin. learn to comprehend the content of what you read; cultivate a sense of pride in the first space explorers; lead to an understanding of such moral and volitional qualities as kindness, perseverance, fearlessness, and hard work.
3. Design
Topic: “Cosmonauts near the rocket.”
Purpose: to study the name of the components of the rocket; independently construct a rocket and astronaut figures from natural materials, follow the rules of safe work with piercing and cutting objects.
4. Drawing
Topic: Space fantasy. Color scratching technique.
Goal: expand children's horizons and knowledge about space; develop color perception; maintain interest in visual arts; continue to learn how to draw using the non-traditional technique of colored scratch paper;
5. Application
Topic: “Flight to the Moon.”
Goal: learn to convey the shape of a rocket using the technique of symmetrical cutting out of paper, cut out figures of people in spacesuits from paper folded in half; consolidate the ability to complement the picture with objects that are suitable in meaning; develop a sense of composition and imagination.
6. Modeling
Topic: “Cosmonaut in a spacesuit.”
Purpose: to teach children to sculpt an astronaut using a toy as a model; convey the shape of the parts of the toy: oval (torso), round (head), cylindrical (legs); convey the proportional relationship between parts and parts; learn to combine sculpted parts into one whole, tightly connect them by smearing one part to another.

Outdoor games: (see appendix 1)

- “Fast rockets are waiting for us” - “Space relay race” - “Rocket launch site”
- “Weightlessness” - “Sun and Rain” - “The Sun is a Champion.”

Role-playing games:

"Cosmonauts"
Goal: to expand the theme of story games, to introduce the work of astronauts in space, to cultivate courage, endurance, and to expand the vocabulary of children: “outer space”, “cosmodrome”, “flight”, “outer space”.
"A space flight"
The botanical garden needs new rare plants. The director of the botanical garden offers to fly for them to one of the planets of the solar system.
"Hospital for Cosmonauts"
Goal: to develop the ability of children to divide into subgroups in accordance with the plot and, at the end of a given game action, to unite again into a single team. Display knowledge about the surrounding life in the game, show the social significance of medicine; cultivate respect for the work of medical workers, establish rules of behavior in public places.
"Space trip".
Goal: to promote the development of the ability to expand the plot based on the knowledge acquired in the classroom and in everyday life, to enrich the experience of children with knowledge and gaming skills that will allow them to independently organize the game in the future. Formation of skills to combine various thematic plots into a single game plot.

Didactic games: (see Appendix No. 2)

- “Restore order to the solar system”
- “Find the odd one out”
- “Pick up a constellation.”
- “Find the missing rocket”
- “Add a word”
- “Where the rockets fly”

Reading fiction:

Goal: to introduce children to literature about space; foster cognitive activity.
- Y. K. Golovanov “The Road to the Cosmodrome”,
- V. Kashchenko “Constellation of Dragons”,
- P. O. Klushantsev “What the telescope told us”
- O. A. Skorolupova “Conquest of Space”,
- N. Nosov “Dunno on the Moon”
- poems about space.
- riddles about space.

Individual and group work:

Development of fine motor skills (coloring pictures about space).
- collecting puzzles (theme “Space Puzzles”)
- laying out pictures from counting sticks
- drawing on the croup.
- individual work on speech development game “Say the other way around”

1. Design of the collective panel “Space Travel” (using photographs of children).
2. Exhibition of works about space (joint work of children with parents).
3. Reading competition “Poems about space”

Annex 1

Outdoor games:

“Fast rockets are waiting for us”

Rocket hoops are laid out around the hall. There are several fewer of them than there are players. Children hold hands and walk in a circle saying:
- Fast rockets are waiting for us
For flight to planets.
Whatever we want
Let's fly to this one!
But there is one secret in the game:
There is no room for latecomers!
After the last words, the children scatter and take places in the “rockets” (if there are many children, then two or three people can sit in one rocket) and take different space poses. Those who did not get a place in the rocket choose the most interesting and beautiful poses of the astronauts. Then everyone stands in a circle again and the game starts all over again.

"Cosmonauts"

The game is played under the accompaniment of a musical director.
Goal: development of imitation of the movements and speech of an adult - repetition of the sound “U”.
- We launch the rocket “U-U-U!”: Hands above your head in the shape of a cone,
- Started the engines “R-rr-r”: moving in a circle one after another
- They buzzed: “Oooh!”: Hands spread to the sides.
- We flew to the gas station: we sat down - hands forward, refueled - hands dropped.
The game is repeated several times at the request of the children.

"Rocket launch site"

Children lay out the hoops in a circle, run freely around the hoops and say the words:
Fast rockets are waiting for us
For flights on planets.
Whatever we want
Let's fly to this one!
But there is one secret in the game -
There is no room for latecomers!
The teacher removes several hoops. The game is repeated until only one hoop remains.

"Weightlessness"

Children sit freely in the hall, make a “swallow” and stand as long as possible. Children standing on their second leg sit down. The child who stands on one leg the longest wins.

"Sun and Rain"

Goal: to teach children to walk and run in all directions, without bumping into each other, to teach them to act on a signal.
Children sit on benches. The teacher says: “Sunny”, the children walk and run all over the playground. After the words “Rain. Hurry home! children to their places.

"The sun is a champion."

The selected child leader recites a “cosmic” rhyme, during which the children become one of the planets:

There lived an astrologer on the moon.
He kept records of the planets:
One - Mercury,
Two - Venus,
Three - Earth,
Four - Mars
Five - Jupiter,
Six - Saturn,
Seven - Uranus,
Eighth - Neptune.

Children put on hats with the image of the planet they were given according to the counting rhyme, begin to move to the music, and, following a sound signal, line up in the required sequence relative to the sun, which is depicted by one of the preschoolers.

Appendix 2

Didactic games:

"Restore order to the solar system"

Goal: To consolidate children's knowledge about the order of the planets in the solar system, remembering the names of the planets. We lay out models of planets on the carpet, and the presenter reads poems about the planet that needs to be found. Whoever recognizes it takes it and places it in orbit behind the Sun. All planets must take their place in the system. Finally, name each planet.

In order, all the planets can be named by any of us: One Mercury, Two... Venus,
Three... Earth, Four... Mars. Five... Jupiter, Six... Saturn, Seven... Uranus, Next... Neptune.
He is the eighth in a row. And behind it, then, is the ninth planet called Pluto.

"Find the odd one out"

There are 5 pictures on the card. 4 pictures from the same group, the fifth is extra. You need to find the extra picture and explain your choice.

"Pick a constellation."

Connect the constellation with the desired picture with lines.

"Add a word"

Our main rule is
Carry out any (order).
Do you want to become an astronaut?
Must know a lot, a lot.
Any space route
Open to those who love (work).
Only friendly starship
Can take with you (on a flight).
Bored, gloomy and angry
We will not take it into (orbit).
The clear firmament is beautiful
There are many fables about him.
They won't let you lie to me,
It's like animals live there.
There is a beast of prey in Russia,
Look - he's in heaven now!
Glows on a clear night -
Big Dipper).
And the bear is with her child,
A kind, nice little bear.
It glows next to mom
Ursa Minor).
Planet with a crimson tint.
In military paint, boastful.
Like pink satin
The planet is shining... (Mars).
To equip the eye
And be friends with the stars,
To see the Milky Way
We need a powerful... (telescope).
A bird can't reach the moon
Fly and land on the moon,
But he can do it
Do it fast... (rocket).
The rocket has a driver
Zero gravity lover.
In English, astronaut,
And in Russian... (cosmonaut).

"Find the missing rocket"

"Where the Rockets Fly"

Count how many rockets are flying to the right, how many to the left, up and down.

Work plan for self-education on the topic “Natural environment. Environmental education" (middle group)

Relevance

“Everything good in people comes from childhood!

How to awaken the origins of goodness?

Touch nature for everyone

with my heart

Be surprised, find out, love!

We want the earth to bloom

And the little ones grew like flowers,

So that ecology becomes for them,

Not science, but part of the soul! »

The natural world is rich and diverse. But intensive human economic activity constantly makes changes to it, disturbing the ecological balance of the environment. That is why it is so important to study it and take care of its protection. In order for everyone to realize the significance of this national cause, it is necessary to instill in a person from childhood a love for the nature of his native land.

Of all the diversity of the natural world, plants and domestic animals are the most accessible to children for direct observation.

Preschoolers look at the world around them with great interest, but they don’t see everything, sometimes they don’t even notice the main thing. It is very important to be surprised with them, to encourage them not only to look, but also to see; the kids will want to know even more.

Fascinating observations on walks, first independent experiments, and developmental activities will help young children understand and comprehend the elementary connections of living and inanimate nature in an accessible form. They create conditions for the formation of moral and aesthetic qualities of the future citizen, a defender not only of himself, his fatherland, but also of all the most beautiful things that NATURE has created.

Long-term work plan

Month Study of material Development and selection of materials

September Observations in nature in the autumn. Development of observations to familiarize yourself with the phenomena of inanimate nature (September – October – November).

October Arranging a natural corner in the middle group of a kindergarten. Didactic games:

"What changed";

“Guess the houseplant from the description.”

November Children's activities in a corner of nature. Development of observations and feasible assignments in a corner of nature.

December Observations in nature in winter. Development of observations to familiarize yourself with the phenomena of inanimate nature (December – January – February).

January Introducing younger preschoolers to domestic animals and their babies. Didactic games:

“Help the mother find the baby”;

“Guess the animal by description”;

Selection of illustrations.

February Formation in children of elementary ideas about the plants of their native land. Didactic games:

"What changed";

“Guess the plant from the description”;

Selection of illustrations.

March Observations in nature in the spring. Development of observations to familiarize yourself with the phenomena of inanimate nature (March - April - May).

April Introducing children to insects. Didactic game

“Determine which plants insects fly to”;

A selection of illustrations of butterflies, beetles and other insects.

May Ecological and health activities during a walk. Development of scenarios according to the seasons.

June Observations in nature in summer. Development of observations to familiarize yourself with the phenomena of inanimate nature (June - July - August).

Used Books

7. Markovskaya M. M. Corner of nature in kindergarten. A manual for kindergarten teachers. – M.: Education, 1984. – 160 p.

Self-education plan “Ecological education of preschool children through familiarization with the nature of their native land.”

Educator: Polikarpova Elena Nikolaevna

“Everything good in people comes from childhood!

How to awaken the origins of goodness?

Touch nature for everyone

Be surprised, find out, love!

We want the earth to bloom

And the little ones grew like flowers,

So that ecology becomes for them,

Not science, but part of the soul! »

Wildlife is an interesting, complex and amazing world. Nature is the source of first knowledge and joyful experiences that are often remembered for a lifetime. Green meadows and forests, bright flowers, butterflies, beetles, birds, animals, moving clouds, bright sun, falling snow - all this attracts children, makes them happy, and provides rich food for their development. But, unfortunately, our children are deprived of the riches and treasures of nature. Everywhere man put his hand. The problem of all humanity is to save nature. To prevent nature from being completely destroyed, the task of an adult is to instill in children a sense of beauty towards the natural world around them.

The relevance of my topic lies in not only introducing children to the animal world of their native land. With their habitat, characteristic signs of appearance, but also to bring to the conclusion that nature and its inhabitants are a living part of the world that needs to be protected, loved, empathized and rejoiced at.

Defined tasks:

Enrich children's understanding of the value of nature and the rules of behavior in it;

Expand children's horizons by getting to know the nature of their native land;

To develop in children the emotional and sensory sphere and the desire to help nature.

I drew up a long-term plan for “Environmental education of children through familiarization with the nature of their native land” and outlined a plan for working with parents.

In the future, supplement the didactic material with games, scientific and fiction literature; expand the nature center with new flowering indoor plants; create a mini-laboratory for educational and research activities.

Used Books

1. Bogdnets T.I. Ecology for the little ones. A book for parents and children aged 4-5 years. – M.: Bustard, 2008. – 16 p.

2. Educational system “Little Russians” / Under the general editorship of T. I. Overchuk. - M.: “Mosaika-Sintez”, 2007. – 52 p.

3. Dryazgunova V. A. Didactic games for introducing preschoolers to plants. A manual for kindergarten teachers. – M.: Education, 1981. – 80 p.

4. Zverev A. T. Ecological games. A manual for kindergarten teachers. – M.: House of Pedagogy, 1998. – 56 p.

5. Ivanova A.I. Living ecology. Environmental education program for preschoolers. 2nd ed. – M.: TC Sfera, 2009. – 80 p.

6. Karpukhina N. A. Lesson notes in the second junior group of kindergarten. Introducing preschoolers to the world around them. Practical guide for educators and methodologists of preschool educational institutions. – Voronezh: IP Lakotsenko S. S., 2008. – 202 p.

7. Markovskaya M. M. Corner of nature in kindergarten. A manual for kindergarten teachers. – M.: Enlightenment, 1

Working with children on the topic

“Environmental education of children through familiarization with the nature of their native land”

September:Monitoring on the topic

October:Conversations on the topics “What surrounds us? ", "Amazing forest", "Wild animals of Siberia".

Experimenting with wind.

D/i “Whose trace? ", "Whose tail? "

Artistic creativity: drawing “Golden Autumn”, “Rowan Branch”; modeling “Animals of Siberia”; crafts made from natural materials on the theme “Autumn Forest”.

Reading lit: S. Yesenin “Birch”, A. Blok “Bunny”,

I. Bunin “Falling Leaves”, stories and riddles about animals.

November:Conversations on the topics “Birds of the native land”, “Crossbill”, “Forest Doctor”

Writing descriptive stories about birds; looking at illustrations about birds. Bird watching on a walk.

D/i “Bird Lotto”, “Whose beak? ", "Make a bird", "Wintering and migratory".

Feeding birds on a walk.

Artistic creativity: drawing “Birds of our village”, “Bird invented by me”;.

P/i “Kite”, “Owl”, “Flies or does not fly”.

Reading: S. Alekseev “Native Nature” (crossbill, I. Sokolov-Mikitov “Spring in the Forest”, V. Bianchi “Whose nose is better?”, M. Zverev “Forest Doctors”.

December:Conversations on the topic “How do animals winter in the forest? ", "Bird life in winter", "What is a reserve? ", "Red Book".

Experimenting with water.

D/i “Who lives where? ", "Birds, animals, fish", "Who came to the feeders? ", "Describe, we will guess."

Artistic creativity: drawing “Forest dwellers in winter”; applique "Titmouse".

Making and decorating bird feeders.

Listening to the music of P. I. Tchaikovsky “The Seasons”, A. Grechaninov “Cold, Cold”.

Examination of animals and birds listed in the Red Book

Reading: G. Skrebitsky “Four Artists”, D. Mamin-Sibiryak “Gray Neck”, E. Blaginina “Flying away, flying away”,

Z. Aleksandrovna "Bird's dining room."

Observations of living and inanimate nature.

Excursion to the lake.

January:Conversations on the topics “Baikal is our native home”, “Reservoirs of our native land”.

Writing stories about fish.

Looking at illustrations about Lake Baikal and Baikal fish.

Experimenting with water.

Di. “Guess who’s in the lake”, “Describe what kind of fish? "

Artistic creativity: drawing “Goldfish”, “Nature of Baikal in winter”.

Reading: legends “Bogatyr Baikal”, “Omul Barrel” “Angarsk Dream”; telling riddles about fish.

Watching the film "Baikal Nature Reserve".

February:Conversations on the topics “Who are fish? ", "Is the seal a fish or a beast? ", "How to lead in nature? "

Looking at photographs from the sealarium in Irkutsk

Learning riddles about fish.

Competition "Cheerful Chippolino"

Experimenting with wind.

D/i “Collect fish”, “Food chains”.

Artistic creativity: “Animals of our forest” - molded from plasticine; applique "Sea Kingdom".

Reading about the nature of our native land, animals of Siberia.

March:Conversations on the topics “Coniferous trees - Siberia”, “Where do plants like to live? ", "The Journey of Plants".

Examination of paintings and illustrations about the trees of Siberia, plants listed in the Red Book.

Excursion to the forest.

D/i “Whose bump? ", "Whose leaves? ", "Find a tree by its seeds."

“Vegetable garden in the window” - plant seeds of ornamental plants for landscaping the area in the summer.

Experimenting with sand.

Artistic creativity: drawing “Spring collage”, applique

“There was a birch tree in the field.”

Compiling and solving crossword puzzles about plants.

Reading: V. Bianchi “Stories about Nature”, N. N. Pavlov “Riddles of Flowers”.

April:Conversations on the topics “Ledum”, “Why do we need to protect nature? ", "Green Pharmacy".

Earth Day Entertainment.

Making crossword puzzles about plants.

Observations of living and inanimate objects.

D/i “I was born a gardener”, “Tell me what flower? "

Artistic creativity: drawing “Bear Family”, applique “Lilac”.

Reading fiction about plants, flowers, trees.

May: Monitoring

Working with parents

combined kindergarten No. 34 “Rainbow”

Elabuga municipal district

Self-education plan

Subject: « Environmental education of preschool children through acquaintance with the nature of the native land"

Khismatullina F.A.

Elabuga

Relevance of the topic. Since environmental problems have come to the fore in recent years, it is necessary to deepen children’s knowledge in this area. Introducing children to environmental culture must begin from childhood, since at this age it is easiest to introduce children to nature, teach them to love and protect nature. Children learn to observe changes occurring in nature and draw conclusions.

Target: developing a positive attitude towards nature, educating environmentalists, providing environmental knowledge, teaching children to be merciful, to love and take care of nature (land, water, air, flora, fauna), in a businesslike manner, which means to carefully manage its wealth.

Tasks:

Enrich children's understanding of the value of nature and the rules of behavior in it;

Expand children's horizons by getting to know the nature of their native land;

To develop in children the emotional and sensory sphere and the desire to help nature.

I drew up a long-term plan for “Environmental education of children through familiarization with the nature of their native land” and outlined a plan for working with parents.

In the future, supplement the didactic material with games, scientific and fiction literature; expand the nature center with new flowering indoor plants; create a mini-laboratory for educational and research activities.

Long-term plan