Patriotic education of children of senior preschool age. Moral and patriotic education of children of senior preschool age
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 an attitude to the family, to the closest people - to 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 baby sees in front of him, what he is amazed at and what causes 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 the personality of a patriot.
Each nation has its own fairy tales, and all of them 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 do not think that anyone was 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 educating love for the motherland.
Thus, the work of oral folk art not only forms love for the traditions of their people, but also contributes to the development of the individual in the spirit of patriotism.
The immediate environment is of considerable importance for educating children's interest and love for their native land. Gradually, the child gets acquainted with the kindergarten, his street, city, and then with the country, its capital and symbols.
Patriotic education in kindergarten is a complex socio-psychological activity associated with the transfer of life experience from generation to generation, with the purposeful preparation of a person for creative work for the good of the Motherland, to protect its interests. The essence of patriotic education in a preschool institution is to sow and nurture in the child's soul the seeds of love for the native nature, for the native home and family, for the history and culture of the country created by the labors of relatives and friends, those who are called compatriots. Unfortunately, the methodological literature covers only certain aspects of the patriotic education of children in specific activities, and there is no coherent system that reflects the fullness of this issue. Apparently, this is natural, since the feeling of patriotism is multifaceted in content. This is love for one’s native places, and pride in one’s people, and a sense of one’s inseparability with the outside world, and a desire to preserve and increase the wealth of one’s country.
To be a citizen, a patriot is by all means to be an internationalist. Therefore, the upbringing of love for one’s Fatherland, pride in one’s country should be combined with the formation of a benevolent attitude towards the culture of other peoples, towards each person individually, regardless of skin color and religion.
Of course, humane treatment of people different nationalities is created in the child primarily under the influence of parents and teachers, i.e. adults who are near him. This is especially true today, when confrontations arise over these problems among some part 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 this people lives territorially, about the uniqueness of nature and climatic conditions on which their way of life, the nature of work, etc. depend.
By the end preschool period the child should know: our country is inhabited by people of different nationalities; each nation 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 pedagogical process;
A differentiated approach to each child, maximum consideration of his psychological characteristics, capabilities and interests;
A rational combination of different types of activity, an age-appropriate balance of intellectual, emotional and motor loads;
Activity approach;
Developing nature of learning based on children's activity.
In order to successfully convey all the information to children, the main pedagogical tasks for the formation of patriotic feelings in children were identified:
To teach children to show compassion, attentiveness to relatives and friends, friends and peers, to those who care about them;
To acquaint the fighting traditions of our people during the Great Patriotic War, to cultivate respect for the defenders on the basis of vivid impressions, specific historical facts accessible to children and causing them emotional experiences;
Enrich children's knowledge about science and space;
To give knowledge to children about the Russian army, to cultivate the desire to be brave, strong;
To sow and nurture in a child's soul the seeds of love and affection for his family, home, kindergarten, the baby must understand that having his own home is a great blessing, all good things begin with the home and mother - the keeper of the hearth;
Create an emotionally prosperous atmosphere at home and in kindergarten, where relationships between people (adults and children) are built on the basis of goodwill and mutual respect, where the child will feel welcome and protected;
Encourage children to do community meaningful assignments, to good deeds for the family, home, kindergarten;
To form spiritual relations to the native city, to acquaint with the history of the city, with its sights;
To bring up love, pride in the Motherland, to acquaint with the symbols of the state, with the history of Moscow;
On the basis of expanding knowledge, to cultivate respect for working people - grain growers, bakers. - generalize and systematize knowledge about bread, the process of its cultivation and production;
The upbringing of a citizen and patriot of one's country, the creation in a group of a subject-developing environment conducive to this upbringing.
Speaking about the specifics of introducing children of senior school age to patriotic issues, it should be noted that the book occupies an important place in this process. In the older group, children are taught to understand the motives of the actions of the heroes of literary works, form a conscious attitude towards them, pay attention to the language of a fairy tale, story, author's techniques and turns, consolidate the skills of accurate use of a book. Children receive elementary ideas about how books are created, what great value they have for understanding the world.
Patriotic education of children of senior preschool age through familiarization with the traditions of celebration in preschool educational institutions.
In modern society, the upbringing of patriotic feelings in preschool children is aimed at the comprehensive harmonious development of the personality, which includes the upbringing of love for loved ones, for kindergarten, for their native city and native country. It is the preschool age that is a sensitive period in the spiritual and moral education of the younger generation, when the child is introduced to universal values.
At present, due to the ongoing crisis in many areas of public life, the problem of civic and patriotic education of preschool children is becoming one of the most urgent.
Children living in the city do not always have an idea about the traditions and customs of their ancestors, and parents cannot tell them in an accessible form about the national characteristics of their people.
GEF DO aims preschool education at the formation of primary ideas about the small motherland and Fatherland, ideas about the socio-cultural values of our people, about domestic traditions and holidays.
local history activities- active practical activities aimed at disseminating knowledge about the history of their small homeland. The term “local history” is “homeland studies”, which means “to study, to know the native land where a person was born and raised”. Education in local history implies not only teaching and disseminating knowledge about the past and present of one's region, its features and sights, but also the development of the need for effective care for its future, for the preservation of its cultural and natural heritage.
The first feelings of citizenship and patriotism, how accessible are they to preschool children? Based on the experience of working in this direction, we can give an affirmative answer: preschoolers, especially older ones, have access to a feeling of love for their native city, native nature, and their homeland. And this is the beginning of patriotism, which is born in the process of purposeful education. It is very important to introduce children to the culture of your people, since turning to your fatherly heritage brings up respect for those places and the land on which you live, from the ability to see beauty native nature the feeling of the motherland begins.
Ancient wisdom reminds us: "A man who does not know his past knows nothing." Without knowing your roots, the traditions of your people, you cannot bring up a full-fledged person who loves his parents, his home, his country, and treats other peoples with respect.
Patriotism cannot be taught, it must be educated from early childhood. Patriotism in preschool children requires initial knowledge about the history of our Motherland, original Russian culture, and the history of our native land. It is impossible to overestimate the role of music in the moral and patriotic education of preschool children. Brightly throw out your emotions, express your loving attitude towards that corner of the Motherland in which he lives. The atmosphere of holidays and entertainment helps the child. (Birthday of Mari El, Defenders of the Fatherland Day, May 9).
In addition, the formation of such qualities as collectivism, love for one's home, respect for nature, is constantly carried out on music lessons. Children learn to empathize, practice good deeds without noticing it themselves.
Since music is able to influence the feelings, moods of the child, insofar as it is capable of transforming his moral and spiritual world.
Large potential opportunities moral and patriotic impact lies in folk music. Folk musical works unobtrusively, often in a fun, playful way, introduce children to the customs and way of life of the people. Work, respect for nature, love of life, sense of humor.
next step work in this direction was the use of music in familiarizing children with the image of a small homeland. For a preschool child, the Motherland is a mother, close relatives, people around him. This is the house where he lives, the yard where he plays, this is a kindergarten with his teachers and friends. The moral upbringing of a preschool child is, first of all, the upbringing of love and respect for the mother. There is a tradition in our kindergarten to celebrate the birthday of Mari El. This is a very bright, emotional holiday. Selection of a song repertoire where children sing in both Russian and Mari languages: Chastushki of the Ural Mari, "Memnan Olana", "Native Land", "Mari El". Elegant, bright costumes of meadow and mountain mari. Children perform with such joy and pride, like big stars. On this holiday we hold a poetry contest about our native land. Children enjoy reading poems in Russian and Mari languages.
Of particular importance in the framework of moral and patriotic education is the theme "Defenders of the Fatherland". This theme is very popular with children. Songs of this theme are easily remembered by children. Especially popular with them are “Let's protect our country”, music. N.T. Shahin. "We will serve in the Army." Muses Yu. Slonov and "Our Army is strong", music. A. Filippenko, "Today fireworks" music. M. Protasova. They were written at the pace of the march, their content is in tune with the desire of the guys to be strong and courageous as defenders of our Motherland.
Speaking about the defenders of our Motherland, one cannot ignore the theme of the Great Victory. In this topic, we reveal to children the greatness of the feat of the Soviet soldier, introducing them to the songs of those times and about those times. The musical impressions of preschoolers are based on the knowledge gained in the classes on getting to know the environment, on the impressions from excursions to the monuments to fallen soldiers.
So, joint solution of the problems of moral and patriotic education by teachers and music directors of our kindergarten, gave tangible results: music has firmly entered the life of children, has taken a significant place in their lives.
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Kokueva Ludmila Vasilievna Education of patriotism in children of senior preschool age: dissertation ... Candidate of Pedagogical Sciences: 13.00.01, 13.00.07. - Yaroslavl, 2002. - 228 p.: ill. RSL OD, 61 03-13/722-7
Introduction
CHAPTER I Education of patriotism of children of senior preschool age as pedagogical problem 13
1. Analysis of the essence of the concepts of "patriotism", "patriotic education" 13
2. Features of patriotic education of children of senior preschool age 27
3. The study of the formation of patriotism in children of senior preschool age 46
Chapter 61 Conclusions
CHAPTER II. Pedagogical means and conditions for the education of patriotism in children of senior preschool age 64
2. Methods and forms of education of patriotism in children of senior preschool age 83
3. Stages of joint activity of children and adults 104
4. Pedagogical conditions of patriotic education of older preschoolers 119
5. Stages and content of experimental work 129
6. The results of experimental activities for the education of patriotism in children of senior preschool age 153
Conclusion 170
Bibliography 175
Applications 196
Introduction to work
The relevance of research. At present, a new social type of personality is entering the historical arena. Russian society needs business people, self-confident, independent, with a bright personality. At the same time, there is a "deficit of morality" in society: both in individuals and in relationships between people. One of the characteristic manifestations of spiritual emptiness and low culture was the loss of patriotism as one of the spiritual values of our people. In recent years, there has been an alienation of the younger generation from the national culture, the socio-historical experience of their people.
Significant changes that have taken place in the country in recent years and new problems related to the upbringing of children have led to a rethinking of the essence of patriotic education, its place and role in public life. Solving the problem of instilling patriotism required a new ideology in educational and upbringing activities. The idea of educating patriotism and citizenship acquired national significance, as a result of which the State Program "Patriotic Education of Citizens of the Russian Federation for 2001-2005" was developed.
Extremely important in this regard is the generally accepted opinion that the process of education should begin at preschool age. During this period, the formation of cultural and value orientations of 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, the process of national and cultural self-identification, awareness of oneself in the world around begins. This segment of a person's life is the most favorable for the emotional and psychological impact on the child, since the images of perception of reality, cultural space
very bright and strong and therefore they remain in memory for a long time, and sometimes for life, which is very important in the education of patriotism. At the same time, it should be noted that an integral scientific concept of the formation of a citizen, a patriot of Russia in modern conditions has not yet been created. Practitioners in connection with this raise many questions, including: what is included in the content of patriotic education today, by what means should it be carried out.
This problem has not yet been adequately reflected in modern psychological and pedagogical research. Most authors point to the importance and significance of the patriotic education of preschool children, but do not offer complete system work in this direction. A characteristic feature of research related to the education of patriotism in preschool children is the appeal to certain aspects of the problem. So, in the works of T.N. Doronova quite clearly traces the idea of patriotic education, but the concept of "education of patriotism" is not used; in the study by S.N. Nikolaeva patriotic education is considered in line with environmental education; T.S. Komarova, T.A. Rotanova, V.I. Loginova, T.N. Babaeva, N.A. Notkina, O.L. Knyazeva, M.D. Makhaneva, E.V. Pchelintsev; L.E. Nikonova, E.I. Korneeva and others focus on introducing children to the cultural heritage of the people. Researchers S.A. Kozlova and T.A. Kulikov suggest that one of the solutions to the problem of educating patriotism in preschool children is their knowledge of the Motherland-Russia.
The upbringing of patriotism in preschool children is possible in close contact with the family, but modern family is going through a difficult stage of evolution, largely losing the old traditions, not having time to form new forms of family life. The crisis in the spiritual sphere of the family is deepening, which is expressed in the weakening of attention to spiritual values.
Literature analysis and pedagogical experience made it possible to identify the following contradictions:
between the idea declared by the state of the need to educate patriotism, focused on all social strata and age groups citizens of Russia, and insufficient development of scientific, theoretical and methodological foundations patriotic education in modern conditions;
between the acutely realized need to revive the spiritual connection with the native people and the loss of respect for their culture among a significant part of the population (especially young people), which complicates the work of instilling patriotic feelings in children;
between the understanding that the education of patriotism successfully takes place in the process of introducing children to the cultural heritage, and the loss of interest and respect for one's own culture;
between the desire to cultivate tolerance and manifestations of arrogance, humiliation of a foreign culture;
between the need to start the education of patriotism from preschool age and the low level of preparedness of preschool workers and parents for patriotic education.
The revealed contradictions determined problem our research: what are the pedagogical means and conditions for the education of patriotism in children of older preschool age.
Object of study was the process of education of patriotism of children of senior preschool age.
Subject of study are the content, forms, methods, conditions for the education of patriotism in children of older preschool age.
Purpose of the study consists in the following: to develop, substantiate and experimentally test a model of patriotic education of children of senior preschool age, as well as to identify the pedagogical conditions for patriotism education in older preschoolers.
Research hypothesis. We assume that the process of educating patriotism in children of senior preschool age will be effective if:
the dominant of its content is the moral component;
it is built taking into account the principles of prioritizing the regional cultural heritage, expanding ties with the surrounding society, relying on the emotional and sensory sphere of the child;
it represents step by step process joint activities of adults and children, providing a holistic impact on the child, while creating a heuristic environment in kindergarten and in the family.
The objectives of the study are:
Describe the features of the education of patriotism in preschoolers.
Determine the goals, objectives, content, forms and methods of patriotic education of children of senior preschool age.
To develop criteria and indicators of the formation of patriotism in children of senior preschool age.
To identify the pedagogical conditions for the patriotic education of children of senior preschool age.
Theoretical and methodological basis studies are:
philosophical ideas of humanism B.C. Biblera, B.C. Batishchev and modern concepts of humanization of education Sh.A. Amonashvili, A.G. Asmolova, M.S. Kagan, B.T. Likhachev and others;
activity approach concepts A.N. Leontiev, developmental learning L.S. Vygotsky, S.L. Rubinstein, A.B. Zaporozhets and others;
ideas of nationality in education G.N, Volkova, T.S. Komarova, A.S. Makarenko, V.A. Sukhomlinsky, K.D. Ushinsky, and others;
modern concepts of education and socialization of the individual B.G. Ananyeva, Z.N. Boguslavskaya, V.I. Zhuravleva, I.Ya. Lerner, B.T. Likhachev, V.I. Loginova, M.I. Makhmutova, A.V. Mudrik, V.G.
n Nechaeva, V.A. Petrovsky, M.I. Rozhkova, N.M. Skatkina, V.A.
Slastenina, I.F. Kharlamova, N.E. Shchurkova and others;
- theories of socio-psychological and pedagogical interaction
L.V. Bayborodova, V.N. Belkina, N.F. Vinogradova, M.Z. Ilchikov,
M.S. Kagan, T.A. Kulikova, A.A. Leontieva, T.A. Markova, L.I.
Novikova, N.F. Radionova, B.A. Smirnova, E.V. Subbotsky and others;
- theories of education and development of preschoolers M.I. Bogomolova, R.S.
^ Bure, L.A. Wenger, N.F. Vinogradova, V.V. Davydova, R.I. Zhukovsky,
S.A. Kozlova, N.A. Korotkova, T.A. Kulikova, T.A. Markova, N.Ya. Mikhailenko, L.F. Ostrovskoy, N.I. Poddyakova, E.K. Suslova, E.A. Flerina, S.G. Jacobson and others.
To solve the tasks set, the following were used: theoretical research methods- analysis of psychological and pedagogical literature, analysis and synthesis of empirical data, analysis of contradictions in modern education and upbringing, modeling, analogy and generalization; empirical research methods- study and generalization of experience in the patriotic education of preschool children, the creation of educational situations, observation, survey methods. An important place was given to experimental work.
Base of experimental research became preschool-
educational institutions (DOE) No. 2, 27, 36, 82, 211, 225.236,
I Yaroslavl, No. 105, Rybinsk, No. 18,19 Uglich, No. 7 Poshekhonsky
і municipal district (MO), No. 4 of Lyubimskiy MO, "Kid"
I Danilovsky MO, "Ship" Gavrilov-Yamsky MO Yaroslavl region.
The study was carried out in several stages.
і At the first stage (1993-1995) selection and analysis were carried out
і scientific and methodical literature on the problem, study and generalization
practical experience, definition of a hypothesis and methodological base
, research, a conceptual apparatus was developed,
і pilot study of the level of formation of patriotism in children
"preschool age, the ideas of teachers of experimental preschool educational institutions about
patriotism and determined the priority tasks of patriotic education.
At the second stage (1995-2000) was organized experimentally
experimental work, during which the model and
patriotism education program for preschool children,
і testing of individual elements of the program was carried out and it was created
"-* methodological support.
At the third stage (2000-2002) the theoretical and practical results of the study were summarized, the processing and analysis of the data obtained in the course of experimental work were carried out.
Reliability of the study results provided with a comprehensive analysis of the problem in determining the initial theoretical and methodological positions, a set of empirical and theoretical methods that are adequate to the goals and objectives of the study, systematic data processing and comparison of the results of experimental and experimental work for many years, the diversity of the research base, mass character, duration of the study, wide approbation his results.
Scientific novelty of the research consists of the following:
the features of education of patriotism of children of preschool age are revealed;
a model of education of patriotism has been developed, including the goal, objectives, specific principles, content, methods, forms, stages of joint activities of teachers and children on the formation of patriotism;
the pedagogical conditions for the education of patriotism in preschool children are determined.
Theoretical significance of the study:
Considered and correlated various interpretations concepts
"patriotism" and "education of patriotism";
indicators and criteria for the formation of patriotism in children of senior preschool age were determined;
the specificity of patriotic education in the conditions of kindergarten is shown.
The practical significance of the study lies in the fact that a comprehensive program for the upbringing and development of preschool children "I and my Motherland" has been developed; methodological manuals for the program were prepared: “Education of preschool children on the cultural traditions of their people”, “Education ecological culture in a preschool child”, “Education of love for a small Motherland”, “Good attitude towards nature” (a textbook collection for the program “Me and my Motherland”); a set of methods has been compiled to determine the formation of patriotism in preschool children. The developed materials can be used both in the process of preparing future preschool educators and educators and practitioners.
The personal contribution of the author consists in the independent development of a model for raising patriotism in children of senior preschool age, the regional program "I and my Motherland" and methodological manuals for it, testing them in the conditions of preschool educational institutions, interpreting and generalizing the results obtained.
The following provisions are put forward.
1. The patriotism of a preschooler is characterized by the desire of the child to actively interact with the world around him that is close and understandable to him, the manifestation of curiosity, empathy at the activity level. The essence of the education of patriotism is to "start" the child's "internal mechanism", to form responsiveness, figuratively thinking imagination, ingenuity, resourcefulness, while using the necessary means of influencing the emotional and sensory sphere. Education of patriotism in a child of senior preschool age successfully
is carried out in the process of learning about his home, nature, cultural heritage of his native land and emotional interaction with others.
2. The education of patriotism permeates all areas of activity
child, while the emphasis is on fostering love for the home,
nature, culture of the small Motherland and a sense of belonging, attachment to
him. Patriotic education is a step-by-step purposeful process
joint activity of children and adults, which recognizes the subjective
the position of the child, stimulation of his activity is carried out at the stages:
formation of a motive for action; goal setting; search for meaning
ongoing changes; living new ideas in a productive
activities; mastering and applying new ideas in different forms
activities; free activities of children; reflection and analysis, introspection
activity product.
The specific principles of patriotism education among preschoolers are: the principle of expanding the child's connections with the outside world; the principle of priority of the regional cultural heritage, the principle of reliance on the emotional and sensory sphere of the child.
3. The pedagogical conditions for the education of patriotism are:
heuristic subject environment in kindergarten and family, close
cooperation between kindergarten teachers and family members,
readiness of teachers and parents to solve the problems of education
patriotism of children.
Testing and implementation of research results were carried out in 13 preschool educational institutions of the Yaroslavl region. The results of the study were presented in speeches at conferences of scientists and practitioners of preschool and general education: regional scientific and practical conferences in Yaroslavl (1997, 1998, 2000, 2001, 2002), interregional scientific and practical conference (Yaroslavl, 2000); All-Russian Scientific and Practical Conference (Moscow, 1997); were discussed at the Academic Council of the Development Institute
education of the Yaroslavl region (IRO), at meetings of the department for preschool education of the IRO.
The structure of the dissertation is determined by the logic of the research and includes an introduction, two chapters, a conclusion, a list of references and applications. The dissertation includes diagrams, tables.
In the introduction the relevance of the topic of the dissertation research is substantiated, the analysis of the level of theoretical development of the problem is carried out, the goal, objectives, subject and object of research are formulated, its methodological basis, the scientific novelty, theoretical and practical significance of the study is presented.
In the first chapter- "Education of patriotism in children of senior preschool age" - the education of patriotism of children of preschool age is revealed as a pedagogical problem, the existing scientific approaches to the problem of education of patriotism are considered, the basic concepts are introduced, the features of education of patriotism in older preschoolers are characterized, the main criteria, indicators of the phenomenon under study, its specificity in the conditions of a preschool educational institution.
In the second chapter- “Pedagogical means and conditions for raising patriotism in children of senior preschool age” - a model for raising patriotism in children of senior preschool age is revealed, including the goal, objectives, principles, content, methods, forms, stages of joint activities of teachers and children in the formation of patriotism, the pedagogical conditions for the formation patriotism; an experimental verification of the model of patriotism education for children of senior preschool age is shown.
In custody the conclusions of the study are given, the main directions of further work are determined.
AT applications the texts of questionnaires for a survey of parents and teachers, the results of statistical processing of materials, some
reviews of parents, pedagogical and other employees of experimental kindergartens, heads of education departments, teachers primary schools on the results of experimental activities, training programs for the preparation of teachers for the patriotic education of children.
Analysis of the essence of the concepts of "patriotism", "patriotic education"
The concepts of "patriotism" and "patriotic education", due to their significance, attracted the attention of scientists from various fields of knowledge: philosophy, psychology, pedagogy, history, etc.
It is known that in different historical epochs the essence of this concept "patriotism" was defined differently: the priorities and aspects of its understanding changed.
Patriotism arises historically under the influence of the socio-economic conditions of people's lives and, in connection with changes in these conditions, changes its content. Interest in it in ancient Greece was largely due to the originality of the ancient social structure. The ancient city (polis) was a collective of full-fledged citizens - landowners who elected city authorities. The policy ensured the exploitation of slaves, regulated trade, stimulated the development of crafts and arts, and organized various spectacles. All these operations were carried out at the expense of the inhabitants of the city, which presupposed appropriate attitudes in the public consciousness and education. Heroes of the Greek epic - Hercules, performing labors and exploits for the sake of people; Hector, protecting his hometown from enemies; Achilles, for whom the glory and memory of his descendants is more important than peace and safe life; wanderer Odysseus, overcoming all obstacles on his way to his native Ithaca. These are individuals who assert themselves and their right to respect in society by their deeds. Such an ideal of self-affirmation in the struggle for values recognized by society ensured the active participation of citizens in life. hometown, willingness to sacrifice a lot for the sake of his interests and well - being .
In the future, the problem of patriotism and patriotic education was considered by thinkers of the Renaissance, which was associated with the characteristic of this era, the appeal to ancient samples. Interest in the problems of patriotic education was also caused by the struggle of the cities of northern Italy for independence, which contributed to the awakening of the civic consciousness of the individual and developed a sense of patriotism.
However, since the end of the 15th century, the political situation in Western Europe has changed: absolute monarchical power has been established almost everywhere, suppressing the personality of a person, depriving him of political freedoms and the opportunity to exercise civic activity and, most importantly, requiring, above all, personal devotion to the monarch. As a result, the moral ideals of the Renaissance lost their relevance.
In Western Europe, national patriotism made itself especially powerful on a semi-religious basis in the 15th century during the Hundred Years' War (1337-1453) in France. The spokesman for this idea was Jeanne d Arc, who defined the feeling that gripped her as "great pity ... sorrow for dear France" and identified it with the "voice of God."
For the first time, the concepts of "patriot" and "patriotism" began to be used during the Great French Revolution of 1789-1793. Patriots then called themselves fighters for a great cause, defenders of the republic, as opposed to traitors and traitors to the motherland - the royalists.
In the 19th century, bourgeois ideology claimed that patriotic feelings were generated by the voice of blood and race.
Among foreign thinkers of the 18th-19th centuries, D. Locke, K.A. Helvetius, D. Diderot.
It should be noted that the problem of patriotic education, which has become the subject of our study, is far from new for Russian pedagogical thought. Even Vladimir Monomakh in his "Instruction to Children" spoke about the need to preserve, protect and protect the native land, saving it for children and grandchildren. In the conditions of a stubborn struggle against foreign invaders, the Russian people attached great importance to educating the younger generation in the spirit of ardent love for the Motherland. Stories about the military exploits of the Russian people, captured in the "Zadonshchina", "The Tale of the Mamaev Battle", epics, songs and other monuments of that time, brought up deep patriotic feelings in young people. However, starting to analyze the literature on this issue in order to determine the essence of patriotic education, we are forced to note that the problem of the semantic content and boundaries of this concept arises. The meaning of the word "patriotism" is defined by most dictionaries as "love for the motherland, fatherland, and "patriot" (from the Greek patris - countryman) - as "a person who shares patriotic feelings, ideas." However, given the historical and temporal specificity and its influence on the meaning of individual words in the language, we must state that in many works of teachers and public figures, especially the 18th century, when the formation and development of Russian pedagogical thought, the words "patriot" and "citizen ' served as synonyms. The meaning of the word "citizen" was not just different, it was rather the opposite modern understanding. A citizen is not a law-abiding inhabitant, but an active, progressive person fighting for justice and the good of the people, nation, country. It is enough to recall the ban on the use of this word in the Russian press after the French Revolution to feel the pathos and meaning of this word in the works of the 18th century.
Already M.V. Lomonosov in his works "A Brief Guide to Eloquence", "Rhetoric" formulated the task of educating conscious citizens, public figures capable of defending the interests of the state. Problems of patriotic education following M.V. Lomonosov concerned N.I. Novikov, A.N. Radishchev, N.M. Karamzin.
The study of the formation of patriotism in children of senior preschool age
The next criterion for the education of patriotism is cognitive. Its indicator is the curiosity and ideas of older preschool children about the world around them. Inquisitive - prone to acquiring new knowledge. Children are inquisitive researchers of the world around them, this feature is inherent in them by nature. THEM. Sechenov wrote about an innate and "extremely precious property of the neuropsychic organization of a preschool child" - an unconscious desire to understand the surrounding life. This property of I.P. Pavlov called the “what is it?” reflex, under the influence of which the child discovers the qualities of objects, establishes new connections between them. Children's curiosity is an important feature of a child's personality, which characterizes his active cognitive attitude to reality. Curiosity stimulates the knowledge of objects and the phenomenon of the surrounding world. In our study, the child discovers new ideas about his home, nature, cultural heritage of his native land. For many years, there was an unjustified passion for early knowledge of the content of the social world, social phenomena that are far from being understood by the child, which led to the loss of the formation of a sense of home.
Knowledge of cultural heritage is an important tool that forms the worldview of a child in his own home. The beauty of native nature, the peculiarities of the life of the Russian people, his all-round talent, hard work, optimism appear before children vividly and directly in the works of folk masters.
We assign a special role to nature in the education of patriotism, since it constantly surrounds the child, enters his life very early, is accessible and understandable to him. He feels strong, significant with representatives of wildlife, as he can do something for them: help, save life. The child begins to understand that he is a creator, he has responsibility, self-esteem rises. Preschool children are inquisitive researchers, and nature provides them with a great opportunity to see the beauty of the changing world, which gives a lot of vivid impressions, causes joyful experiences, and hence love.
Preschool children are inquisitive researchers, and nature provides them with a great opportunity to see the beauty of the changing world, which gives a lot of vivid impressions, causes joyful experiences, and hence love. A preschool child easily identifies himself with representatives of the animal world, without hesitation, presents them with complete equivalence (In the diagnostic drawing “My Family”, a cat and a dog are a full and significant member of it).
In the course of an experimental study, we identified the following processes of the formation of curiosity: imitation of an adult in the manifestation of curiosity, manifestation in joint activities with an adult of interest in learning new things and independent knowledge of the child of objects and phenomena of the surrounding reality
In accordance with this, we distinguish three levels of development of a child of senior preschool age according to the cognitive criterion.
Low level - does not show curiosity. Intermediate level - on the initiative of an adult, with a desire to explore the object, looking for answers to the questions posed.
High level - he himself shows interest in learning about the world around him, asks questions, turns to different cultural sources, experiments.
One of the main criteria for the formation of patriotism is practical, expressed in the fact that the child lives his attitude towards others in good deeds and actions, receives joy from communicating with them, while feeling his contribution, his significance and involvement in their lives, thereby realizing his need for self-actualization. So, a disinterested manifestation of sympathy in activity, an act is considered as a fundamental psychological shift in moral, patriotic education.
The development of a child's effective-practical attitude towards others goes through three stages - by imitating an adult, at the initiative of an adult, and at his own request.
In accordance with this, we distinguish three levels of manifestation of the child's emotionally effective attitude towards others in the game, creative and productive activity. Low level - by imitating an adult in joint activities with him. Intermediate level - prompted by an adult in joint activities with him and independently. High level - independently, on their own initiative in free activities. As control diagnostic tasks to determine the formation of a sense of empathy, curiosity, ideas about the home, cultural heritage, the nature of the small Motherland, manifestations of an emotionally effective attitude towards others, we used the following methods: - questionnaire (for educators and parents); - problematic, educational situations; - problematic issues; - analysis of products of activity (children's drawings); survey (parents, teachers, primary school teachers, employees of museums, libraries, education departments); - conversation (materials of conversations with children). The following problem situations were used. Situation 1. The teacher creates situations for children to experience joy for another. For example, he announces: “Tomorrow our Sasha Ivanov (or the teacher, the“ common ”grandmother, grandfather, etc.) has a birthday.” The teacher then asks questions. For example, who and how wants to congratulate them? Or: “Who and how wants to rejoice with Sasha in his joy?”
Methods and forms of education of patriotism in children of senior preschool age
There is a variety of methods and forms of education. The method of education is a way of realizing the goal of education. Scientists are primarily concerned with the classification of these concepts.
Traditionally, methods of education are considered as ways of influencing the essential spheres of a person in order to develop in them the qualities set by the goals of education.
Such an approach to methods does not correspond to our understanding of the educational process, which is based on the subject-subject approach. Under the method of education, we mean the ways of interconnected activities of educators and pupils, in the process of which changes occur in the level of development of the qualities of the child's personality.
To understand the variety of methods helps their ordering, classification.
In our domestic pedagogy, P.F. At the end of the 19th century, Kapterev drew attention to the fact that the teaching method can be considered not only from the outside, but also from the inside: “Knowledge transmitted differently will have a completely different effect on students. It is possible to convey knowledge in such a way that it will either not be assimilated by the students at all, or it will be assimilated very poorly, and, except for a dulling effect, will not have any other effect on their mind; but it can also be conveyed that knowledge is well assimilated and has a beneficial effect on the development of students.
The idea of P.F. Kapterev about the need to reflect the nature of the cognitive mental activity of the child in the teaching method led to the allocation of reproductive-illustrative and problem-research methods. Further work in this direction led to the classification of teaching methods depending on the method of logical and mental activity of students. On this basis, M.N. Skatkin and I.Ya. Lerner singled out methods of problem presentation, partially search (heuristic), research, explanatory and illustrative methods.
This classification of teaching methods according to the method of logical and mental activity of students: the ultimate goal of the joint activity of adults and children; the nature of the adult's activity; way of cognitive activity of children.
Yu.K. Babansky noted that teaching methods are at the same time methods of education. Based on this, he proposed to divide teaching methods into the following groups: methods of organization and self-organization in educational and cognitive activity; methods of stimulation and motivation of cognitive activity, teaching; methods of control and self-control.
Further development of the theory of teaching methods led to the development of a provision on uniform methods of the pedagogical process. The classification of general methods is as follows: methods for the formation of consciousness in a holistic pedagogical process - conversation, discussion, story, work with a book, example; methods of organizing activities and forming the experience of behavior - educational situations, observations, exercises, training, pedagogical requirement, problem-search methods; methods of stimulation and motivation of activity and behavior - encouragement, punishment; methods of monitoring the effectiveness of the pedagogical process - diagnostics, survey, introspection and others.
The idea of unified methods of the pedagogical process is only beginning to be developed in domestic pedagogy.
V.G. Nechaeva identifies two groups of moral education for preschoolers: the organization of practical experience in social behavior (method of learning, showing action, an example of adults and other children, a method of organizing activities); the formation of moral ideas, judgments, assessments among preschoolers (conversations, reading works of art, examining and discussing paintings, illustrations), and the author refers to the first and second groups the method of persuasion, a positive example, encouragement and punishment.
IN AND. Loginova proposed a classification of methods for activating the mechanisms of moral education: methods for the formation of moral behavior (training, exercises, management of activities); methods of forming moral consciousness (beliefs in the form of clarification, suggestion, conversation); methods of stimulating feelings and relationships (example, encouragement, punishment).
M.I. Rozhkov proposes a classification of binary methods of education-self-education: “persuasion and self-persuasion (intellectual sphere), stimulation and motivation (motivational sphere), suggestion and self-hypnosis (emotional sphere), demand and exercise (volitional sphere), correction and self-correction (self-regulation sphere), educational situations and social trials (subject-practical sphere), the method of dilemmas and reflection (existential sphere)”. “All methods have a cumulative effect on all essential spheres of a person. However, each method of education and the method of self-education corresponding to it differ from one another in that on which essential sphere of a person they have a dominant effect. For us, these methods are important, since any action of the teacher causes the child's own activity.
In our study, these and general methods of education were used, such as: Problematic, ensuring the activity of the child. Educational situations. They mean the formation of relationships that force the child to a certain act, action. Exercises. Their effectiveness lies in the systematic use of this method and the approval of ongoing deeds and actions. Teaching, persuasion, which are carried out in the form of a conversation, explanation. Methods for stimulating activity motivation - encouragement, gratitude, trust, praise, emotional impact. With their help, the child gains confidence in own forces and opportunities. The methods that form consciousness in a holistic pedagogical process are a conversation with elements of discussion, during which the child learns to listen and hear another, argue his point of view, etc., an example of adults and children, a story, work with a book and other cultural sources. Methods for monitoring the effectiveness of the pedagogical process. There are two levels of feedback: external - the teacher receiving information about the products of the child's activity; internal - the child receiving information about the results of his own activities (reflection). In the second case, the child himself, having received information, comprehends and evaluates his progress. Thus, the cognitive process becomes not imposed from the outside, but turns into a process that is purposeful for the child himself. Control is associated with the evaluation of performance. In our model, it is expressed in evaluative positive judgments - in approval (Helped another - and you also felt good). Control methods are: observation of children's activities, conversation, productive creative activity, diagnostics. The main requirement for the use of all these methods in the educational process is goodwill, providing a positive emotional environment in children's team.
Pedagogical conditions of patriotic education of older preschoolers
"Courtyard". On this layout, children play out ideas about the life of pets at different times of the year. Playing on both layouts, children live out their relationship with animals, taking care of them, helping them prepare for new seasonal conditions.
"Corner of Art". It contains seasonal collective works "Autumn", "Winter", "Spring", "Summer".
During independent activities, children draw their ideas about the changes in living and inanimate nature in each season of the year in collective work.
AT group room corners are equipped for children to live ideas about the culture of their people and their attitude towards it.
Teachers organize pre-holiday gatherings, meetings with great-great-grandmothers, great-great-grandfathers, evenings of fairy tales and folk music, etc. in the "Russian Room".
"Museum of Painting", or picture gallery. In this room (parts of the room), teachers, together with the children, place paintings, the best reproductions, illustrations, and exhibitions of children's works are also arranged.
"Corner of Home Economics". In it, children find natural household items for making pastries, salads, sandwiches from natural products for themselves, guests-parents and other adults.
Corner "My house". Here, teachers with children put the albums “My Family”, “My Kindergarten”, “My City (My Village, Village)”, drawing pages: “The holiday of my ancestors and mine”; "My Pedigree", etc.
Privacy corner. In it, the child can sit on soft sofa, a rug with a book, a toy, a board game, with the help of a sconce, you can change the light background; used and sound design.
The corner of the birthday boy, in which the attributes are located: a birthday outfit, a beautiful tea set, etc. On the wall is a stand, for example, "The Sun" with twelve rays, on each ray there is a month, a photograph of a child born in this month, etc.
"Parent's Corner" It serves to inform parents about a new lexical topic, its content, tasks of adults, opportunities for family members to participate in the pedagogical process, etc. Issued parent corner according to the season and lexical theme.
The upbringing of patriotism depends on how the relationship between educators and parents develops. One of the conditions effective education child is the close cooperation of kindergarten teachers with family members, which is the first and often the only environment where the child is formed as a person. The main components that have an educational impact on the child are the system of values and social attitudes of the family, the style of relationships between family members, family traditions, the level of psychological and pedagogical culture of parents.
It should be recognized that the modern family is characterized by a low level of psychological and pedagogical literacy, a lack of understanding of the role family education in preschool childhood. Some parents do not have an orientation towards the upbringing of moral feelings, the development of the preschooler's emotions. The kindergarten is designed to help the family in matters of education, therefore, emphasis should be placed on the principle of continuity and succession of raising a child in the family and in kindergarten in order to form the mutual responsibility of teachers and parents for raising a child.
The main tasks of interaction between the kindergarten and the family are: establishing trustworthy business contacts between the kindergarten and the families of pupils; providing parents with a minimum of psychological and pedagogical information, teaching them how to establish communication with the child; ensuring regular interaction between children, educators and parents; involvement of family members in the pedagogical process; creation of an objective developing environment in kindergarten and family.
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
SEI HPE "ORENBURG STATE PEDAGOGICAL UNIVERSITY"
INSTITUTE FOR PROFESSIONAL TRAINING AND PROFESSIONAL
RETRAINING OF EDUCATIONAL WORKERS
FINAL CERTIFICATION WORK
ON FIRST CATEGORY
THEME: DEVELOPMENT OF PATRIOTISM OF THE OLDER CHILDREN
PRESCHOOL AGE
COMPLETED:
Educators of MDOU "D / S No. 2"
G. Buguruslan
SUPERVISOR:
PhD, Associate Professor of the Department of Pedagogy
And psychology IPK and PPRO OGPU
Orenbug, 2010
Introduction………………………………………………………………………… 3-7
ChapterI. Theoretical basis studying the problem of the development of patriotism of children of senior preschool age in the preschool system …8-21
1.1 Modern approaches to the basics of patriotic education………8-15
1.2 Features of the development of patriotism of children of the older group in the preschool system………………………………………………………………………….16-21
ChapterII. Experimental and search work on the development of patriotism of children of the older group in the preschool educational institution …………………………………………..22-39
2.1 Diagnostics of the study of the level of development of patriotism of children of the older group……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
2.2 Experience in the development of patriotism of children of the senior group in the system of preschool educational institutions………………………………………………………………….…27-39
Conclusion……………………………………………………………….. ……41
References………………………………………………………..…42-43
Application…………………………………………………………………………44
Introduction.
Love for the native land, dear
culture, native speech begins
from a small and to his family, and his
home, to your kindergarten.
Gradually expanding, this
love turns into love
native country, to its history,
past and present, everything
humanity.
At present, a new social type of personality is entering the historical arena. Russian society needs business people, self-confident, independent, with a bright personality. At the same time, there is a "deficit of morality" in society in individuals and in relationships between people. One of the characteristic manifestations of spiritual emptiness and low culture was a sharp drop in the role and importance of patriotism as one of the values of our people. In recent years, there has been an alienation of the younger generation from national culture, from socio-historical experience. Solving the problem of instilling patriotism requires a new ideology in educational and upbringing activities.
Extremely important in the aspect of the problem under study is the generally accepted opinion that the process of education must begin at preschool age. During this period, the formation of the spiritual and moral basis of the child, emotions, feelings, thinking, mechanisms of social adaptation in society begins, the process of self-awareness in the world around begins. This segment of a person's life is the most favorable for the emotional and psychological impact on the child, since his images of perception are very bright and strong and therefore they remain in memory for a long time, and sometimes for life, which is very important in the education of patriotism. The task of educators and parents is to awaken love for their native land in a growing person as early as possible, from the first steps to form character traits in children that will help him become a person and a citizen of society; to cultivate love and respect for one's home, kindergarten, native street, city; a sense of pride in the achievements of the country, love and respect for the army, pride in the courage of soldiers; to develop interest in the phenomena of social life accessible to the child.
Being a patriot means feeling like an integral part of the Fatherland.
Patriotism is a very complex and lofty human feeling, it is so multifaceted in its content that it is indefinable in a few words. This feeling is formed gradually, from childhood.
But the problem is that children, starting from preschool age, suffer from a lack of knowledge about their hometown, country, state symbols, and features of Russian traditions. Experience shows that the most effective results in the development of patriotism can be achieved only if parents and teachers work together. At present, this work is especially difficult and requires great tact and patience, since in young families the issues of educating patriotism and citizenship are not considered important and often cause only bewilderment. However, we must remember that when With proper upbringing at preschool age, a holistic perception of the world around us, visual-figurative thinking, creative imagination, a direct emotional attitude towards people around us, sympathy for their needs and experiences are intensively developed. And if such qualities are not properly formed in preschoolers, then later it will be very difficult, and sometimes impossible, to make up for the deficiency that has arisen.
The urgency of the problem, its significance forced us to consider the issue on the solution of which depends the future of every person living in Russia, and the whole country as a whole - the issue of patriotic education.
All of the above determined the choice of the topic of our study: "The development of patriotism in children of senior preschool age in the preschool system."
Purpose of the study:
To develop a system of classes for the development of patriotism in children of senior preschool age.
Object of study:
Patriotic education of children of senior preschool age in the preschool system.
Subject of study:
Moral education of children of senior preschool age by means of patriotic education.
Research objectives:
1. To study the development of patriotism in children of senior preschool age in the preschool system.
2. To conduct and study the diagnostics of the levels of development of patriotism in children of senior preschool age.
3. Develop a long-term plan for the development of patriotism in children of senior preschool age.
4. Experimentally to test the effectiveness of the system of classes for the development of patriotism in children of senior preschool age.
Research stages:
1. Theoretical foundations for studying the problem of the development of patriotism in children of senior preschool age in the preschool system.
2. Experimental and search work on the development of patriotism in children of senior preschool age.
3. Development of a long-term plan and the creation of an effective system of classes for the development of patriotism in children of senior preschool age.
Research base:
Municipal educational institution of the municipality "G. Buguruslan "" D / s of the combined type No. 2 ".
Preschool age, as the age of the formation of the foundations of personality, has its own potential for the formation of external social feelings, which include the feeling of patriotism. To find Right way education multifaceted feeling love for the Motherland, one should first imagine on the basis of what feelings this love can be formed, or without what emotional and cognitive basis it cannot appear. If patriotism is considered as attachment, devotion, responsibility towards one's Motherland, then a child at preschool age must be taught to be attached to something, someone, to be responsible in any of his, albeit small, deeds. Before a person empathizes with the troubles and problems of the Motherland, he must generally acquire the experience of empathy as a human feeling. Admiration for the vastness of the country, its beauty and wealth arises if a child is taught to see the beauty around him. Before a person can work for the good of the Motherland, he must be able to conscientiously and responsibly perform any business that he undertakes. Sometimes patriotic education is the moral, aesthetic, labor, mental education of a small person. In the process of such a versatile education, the first shoots of civic-patriotic feelings are born.
The formation of a person as a citizen should begin with his small homeland - his native city. It is impossible to grow a true patriot without knowing history. Love for the big must be instilled from the small: love for the native city, the region, and finally, for the great Motherland.
Thus, having laid the foundation since childhood, we can hope that we have brought up a true patriot who loves his Motherland. It is quite obvious that if both teachers and parents are proud of their Motherland, instill love for the Fatherland from early childhood, honor the traditions and customs of their people, then children will grow up as worthy citizens of society, feeling themselves an integral part of the Fatherland.
Chapter 1. Theoretical foundations for studying the problem of the development of patriotism in older preschool children in the preschool system
1.1 .Modern approaches to the basics of patriotic education.
One of the most important tasks of modern society is the civil and patriotic education of the younger generation. We have already said that work in this direction must begin as early as preschool childhood, which is the most important period in the formation of the human personality, when the moral foundations of the future citizen are laid.
The upbringing of a citizen is a multifaceted process that covers the solution of a whole range of tasks: educating a child's love and affection for the family, home, kindergarten, home street and city, forming in him a sense of a master-man, caring for his native nature and everything alive, a person who is proud of the achievements of his country, loves work and respects working people, respects the traditions of his people, and shows interest in public life.
The formation of moral values is the most important indicator a valuable person, truly independent and responsible, capable of creating his own idea of his future life path. Civil-patriotic education today is one of the most important links in the system of educational work. Of course, work on patriotic education should begin with the creation of a warm, cozy atmosphere for children. Every day a child in kindergarten should be filled with joy, smiles, good friends, and fun games. After all, the formation of attitudes towards the country and the state where a person lives begins from childhood.
The Concept of Patriotic Education of Citizens of the Russian Federation dated 01.01.2001 emphasizes that "patriotic education" should be planned, systemic, permanent and one of the priorities in the state policy of Russia in the field of educational activities.
Thus, the problem of patriotic education of children is one of the priorities in the system of preschool education.
The most important component of the educational process in modern Russian preschool educational institutions is the formation of patriotism and a culture of interethnic relations, which are of great importance in the socio-civil and spiritual development child's personality. Only on the basis of uplifting feelings of patriotism and national shrines is love for the Motherland strengthened, a sense of responsibility for its power, honor and independence, the preservation of the material and spiritual values of society, and the dignity of the individual develop.
The theoretical foundations of patriotic education in a modern preschool institution are based on new scientific approaches and understanding the most important trends in its development and can be formed as follows:
Patriotic education, being a deeply social phenomenon in nature, is a source of existence and development of the society in which the child is brought up;
Patriotic education is formed and developed as a feeling through spiritual and moral enrichment;
Understanding the higher development of a sense of patriotism is associated with the actions and deeds of children and adults;
The role of the primary subject of patriotic education is a person whose task is to realize their historical, cultural, spiritual and other belonging to the Motherland;
True patriotism as an elevated feeling is an indispensable value of the highest level of spiritual, moral and cultural development.
Historically, love for the Motherland, patriotism in the Russian state at all times have been a feature of the national character. But due to recent changes, the loss of the traditional Russian language by our society has become more and more noticeable. patriotic consciousness.
In this regard, the urgency of solving the most acute problems of patriotism education in work with preschool age is obvious.
Raising a sense of patriotism in a preschooler is a complex and lengthy process that requires great personal conviction and inspiration from the teacher.
The complexity of solving the problems of civic and patriotic education is that the feelings of a child at preschool age cannot be formed completely, they are only born and formed in the process of accumulating knowledge about their family, kindergarten, district, city, country, about the work of people for the good of the Motherland , its defenders, the nature of the native land, national traditions. In order to form in the child the personal qualities necessary for his civic position, the teacher builds own relationship with children on the basis of respect for the personality of each child. This means that conditions are created for the manifestation of their own will by children and the implementation of volitional conditions. This very painstaking work should be carried out systematically and systematically in all groups, in different types of activities and in different directions: cultivating love for loved ones, for kindergarten, for one's hometown, for one's own country.
No matter how society changes, it is always necessary to educate the younger generation in love for their country, pride in it. And if we want our children to love their country, their city, we need to show them from an attractive side. K. Ushinsky also wrote: “A child has nothing to suffer, he needs positive food, only a person who does not understand the needs of childhood can feed him with hatred, despair and charity.” But no knowledge of the educator will be effective if he does not love his country, his city, his people. “In education, everything should be based on the personality of the educator,” wrote K. Ushinsky, “because the educational power flows only from the living source of the human personality. No statutes and programs, no artificial organism of an institution, no matter how cunningly it is thought out, can replace the individual in the matter of education.
What does it mean to be a patriot? What is the meaning of the concept of patriotism, patriotic education?
For the first time the word patriot began to be used during the French Revolution.
Dictionary of the living Great Russian language V. Dahl explains this word as follows: "A lover of the fatherland, a zealot for its good." The explanatory dictionary of the Russian language by S. Ozhegov gives the following definition: "A person devoted to his fatherland, his people." The dictionary of the modern Russian literary language gives the following interpretation: "he who loves his fatherland is devoted to his people, his homeland."
Here are the definitions of the concept of patriotism, taken by us from various sources.
- "Love for the Motherland." (Dal Dictionary of the Living Great Russian Dictionary of the Language)
- "Loyalty and love for one's fatherland, for one's people." (Ozhegov of the Russian language)
- "Love for the Motherland, devotion to one's Fatherland, one's people." (Dictionary of modern Russian literary language)
A feeling of love for one's Fatherland, a readiness to subordinate one's personal and group interests of the communities to the interests of the country, to faithfully serve it, to defend it. (Psychological and pedagogical dictionary).
- "Love for the Fatherland, devotion to it, the desire to serve its interests with their actions." (Philosophical Encyclopedic Dictionary).
- "A moral and political principle, a social feeling, the content of which is love for the Fatherland, devotion to it, pride in its past and present, the desire to protect the interests of the Motherland." (Concise Dictionary of Philosophy)
- "Love for the Motherland, for your people." (Russian Pedagogical Encyclopedia).
- "A feeling of love for the Motherland, an idea, a consciousness of civic responsibility for the fate of the Fatherland, expressed in the desire to serve for the sake of one's people, to protect their interests." (Soviet historical encyclopedia).
- "Love for the Motherland, for the land where he was born and raised, pride in the historical achievements of the people." (Likhachev. Textbook).
The state program "Patriotic Education of Citizens of the Russian Federation" gives the following definition of patriotic education: this is a systematic and purposeful activity of state authorities and organizations to form citizens of a high patriotic consciousness, a sense of loyalty to their homeland, readiness to fulfill civic duty and constitutional duties to protect the interests of the Motherland .
As can be seen from the definitions, patriotism is, first of all, love for the Motherland, for one's Fatherland. A feeling that is understandable and inherent in every reasonable person.
In this regard, it is appropriate to quote the words of the President of the Russian Academy of Education: “There is one value that largely embraces all other values - this is patriotism.”
Each, quantitatively even the smallest nation in normal conditions has always been justly proud of the affairs of its country, city, village, which did not prevent either criticizing shortcomings or learning from other peoples. A person deprived of patriotism easily sells both strength and mind, and if he can, the wealth of the country to those who pay more, not thinking about either his contemporary compatriots or his descendants.
Historical facts testify that in different epochs our country came out victorious on the wave of nationwide patriotic upsurge. The greatness of Russia was determined not only by its territory, population, the power of the economy and science, the equipment of the army and the flag, but also by its spiritual potential. Selfless devotion to their Motherland, readiness to put her interests above personal interests in big and small things, to go for the sake of her security even to self-sacrifice - this is what Russia has always been strong, this is the core of its national spirit.
Working on a solution to this problem involves the use of two basic concepts, the areas of which overlap, but are not identical. This is patriotic and civic education.
Civic education is the preparation of a person to participate in solving state problems, to perform the function of a master, a worker, a defender of the Motherland, ready for vigorous activity for her benefit.
Patriotic education is the process of mastering the heritage of traditional domestic culture, the formation of attitudes towards the country and state where a person lives.
By patriotic education, we understand the interaction of an adult and children in joint activities and communication, which is aimed at revealing and shaping universal human values in a child. moral qualities personality, familiarization with the origins of the national regional culture, the nature of the native land, the upbringing of an emotionally effective attitude, a sense of belonging, attachment to others.
The goal of patriotic education in conditions preschool education:
Formation in the child of the need to do good deeds and deeds, a sense of belonging to the environment and the development of such qualities as compassion, sympathy, resourcefulness, curiosity.
Tasks of patriotic education:
- the formation of a spiritual and moral attitude and a sense of belonging to the family home, kindergarten, city, village. the formation of a spiritual and moral attitude and a sense of belonging to the cultural heritage of their people; the formation of a spiritual and moral attitude to the nature of the native land and a sense of belonging to it; education of love, respect for one's nation, understanding of one's national characteristics, self-esteem, as a representative of one's people, and a tolerant attitude towards representatives of other nationalities (peers and their parents, neighbors and other people.
· introducing children to cultural heritage, holidays, traditions, folk arts and crafts, oral folk art, musical folklore, folk games.
· acquaintance with the family, history, family members, relatives, ancestors, pedigree, family traditions and; with kindergarten children, adults, games, toys, traditions; with the city, village, its history, coat of arms, traditions, prominent citizens, villagers of the past and present, sights;
· conducting targeted observations of the state of objects in different seasons of the year, organizing seasonal agricultural work in nature, sowing flowers, vegetables, planting bushes, trees, and more;
· organization of creative productive, playful activities of children, in which the child shows sympathy, care for a person, plants, animals in different seasons of the year in connection with adaptation to new living conditions and daily as needed;
Of course, patriotic education creates certain prerequisites for civic behavior. However, these are only prerequisites - a necessary but not sufficient condition for it. Civil behavior implies the formation of certain personality traits that do not develop in the course of patriotic education. Activity, independence, the ability to make decisions, initiative, etc. Each concept and direction of patriotic education of preschoolers must be equated to children of a certain age category: what may be acceptable at an older preschool age may not be perceived at all by a younger preschooler. And vice versa, the level of perception that is characteristic of babies is completely different from the level of perception of the world by children of older preschool age.
One should not expect “adult forms” from children to show love for the Motherland. But if, as a result of pedagogical work, the child will have knowledge about the name of the country, its geography, nature, symbolism, if he knows the names of one of those who glorified our Motherland, if he shows interest in the acquired knowledge, read poetry, sing songs , then we can assume that the task was completed within the limits available to preschool age.
1.2. Features of the development of patriotism of children of senior preschool age in the preschool system.
One of the most important tasks of moral education is the education of love for the Motherland and a tolerant attitude towards the people of the Earth.
The complexity of solving this problem is associated primarily with the age of the children. It must be understood that at preschool age, not a single moral quality can be formed completely - everything is just emerging: humanism, collectivism, hard work, and self-esteem. However, almost all moral qualities originate in preschool age.
Preschool childhood is the most important period in the formation of a person's personality. When the moral foundations of civic qualities are laid, the first ideas of children about the world around them, society and culture are formed. At preschool age, feelings dominate all aspects of life: the child experiences what happens to him and happens to him, he relates in a certain way to what surrounds him: the experience of this attitude to the environment is the sphere of feelings and emotions of the child. The child's feelings are his attitude to the world, to what he experiences and does in the form of direct experience. By the end of preschool childhood, external feelings often become motives for the child's behavior. Through feelings, the actions, actions, desires of the child are regulated in accordance with the established ethical, aesthetic requirements of society.
Emotions play an important role in the regulation of children's activities, in the formation of value orientations and relationships. The results of children's activities and the relationship between them contribute to the actualization of emotions that have previously developed in the child's experience, as well as the restructuring or emergence of new social emotions.
A child at preschool age comprehends the meaning of ethical standards through rational emotional communication with an adult or another child. Ethical standards act as interrelated polar categories of good and evil. The moral development of a child largely depends on how developed his ability to correlate his actions with ethical standards.
During this period, the activities of analyzers, the development of ideas, imagination, memory, thinking and speech in a complex lead to the formation of a sensual stage of cognition of the world. Intensively formed logical thinking, elements of abstract reasoning appear. All this is included in the structure of sensory cognition as additional and auxiliary elements. The preschooler strives to present the world as he sees it. Even fantasy he tends to regard as reality. A preschooler is mentally more developed if he has been taught to generalize and systematize sensory images of objects in the world around him. He easily and freely memorizes constellations, types of plants, animals, birds, insects, if they are shown to a child in real nature.
Preschool age is the beginning of comprehensive development and personality formation. The programs of preschool institutions in our country provide for physical, mental, moral, labor, aesthetic education children.
Physical education ensures the protection and strengthening of health, the development of motor skills, cultural and hygienic skills, hardening of the body, love for cleanliness, neatness, accustoms the child to the regimen, increases efficiency, reduces fatigue. Mental education forms a system of ideas about the world around, intellectual skills, develops intellectual interest and abilities. Observation of natural phenomena, listening to fairy tales, stories, poems, familiarity with the elements of counting, geometric shapes, play activities, children's creativity are the main ways to develop the intelligence of a preschooler. The main thing is that he acted himself, made, made, watched, played.
In moral education, the child develops moral norms, his own experience of behavior, attitude towards people, towards parents, educators, towards himself. Group forms of communication and activity acquire a collective character. Moral feelings are intensively formed. On this basis, the child's behavior is formed, such personality traits as kindness, responsiveness, modesty, etc.
Moral education has a significant impact on the formation of the will and character of the child.
The tasks of labor education of preschool children: to acquaint children with the labor of adults, with professions, to teach accessible labor skills and skills, to cultivate love and interest in work, industriousness, the ability to work in joint and collective activities. The labor activity of a preschooler forms his perseverance, perseverance, quick wit.
DEPARTMENT OF EDUCATION OF THE CITY OF MOSCOW
State budget educational institution
Higher professional education of the city of Moscow
MOSCOW HUMANITARIAN PEDAGOGICAL INSTITUTE
COLLEGE MGPI
DEPARTMENT OF PEDAGOGY
Organization of moral and patriotic education of children of senior preschool age
(final qualifying work)
Moscow 2012
Introduction
Chapter 1. Theoretical foundations of the moral and patriotic education of children in preschool
1.1 Moral and patriotic education as pedagogical concept
.2 The educational environment of the preschool educational institution as a set of conditions for moral and patriotic education
.3 Modern means of organizing moral and patriotic education
Chapter 2. Experimental work on the moral and patriotic education of children of senior preschool age
2.1 Children of senior preschool age as subjects of moral and patriotic education
2.3 The program of moral and patriotic education of children of senior preschool age
Conclusion
Bibliography
Introduction
The relevance of research. At present, in our country, the upbringing of a highly moral, patriotic personality is one of the priority state tasks. Under the moral and patriotic education in the special program "Patriotic education of citizens of the Russian Federation for 2011-2015", approved by the Government of the Russian Federation on 05.10.2010, is understood the process of promoting the moral formation of a person, the formation of his moral feelings (conscience, duty, faith, responsibility , citizenship, patriotism), moral character (patience, mercy, gentleness), moral position (the ability to distinguish between good and evil, the manifestation of selfless love, readiness to overcome life's trials), moral behavior (readiness to serve people and the Fatherland).
The draft "National Doctrine of Education of 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 the rights and freedoms of the individual, possessing high morality and showing national and religious tolerance."
The relevance and importance of moral and patriotic education in modern conditions is emphasized in the special program "Patriotic Education of Citizens of the Russian Federation for 2011-2015", approved by the Government of the Russian Federation on 05.10.2010. The program determines the main ways of developing the system of patriotic and moral education, substantiates its content, goals and objectives in modern conditions.
The first years of a child's life are of decisive importance in the formation of the foundations of his personality, therefore it is important to properly organize the upbringing and the process of assimilation by the child of the experience of social life. At each age stage of the development of a preschooler, there is a circle of images, emotions, ideas, habits that are assimilated by him and become close and irreplaceable. In sounds and colors, the world of the native family appears before the child, then the world of the native kindergarten, then the world of the native land and, finally, the world of the native land - Russia. It is very important to raise a child in the world of national culture, because it is in folk art preserved features and thinking of the nation. By immersing the child in the national life, the method of speech, songs, teachers create a natural environment for mastering the language of the native people, its folk traditions, way of life, and thus form love for the small and large Motherland. The basis of moral and patriotic education is the reliance on universal values: love for parents and family, for people who accompany the child in the first years of life, for native place where he grew up, and, of course, to the Motherland. During this period, those feelings and character traits that invisibly connect the child with his people begin to develop, significantly influencing his worldview. The roots of this phenomenon are in the national language that the child learns, in folk songs and music, in the toys and games that he plays. The child naturally and easily absorbs the impressions from the pictures of his native nature, life, traditions, customs of the people among whom he lives. All this allows us to judge that the study of issues of moral and patriotic education is especially relevant at the present time and requires further study.
The formation of moral values in children was given great importance in his pedagogy by K.D. Ushinsky. Moral education, in his opinion, should be inextricably linked with mental and labor education. An analysis of the scientific literature on the topic under study showed that the most productive problem of the moral and patriotic education of preschoolers was dealt with by: K.D. Ushinsky, R.S. Bure, S.A. Kozlova, L.I. Belyaeva, N.F. Vinogradova, A.M. Vinogradova, M.V. Vorobieva, R.I. Zhukovskaya, E.K. Suslova, A.R. Surovtseva, E.Yu. Demurova, N.A. Starodubtseva and others. Modern teachers, psychologists, philosophers, comprehending the problems of moral education of preschool children, have devoted their research to the following aspects: the formation of a culture of behavior - S.V. Peterina; the formation of humane relations - A.M. Vinogradova, M.V. Vorobiev, R.S. Bure, and others; the formation of love for the Motherland - S.A. Kozlova, L.I. Belyaeva, N.F. Vinogradova, R.I. Zhukovskaya, E.K. Suslova; education of moral and volitional qualities - A.R. Surovtseva, E.Yu. Demurova, R.S. Bure, N.A. Starodubova and others; the formation of an emotionally positive attitude towards people of different nationalities, the education of the ethics of interethnic communication in children - E.I. Radina, R.I. Zhukovskaya, M.I. Bogomolova, E.K. Suslova, V.D. Bondar, A.P. Usova and others.
We found that the vast majority of works contain only General characteristics moral and patriotic education, based on the definitions of Soviet pedagogical theory and adapted to modern conditions. We also note that at present, the theoretical and methodological tools for educating patriotic consciousness and moral values and attitudes among older preschoolers have not been fully developed, a unified universal educational system has not been created that could be successfully applied in a preschool educational institution (hereinafter - preschool educational institution).
The above provisions made it possible to formulate the research problem: how it is necessary to organize the educational process in a preschool educational institution in order to ensure the fulfillment of the tasks of moral and patriotic education of older preschoolers.
Object of study: moral and patriotic education of older preschoolers in a preschool educational institution.
Subject of research: organization of moral and patriotic education of older preschoolers in preschool educational institutions.
The purpose of the study: the theoretical development of a program that ensures the effectiveness of the moral and patriotic education of children of senior preschool age in a kindergarten
The study is based on the hypothesis that the organization of the formation of the moral and patriotic qualities of a child's personality in the conditions of a children's educational institution will be more effective if the content and structure of the process of forming the moral and patriotic qualities of older preschoolers are determined from the standpoint of moral, patriotic, civic education and taking into account specific historical basis, patriotic and cultural traditions.
In accordance with the purpose and hypothesis, the following research objectives were identified:
.to study the concept of moral and patriotic education in science;
.determine the goals and objectives of moral and patriotic education in modern education;
.to identify methods and forms of patriotic education of children in the conditions of a children's educational institution;
.to identify the psychological and age characteristics of children of senior preschool age, as a subject of moral and patriotic education;
.to characterize the selection of the content and planning of thematic classes on the moral and patriotic education of children of senior preschool age;
To solve the tasks set, the following research methods were used: the method of analyzing scientific literature, journal publications, documents; method of historical reconstruction, method of system analysis.
The practical significance of the study lies in the fact that the developed program of moral and patriotic education of older preschoolers "I will be a patriot" can be used in planning educational work in a preschool educational institution.
Main literary sources. A.S. Makarenko Education of a Citizen: Pedagogical Reflections; R.S. Bure, L.F. Ostrovskaya Educator - children; Education of moral feelings in older preschoolers, edited by A.M. Vinogradova.
The structure and scope of the final qualifying work. The work consists of an introduction, two chapters, a conclusion, a list of references. The bibliography contains 46 sources.
Chapter 1. Theoretical foundations of the moral and patriotic education of children in preschool
1Moral and Patriotic Education as a Pedagogical Concept
As you know, a person's personality is formed and developed under the influence of numerous factors, objective and subjective, natural and social, internal and external, independent and dependent on the will and consciousness of people acting spontaneously or according to certain goals. At the same time, man himself is not a passive being, he acts as a subject of his own formation and development.
Before turning to the problem of moral and patriotic education of preschool children, it is necessary to dwell in more detail on the concept of "education" as a central category for understanding the educational process, professional pedagogical activity in raising children and the whole science of pedagogy as a whole.
The original meaning of the concept of "education" is due to the root part of the word: "education" is the feeding, nutrition of a child who is not adapted to life and is completely helpless at birth.
Education is a purposeful activity carried out in the education system, focused on creating conditions for the development of students' spirituality on the basis of universal values; assistance to them in life self-determination, moral, civil and professional self-determination; creation of conditions for self-realization of the personality.
Education is a purposeful management of the process of personality development (H.J. Liimets, L.I. Novikova, V.A. Karakovsky, etc.)
Education in the educational sense is a specially organized purposeful activity for the formation and development of the consciousness and self-knowledge of the child, the formation of a moral position and its consolidation in behavior.
Education is always an organized activity of the child, involving him in active interaction with the culture of his time, thereby filling the child's life with cultural content.
Education is a system of professional activity of a teacher (teachers) that contributes to the maximum development of the child's personality, the child's entry into the context of modern culture, his formation as a subject and strategist of his own life worthy of a Human.
Regardless of the wording of the concept, many authors agree that education is characterized by the following important features:
1)purposefulness, that is, the presence of a common model, a socio-cultural landmark;
2)compliance of the course of the process with socio-cultural values as achievements historical development humanity;
)the presence of a certain system of organized influences;
)creating conditions for the child to assimilate certain norms of relationships;
)mastering a certain set of social roles by a person.
Education is inextricably linked with both learning and the formation of a personality, since these processes are aimed at a person as a whole. In practice, it is difficult to single out spheres of exclusive influence of educational influence on a person's development: on his emotions, will, character, as well as on motivation, value orientations and intellect. Even Plato wrote: “... we recognize proper education as the most important thing in training”, which clearly demonstrates the inseparable connection of these processes.
Throughout the development of pedagogical thought, education has been the focus of attention of scientists and practitioners. And in our time, education remains the main category of pedagogy. The content of this phenomenon is updated with the development of practical experience, pedagogical science and its leading doctrine. As the subject of education is considered a person experiencing the appropriate impact.
The essence of education lies in the fact that the educator deliberately seeks to influence the educated person: “what a person, how a person can and should be” (K.D. Ushinsky). That is, it is a practice-transformative activity aimed at changing mental state, worldview and consciousness, knowledge and method of activity, personality and value orientations of the educated person. At the same time, the educator takes into account the unity of the natural, genetic, psychological and social essence educate, as well as his age and living conditions.
The person himself can purposefully exert an educational influence on himself, controlling his psychological state, behavior and activity. In this case, we can talk about self-education. At the same time, the choice of an educational goal and ways to achieve it depends on the position of a person in relation to himself (who he would like to be in the present and become in the future).
The goals of education are the system-forming element of the educational system, and everything else is the means, content, forms, methods, and activities.
1.perfect;
2.actual - are concretized in the tasks of the formation of individuality and personality development (real and measurable).
Based on the real goals of education, it is possible to determine the actual tasks of educating students:
¾ formation of a humanistic worldview;
¾ formation of needs and motives of moral behavior;
¾ creation of conditions for the realization of motives and stimulation of the moral behavior of students.
The content of education is defined as "a system of knowledge, beliefs, skills, qualities and personality traits, sustainable habits of behavior that students must master in accordance with the goals and objectives set" or in general as "a part of the social experience of generations, which is selected in accordance with the set development goals person and in the form of information is transmitted to him.
Modern views on education involve the introduction of other meanings into the usual categories, as well as the introduction of new ones. The content of the upbringing process is correlated here with a person, his spiritual being, the meaning of life, with the individual life guidelines of the pupils. All this is intended to make the content of the educational process human; it cannot be presented as a mandatory program for study. The content of the educational process should involve thoughts in the situation and show “what a person can make of himself” (I. Kant).
Based on the definition of the main goals and content of education, we cannot but notice that the goals and objectives of education are based on moralaspect of the formation of a person's personality. The eternity and relevance of the problems of moral education of the younger generation are indisputable.
At all stages of the development of pedagogical science, the goals, content, methods of moral education were discussed from different angles and with different depths. The term “moral education” itself was also interpreted differently, sometimes being replaced by the concepts “moral education”, “spiritual education”. In recent years, the phrase “social education” has been used more and more often, and “moral education” is practically not found. Meanwhile, this term has a very definite content. The meaning of the concept of “social education” is broader: everything that concerns a person living in a society of his own kind is social.
The concept of "spiritual education" (sometimes used as a synonym for "religious education") is also equivalent to the concept of "moral education". Finally, "moral education". In the author's opinion, this term is not enough when it comes to a developing personality. When it comes to moral education, it is assumed that children must learn the norms and rules of behavior in society. But for the formation of the human personality, it is important that morality is not only assimilated by the personality, but also determines its way of life. In this case, the term "moral education" is broader and more complete, since it implies that the individual is aware of his responsibility for himself and for others.
From epoch to epoch, views, views, ideas on the problems of moral education have changed. In antiquity, the moral education of children, according to Aristotle, was based on "exercise in moral deeds - the frequent repetition of desirable actions in which there should not be extremes, but, on the contrary, they should be thoughtful and moderate."
Instructions of Ya.A. Comenius in the field of moral education had a religious basis. He advised to instill in children from an early age "the desire for activity, truthfulness, courage, tidiness, politeness, respect for elders."
K.D. Ushinsky wrote about education on folk art, work and labor, focused on the formation of a sense of patriotism, love for one's people.
In Soviet times, under the leadership of N.K. Krupskaya developed the concept of education, based on the development of humane feelings and relationships, collectivism, hard work, love for the motherland.
In the 50-80s. of the last century, targeted research was carried out in the field of moral education of preschool children. They were headed by prominent scientists, experts in the field of preschool pedagogy: R.I. Zhukovskaya, F.S. Levin-Schirina, D.V. Mendzheritskaya, A.M. Vinogradova, V.G. Nechaeva, E.I. Radina, and others. Each topic developed had several directions, where the main place was given to the formation of diligence, patriotism, internationalism and morality.
At the end of the 80-90s. The twentieth century, the concept of education has changed. The term “moral education” has almost disappeared from use, the view of patriotic and international education is changing, the familiarization of children with national art, folk traditions, and the formation of a benevolent attitude towards people all over our planet are coming to the fore. Labor education gives way to economic education, more attention is paid to the personal, individual development of collectivism. Modern teachers, psychologists, philosophers, comprehending the problems of moral education of preschool children, have devoted their research to the following aspects: the formation of a culture of behavior - S.V. Peterina; the formation of humane relations - A.M. Vinogradova, M.V. Vorobiev, R.S. Bure and others; the formation of love for the Motherland - S.A. Kozlova, L.I. Belyaeva, N.F. Vinogradova, R.I. Zhukovskaya, E.K. Suslova; education of moral and volitional qualities - A.R. Surovtseva, E.Yu. Demurova, R.S. Bure, N.A. Starodubova and others; the formation of an emotionally positive attitude towards people of different nationalities, the education of the ethics of interethnic communication in children - E.I. Radina, R.I. Zhukovskaya, M.I. Bogomolova, E.K. Suslova, V.D. Bondar, A.P. Usova and others.
Currently, there is no single approach to the definition of "moral education". According to R.S. Bure - moral education is "a purposeful systematic impact on the consciousness, feelings and behavior of people, forming their moral qualities, conviction in the importance of moral standards."
S.A. Kozlova defines moral education as “a purposeful process of familiarizing children with the values particular society».
The core of morality is the norms and rules of conduct. They are manifested in the actions of people, in their behavior, they control moral relationships. Love for the Motherland, conscientious work for the benefit of society, collectivism, mutual assistance, and other norms of morality are integral elements of consciousness, feelings, behavior and relationships.
An important part of moral education is the introduction of the child to the culture of his people, since the disclosure of personality in a child is fully possible only through his inclusion in the culture of his own people. Introducing children to the father's heritage brings up respect, pride in the land on which you live. For a small child, the Motherland begins with the home, the street where he and his family live, the future citizen of his country begins to “grow up” in the family. One of the tasks of moral education is the education of patriotic feelings, which includes the education of love for close people, for the native village and for the native country. Patriotic feelings are laid in the process of life and being of a person who is within a specific socio-cultural environment. From the moment of birth, people instinctively, naturally and imperceptibly get used to their environment, nature and culture of their country, to the life of their people. The child literally absorbs the culture of his people: his mother sings folk songs to him, he plays folk games, follows folk traditions and customs. This is a basic component of patriotic education. A person is attached to his homeland, and this connection determines his worldview. “The roots of the artist, wrote M. Saryan, lie deep in his land, but his crown rustles the whole world.” Patriotism as a personal education includes affection, sympathy, empathy, responsibility and other qualities, without which a person cannot take place as a person.
Patriotism can be defined as love for the Motherland, for its nature, people, culture, for one's home. The purpose of the patriotic education of preschool children is to sow and nurture in the child's soul the seeds of love for nature, home and family, for the history and culture of the country, created by the labors of relatives and friends, those who are called compatriots.
V.V. Sukhomlinsky argued that childhood is an everyday discovery of the world, and therefore it is necessary to make sure that it becomes, first of all, the knowledge of man and the Fatherland, their beauty and greatness.
Patriotism, in relation to an older preschooler, is defined by researchers as the need to participate in all activities for the benefit of the people around them, wildlife, as the presence in children of such qualities as compassion, sympathy, self-esteem and self-awareness as part of the surrounding world. Moral and patriotic education of children, in a broad sense, aims to arouse children's interest in the world around them, love for the Motherland and its heroic past through various pedagogical means. The formation of the foundations of patriotic education is one of the most important tasks of moral education.
According to the definition of one of the deepest connoisseurs of the Russian cultural tradition, V.I. Dahl, "a patriot is a lover of the fatherland, a zealot for its good." In another place of his fundamental work, he explains: "zealot is a zealous defender, prospector, champion, associate."
Here, the emphasis is not only on passive-contemplative love, but also on active love, giving, and not only pleasing itself. Such love is meaningless from the point of view of consumer consciousness, but in our opinion, only it creates a Man with a capital letter. In this formulation, patriotic education is important not only for the successful development of society and the state, but, above all, for the person himself, as a necessary component of a developed personality.
The problem of patriotic education is one of the most difficult in pedagogy. Its complexity is connected, first of all, with the very concept of patriotic education, with the content that is invested in a certain period of time and which determines the methods, means, and forms of work with children. It is worth noting that patriotic education is always in demand.
The complexity of solving this problem is connected, first of all, with the age of children. It must be understood that at preschool age, not a single moral quality can be completely formed - everything is just being born. However, almost all moral qualities originate in preschool age. Deep and thorough work on the moral education of preschoolers is the basis for the formation of love for the Motherland.
In studies conducted by scientists V.G. Nechaeva, T.A. Markova, A.A. Antsiferova, N.F. Vinogradova, VG Pushmina and others, the education of patriotism was considered as one of the aspects of moral education in the process of forming social ideas in children. In their work, much attention was paid to the formation of a positive attitude of children to various phenomena our social reality, and it was noted that it is in this area of moral education that the relationship between the moral and intellectual components of the personality most clearly appears. This interaction of feelings and consciousness was most fully reflected in the concept of patriotic education by S.A. Kozlova. It is based on the integration of patriotic feeling, which unites all aspects of personality development into a single whole: moral, labor, mental, aesthetic and physical. This allows us to speak of patriotism as a complex moral quality, which includes a combination of feelings and consciousness in all forms of its manifestation. S.A. Kozlova showed that the basis of patriotic education is the mechanism of moral education. Therefore, it can be assumed that the formation of patriotism is possible not only through knowledge, but also through emotions, especially on early stages child development.
The need for the relationship between moral and patriotic education was emphasized by many researchers (S.A. Kozlova, L.I. Belyaeva, N.F. Vinogradova, etc.). Turning to the paternal heritage, studying the culture of ancestors, the history of the people, its culture, in their opinion, instills in preschoolers respect and love for their native land, as well as pride in the land on which they live.
Undoubtedly, the moral and patriotic education of the younger generation is one of the most urgent tasks of our time. It is moral and patriotic education that is one of the essential elements public consciousness, this is the basis of the viability of any society and state, the continuity of generations.
Moral and patriotic education can be considered one of the most difficult areas for a number of reasons:
.features of preschool age;
.the multidimensionality of the concept of "patriotism" in the modern world;
.lack of concept, theoretical and methodological developments ( characteristic feature many studies is to address only certain aspects of the problem).
In modern Russia, the moral and patriotic education of children is one of the main tasks of preschool education. To form a sense of morality and patriotism, it is very important to provide preschoolers with knowledge about the Motherland, to give basic ideas about the country, people, customs, history, and culture.
It should be emphasized that at present there is a sufficient amount of methodological literature on this issue. The problem of patriotism is reflected in modern programs for the upbringing and education of preschool children: "Origins", "Childhood", "From Childhood to Adolescence", "Moskvich", "Heritage". The modern concept of patriotic education in the context of the comprehensive development of the personality is reflected in the program "I am a Man". These methods often cover only certain aspects of the moral and patriotic education of children, and there is no unified system of approach to the educational process in this direction. It can be assumed that this is due to the versatility of the concepts of morality and patriotism in modern society: this is love for one's native places, and pride in one's people, and a sense of one's inseparability with the outside world, and the desire to preserve and increase the wealth of one's country.
Thus, it is obvious that from epoch to epoch the views and values of society have changed in relation to the methods and principles of educating the future generation of citizens. The idea of the content of the moral and patriotic education of children has changed, from an indirect influence on the development of the individual to an urgent need. Soviet preschool pedagogy recommended that the foundations of collectivism, patriotism, and internationalism be formed in children.
Modern leading researchers of the problems of moral education consider its fundamental aspects to be: the formation of an emotionally positive attitude towards people of different nationalities; education in children of love for the Motherland, humane feelings and attitudes towards people, nature, the world around them; perception of moral and volitional qualities; formation of the foundations of a culture of communication with loved ones, significant adults, peers; right attitude towards oneself; fostering a culture of behavior. The need for the moral development of the child, the formation of patriotic feelings in him, remained unchanged.
Thus, the moral and patriotic education of children aims to arouse in children, by various pedagogical means, an interest in the world around them, love for the Motherland and its heroic past. At present, in our country, the upbringing of a highly moral, patriotic personality is one of the priority state tasks. Under moral and patriotic education in the special program "Patriotic education of citizens of the Russian Federation for 2011-2015", approved by the Government of the Russian Federation on 05.10.2010. the process of promoting the moral development of a person, the formation of his moral feelings (conscience, duty, faith, responsibility, citizenship, patriotism), moral character (patience, mercy, gentleness), moral position (the ability to distinguish between good and evil, the manifestation of selfless love, readiness to overcome life's trials), moral behavior (readiness to serve people and the Fatherland).
2The educational environment of the preschool educational institution as a set of conditions for moral and patriotic education
Research in the field of preschool pedagogy and psychology indicates that at preschool age the basic foundations of personality are laid, the processes of formation and formation of sociocultural experience are launched. Ancient wisdom reminds us: "A man who does not know his past knows nothing." Without knowing your roots, the traditions of your people, you cannot bring up a full-fledged person who loves his parents, his home, his country, and respects other nationalities.
Our contemporary, Academician D.S. Likhachev noted that the feeling of love for the Motherland must be carefully cultivated, instilling a “spiritual settled way of life”, because if there are no roots in the native area, in the native side, there will be many people who look like a withered tumbleweed plant. But how to cultivate this love? It starts small - with love for your family, for your home. Constantly expanding, this love for the native turns into love for one's state, for its history, its past and present, and then for all of humanity.
Based on this, it can be assumed that the spiritual exercises of the mind, feelings and heart of the child are the main means of moral education, and the main form is service to good, service to people.
The fundamental goals of the moral and patriotic education of older preschoolers in modern conditions are:
)Preservation of the spiritual and moral health of children, familiarizing them with the moral values of Russian culture.
)Studying the history of your people, native culture.
)Raising a sense of patriotism: love for a small Motherland - native land, city; pride in one's people and their achievements; the desire to preserve and increase the wealth of their country.
Moral and patriotic education of children is one of the main areas of work of an educational institution, and includes a number of tasks:
1. Raising a child's love and affection for the family, close people, his home, kindergarten, native street and city.
Expansion of ideas about the native country, its capital.
Acquaintance with the historical past of Russia.
Development of a sense of responsibility and pride in the achievements of the Motherland.
Formation of tolerance, feelings of respect and sympathy for people.
Formation of a careful and caring attitude towards all living things.
Education of aesthetic and moral norms of behavior and moral qualities of the child.
It should be noted that for more effective activities in the education of morality and patriotism of preschoolers, in addition to relevant forms of work that meet a specific educational task, the following pedagogical conditions are also important: a heuristic environment in kindergarten and in the family, close cooperation between kindergarten teachers and family members, preparedness teachers and parents to solve the problems of patriotism education of children.
The heuristic environment is characterized by saturation positive emotions and is for the child a field for the manifestation of creativity, initiative and independence. First of all, you need to create children's institution the correct style of relationships between adult members of the team. Mutual respect and care, love for the cause, involvement in the political and labor life of the country - all this should ensure the trust and respect of children for the teacher, the representative of the pedagogical community.
No less important is the correct style of relations between the pedagogical and parent teams, which develops as a result of the systematic work of the kindergarten with parents, studying the experience of families. Close cooperation of kindergarten teachers with family members is expressed in the establishment of trusting business contacts with the families of pupils; providing parents with a minimum of psychological and pedagogical information, teaching them how to communicate with the child; ensuring regular interaction between children, educators and parents; involvement of family members in the pedagogical process; creation of an objective developing environment in kindergarten and family.
The preparedness of teachers for the implementation of the process of formation of patriotism implies that they have an appropriate level of professional competence, professional skills, as well as the ability to self-regulate, self-adjustment to solve the tasks. A prerequisite for successful moral and patriotic education is a high level of relationships between adults and children, the attitude of adults to children. They should be based on respect for the personality of a growing person, love for him, knowledge of the laws of mental and physical development.
Of no small importance is the clear daily routine of the kindergarten, the equipment of groups and the site. necessary material, equipment, pedagogically expedient their location and use.
It is important to create such an environment in the group that the child has a positive emotional attitude towards the people around him. In order to carry out moral and patriotic education in the kindergarten, all conditions must be created so that children can trustfully rely on the constant care and support of adults.
In the formation of a child's personality, motives that induce certain behavior and activities are essential. Motives can be moral, social or selfish. The educator certainly needs to know about the thoughts, feelings, intentions of the child in order to correctly assess the act, behavior. Knowing the reasons that prompted the pupil to this or that act, the teacher will be able to find the most correct methods of moral education. The motives of behavior are formed mainly in the process of experience that the child acquires in Everyday life and activities, in relationships with adults and peers. The more stable and valuable are the feelings, habits of behavior and ideas of a preschooler, the degree of their awareness.
The content and methods of the moral and patriotic education of preschool children must correspond to the characteristics of children of this age and provide for the zone of proximal moral development. For example, if children of the fourth year act morally mainly under the influence of the advice, instructions of the educator, then by the end of the fifth year they should provide such assistance already on their own initiative. Naturally, preparation for this higher level of behavior must be carried out in advance.
Features of the manifestation of moral and patriotic feelings in preschool children are transience and situationality. A child may be excited by a story he has just heard about a heroic deed, but then others are superimposed on these impressions, and the first feeling that has arisen may fade away, therefore, as psychologists note, it is necessary to consolidate this feeling in multiple experiences. The task of the educator in this case is to purposefully work to create appropriate educational moments. Similar tasks are solved in all types of children's activities without exception: in the classroom, in games, in work, in everyday life.
It should also be noted that the worldview of the teacher, his personal example, views, judgments, active life position, involvement of parents in the life of their children are the most powerful factors in education.
Thus, we can conclude that the goals and objectives of moral and patriotic education in a preschool educational institution meet the current views, needs and values of modern society in relation to the formation of a harmoniously developed personality. Actual goals and objectives of moral and patriotic education set the vector of the educational process in preschool institutions, determine the main forms and methods of working with children. This takes into account the close relationship between the tasks of moral and patriotic education with age and personality traits child, as well as social conditions life. All this makes it possible to ensure the most effective solution of the tasks of moral and patriotic education of preschoolers, set by the state for the family and educational institution, as the first socio-cultural institutions in which the child receives and assimilates the necessary knowledge, skills, skills, gains experience.
The following are the pedagogical conditions that ensure the systemic organization of moral and patriotic education in a preschool educational institution:
¾ the leading role of the teacher, "animating" (giving various functions) the subject world in a preschool educational institution, revealing the possibilities of the developing subject environment, and directing its impact on the personality of children, which implies the teacher's awareness of: the educational impact and value potential of each component of the subject environment; emotional and cognitive attractiveness of the components; their safety for the physical and moral health of a preschooler;
¾ the active cognitive position of the child supported by the teacher when mastering the objective world in the game and other types of children's activities;
¾ the objective world purposefully organized taking into account the complex development of the value content of the component of the developing objective environment on the personality of the child.
1.3Modern means of organizing the moral and patriotic education of preschoolers
The moral and patriotic education of a child is a complex pedagogical process. It is based on the development of the entire spectrum of patriotic feelings. At each age stage, moral and patriotic manifestations in a child have their own characteristics and, accordingly, their own educational tasks, based on which the leading forms and methods of working with preschoolers are determined.
The strength, stability of moral qualities depends on how it was formed, what mechanism was put in the basis of pedagogical influence. For the formation of moral and patriotic qualities, it is important that it takes place consciously. Therefore, knowledge is needed, on the basis of which the child will develop ideas about the essence of these qualities, their necessity and the advantages of mastering them.
The child should have a desire to master the moral quality, i.e. it is important that there are motives for its acquisition.
The appearance of a motive entails an attitude towards a quality that shapes social feelings. Feelings give the process of formation a personally significant color and affect the strength of the emerging quality.
Knowledge and feelings give rise to the need for their practical implementation - in actions, behavior. Actions and behavior take on the function of feedback, which allows you to check and confirm the strength of the quality being formed.
Thus, the mechanism of moral and patriotic education can be represented by the formula: (knowledge and ideas) + (motives) + (feelings and attitudes) + (skills and habits) + (actions and behavior) = moral and patriotic quality.
This mechanism is objective. It always manifests itself in the formation of any (moral or immoral) personality trait. Each component of the mechanism is important and cannot be excluded or replaced by another. It is impossible to form the moral quality of a person only by cultivating an idea about it, without causing a positive attitude towards this quality and a desire to master it.
The action of the mechanism is flexible: the sequence of components may vary depending on the quality and age of the object of education. It is impossible to rely on an understanding of the importance of the formation of moral and patriotic qualities of a personality in a child of younger preschool age. But this does not mean that the time has not come to educate him morally. It is necessary to change the sequence and start not with the communication of knowledge, but with the formation of an emotional base, the practice of behavior. This will serve as a favorable basis for the subsequent assimilation of knowledge.
Moral and patriotic education is carried out with the help of certain means and methods.
The means of moral and patriotic education of preschool children can be combined into several groups.
Fiction, visual arts, music, cinema, filmstrips can be combined into a group of artistic media. This group of means contributes to the emotional coloring of cognizable phenomena. Children emotionally and trustingly perceive fairy tales, poems, stories read to them, consider illustrations for books. The child is strongly impressed by the work of artists who depict the world realistically and clearly. Artistic means are most effective in shaping children's ideas and educating feelings.
The means of moral and patriotic education of preschool children is the nature of their native land. It evokes humane feelings in children, a desire to take care of those who are weaker, who need help. The impact of nature on the personality of children forms a sense of belonging, belonging to this corner of the Earth, and belonging to this corner of a small person.
The means of moral and patriotic education of preschool children is the children's own activity: play, work, teaching, artistic activity. Each type of activity has its own specifics, performing the function of a means of educating the practice of moral and patriotic behavior.
A special place in the group of means is given to communication. It, as a means of moral and patriotic education, performs the tasks of correcting ideas about morality and patriotism, on the basis of awakening feelings and forming relationships.
The means of moral and patriotic education is the atmosphere in which the child lives. The environment surrounding the child becomes a means of educating feelings, ideas, behavior. It activates the whole mechanism of moral and patriotic education and influences the formation of moral and patriotic qualities.
The choice of means of education depends on the leading task, on the age of the pupils, on the level of their general and intellectual development, and on the stage of development of moral and patriotic qualities.
The tool becomes effective in combination with adequate methods and techniques of education.
Methods of education are ways of organizing joint activities of teachers and pupils, aimed at mutual development, improvement of the personality of the teacher and the formation of the personality of the pupil in accordance with the goals of education.
In pedagogy, there are several approaches to the classification of upbringing methods. V.G. Nechaeva identifies two groups of methods for the moral education of preschoolers: the organization of practical experience in social behavior (the method of accustoming, showing action, an example of adults or other children, a method of organizing activities); the formation of preschoolers' moral ideas, judgments, assessments (conversations, reading works of art, viewing and discussing paintings, illustrations). The author refers to both groups of methods the method of persuasion, a positive example, encouragement and punishment.
The classification proposed by V.I. Loginova, combines all methods into three groups: methods for the formation of moral behavior (training, exercise, management of activities); methods of forming moral consciousness (beliefs in the form of clarification, suggestion, conversation); methods of stimulating feelings and relationships (example, encouragement, punishment).
The most appropriate is the classification of the methods of moral-patriotic education, which corresponds to its mechanism. Educational methods give effective results under certain conditions:
)any method must be humane, not humiliating the child, not violating his rights;
)the method must be real, feasible, logically complete. In moral and patriotic education, each method must be weighty, significant;
)to use the method, conditions and means must be prepared;
)the method should not be applied in the same way, in a stereotyped way, in relation to all children and in any situation. Otherwise, the method of persuasion may turn into edification and cease to bring the desired result;
)methods of education should be applied tactfully, indirectly. The child should not feel that he is being brought up;
)when selecting methods, one should take into account the degree of complexity of the quality being formed;
)designing, selecting methods, it is important to foresee possible results their impact on a particular child;
)the application of methods of moral and patriotic education requires tolerance and patience. You should patiently repeat those already used and select new ones, with an understanding of the fact that the result will not be achieved immediately;
)predominant in moral and patriotic education should be practical methods which involve teaching the child how to act. If you rely on awareness, understanding the significance of positive behavior and do not teach the ways of such behavior, desired results will not be. Positive actions of adults do not guarantee the same actions in a child;
)methods are not applied in isolation, but in a complex, in interconnection. The basis for the selection of methods is the leading educational task and the age of the children.
There are the following forms of work aimed at the formation of patriotic feelings:
¾ introducing children to cultural heritage, holidays, traditions, folk arts and crafts, oral folk art, musical folklore, folk games;
¾ acquaintance with the family, its history, relatives, family traditions, drawing up a pedigree; with the kindergarten, its children, adults, games, toys, traditions; with the city, village, its history, coat of arms, traditions, prominent citizens of the past and present, sights;
¾ conducting targeted observations of the state of objects in different seasons of the year, organizing seasonal agricultural work in nature, sowing flowers, vegetables, planting bushes, trees, etc.;
¾ organization of creative, productive, play activities of children, in which the child shows sympathy, care for a person, plants, animals in different seasons of the year in connection with adaptation to new living conditions and daily, if necessary.
An integrated approach to the formation of children's love for their homeland - the relationship various means, methods and forms of education.
The most important method of pedagogical influence is the observation of the surrounding reality. However, if the teacher reduces the work of the moral-patriotic education of children only to the organization of observations, he will greatly limit the circle of knowledge and ideas of children, and will not be able to give the child an idea of the whole country. He can solve such a problem only by skillfully combining observation with reading fiction, listening to music, looking at pictures, watching films, thematic presentations, etc.
Of great importance is the active and varied activities of preschoolers, since being a patriot is not only knowing and loving your country, but also actively acting for its benefit. For this, various forms of organizing the activities of children are used, the main of which is thematic classes. They are aimed at increasing children's mental activity. This is helped by comparison techniques, questions, individual tasks, appeal to the experience of children. It is necessary to teach them to independently analyze what they see, to make generalizations, conclusions. You can offer to look for the answer in the illustrations, ask the parents.
Addressing the same topic several times contributes to the development of attention and long-term preservation of interest in it. It is necessary to unite several classes on one topic, not only on mother tongue, but also familiarization with nature, music, art, manual labor.
To create a positive emotional atmosphere and enhance the cognitive interest of children, it is necessary to widely use game techniques in the course of classes. For example, the study of folk crafts in Russia can take place during the game "Souvenir Shop". Of great interest to children are games that travel to the past of the city, along the river, etc. Each topic is supported by various games, productive species activities (making collages, crafts, albums, thematic drawing, etc.).
The results of work on a topic that unites the knowledge of children can be presented during common holidays, family entertainment.
Difficulties in familiarizing children with everyday life, traditions, and individual historical moments are caused by the fact that visual-figurative thinking is characteristic of preschoolers. Therefore, it is necessary to use not only fiction, illustrations, didactic material, but also "live" visual objects and materials (national costumes, dishes, tools, embroidered towels, napkins, etc.). "Everyday life" is extremely effective for introducing children to fairy tales, folk crafts, household antiques. Visits to museums are desirable, as well as the organization of special facilities in kindergarten. Here, the child has the opportunity for the first penetration into the history of the life of his native land. In such museum corners, the possibilities of a game way of presenting various information are expanding.
An important condition for the moral and patriotic education of children is a close relationship with parents on this issue. Touching the "living" documents of family history awakens the child's thoughts, evokes strong emotions, makes them empathize, be attentive to the memory of the past, their historical roots, which contributes to the preservation of vertical family ties. At present, this work is relevant and especially difficult, it requires great tact and patience, since in young families the issues of educating patriotism and citizenship are not considered important. Nevertheless, parents should become indispensable participants in the work on the moral and patriotic education of children, help in the collection and promotion of materials on their native land, and the recreation of local national, cultural and labor traditions. Forms of joint activities with parents for the moral and patriotic education of children can be varied: family clubs, family excursions to museums, visits to cultural and historical monuments, organization of exhibitions, exposition stands dedicated to family relics (orders, medals, diplomas, certificates for military and labor merit, etc.).
Currently, there is an increase in people's interest in their pedigree. family study his pedigree will help children begin to comprehend very important and deep postulates:
¾ the roots of each are in the history and traditions of the family, their people, the past of the region and the country;
¾ the family is the cell of society, the guardian national traditions;
¾ the happiness of the family is the happiness and well-being of the people, society, state.
Within the framework of the family club, together with the educator, you can conduct a “mini-research” on the history of the street, district. It is good when family club activities include folklore work (painting clay toys, folk weaving, etc.), as well as local traditional holidays and rituals: Christmas balls, the Russian Maslenitsa holiday, Trinity Day. All this introduces children to the history of the region and its people, brings up love for the Motherland.
Thus, modern pedagogy has an extensive and diverse set of tools that make it possible to ensure the effective implementation of the tasks of the moral and patriotic education of preschoolers. These are various forms, methods, methods of work, organization of the subject heuristic environment, specialized focus of classes, etc. However, the greatest result can be achieved only in the complex use of methods and techniques aimed at shaping morality and a sense of patriotism in children. At the same time, the role of the family in the upbringing of the morality of the child, its traditions, foundations, and orientation towards the development of citizenship and spirituality are of great importance. At the same time, an important task of a preschool educational institution is to provide the family with the main pedagogical tools, to make it its ally in the implementation of the main aspects of moral and patriotic education.
Chapter 2. Organization of moral and patriotic education of children of senior preschool age in a preschool educational institution
2.1 Children of senior preschool age as subjects of moral and patriotic education
In the psychological dictionary, the concept of the subject is considered in the meaning of an actively acting, cognizing person with consciousness and will, capable of acting purposefully. He can show initiative and independence, make and implement decisions, evaluate the consequences of his behavior, change and improve himself, determine the prospect of his multidimensional life activity.
At this level of development, a person is able to consciously influence the surrounding reality, change not only it for his own purposes, but also himself. Achieving the level of subjectivity involves mastering a person with a set of generic psychological abilities and mechanisms, generalized in such realities as mind, feelings, motives, will, character.
The formation of the personality of a preschooler as a subject of NPS involves mastering the moral rules, norms and ways of behavior that are characteristic of modern society, the rules of the hostel, the basic meanings and values of living together.
In psychological and pedagogical science, the process of the formation of subjectivity in preschool age is represented by three lines: the first is the formation of mental self-regulation, the second is the reflection of social behavior, the third is the child's awareness of his own individual world, the emergence of feelings I.
Consider the psychological and pedagogical characteristics of senior preschool age in terms of achieving the level of subjectivity.
The older preschool age plays a special role in the mental development of the child: during this period of life, new psychological mechanisms of activity and behavior begin to form, the foundations of the future personality are laid, a stable structure of motives is formed, and new social needs are born.
Older preschoolers actively show interest in collective forms of activity, such as play. A.S. Makarenko believed that “the game is important in the life of a child: it has the same meaning as an adult has an activity, work, service. What a child is in play, so in many respects he will be in work when he grows up. G.V. Plekhanov, in turn, believed that “children's games represent one of the links connecting different generations, and serve precisely to transfer cultural acquisitions from generation to generation. In the process of the game, imagination, self-confidence, courageous overcoming of difficulties are brought up, a patriotic orientation, a sense of collectivism, the ability to build relationships with people, to treat people correctly develop.
Thus, we can conclude that it is in collective forms of activity that one can teach a meaningful awareness of love for the Motherland, pride in it and one's people. To teach a deeper sense of one's Fatherland and the ability to determine one's own general motivational orientation.
At the senior preschool age, for the first time, there is a need to act in accordance with established rules and ethical standards, a new (mediated) type of motivation arises - the basis of voluntary behavior, the child learns a certain system social values; moral norms and rules of behavior in society, in some situations he can already restrain his immediate desires and act not as he wants at the moment, but as he “should”.
Thus, it is obvious that the formation of arbitrary behavior certainly contributes to the formation of moral norms and values in modern society.
One of the most important achievements of senior preschool age is the awareness of one's social "I", the formation of an internal social position. At the older preschool age, the child for the first time becomes aware of the discrepancy between what position he occupies among other people and what his real possibilities and desires are. There is a clearly expressed desire to take a new, more “adult” position in life and perform a new activity that is important not only for himself, but also for other people. The child, as it were, “falls out” of the usual life and the pedagogical system, loses interest in preschool activities, he develops an internal social position and a desire for a new social role that meets his needs. The child begins to realize and generalize his experiences, a stable self-esteem and a corresponding attitude to success and failure in activities are formed. There is a formation of adequate self-esteem, assessment of their capabilities.
It is obvious that during this period it is necessary to develop in the child the ability to adequately assess their own values and attitudes in accordance with social moral ideals, to form an assessment of a generalized model of one's own behavior, one's "I".
At the senior preschool age, a meaningful orientation in one's own experiences arises when the child begins to realize his experiences and understand what it means "I rejoice", "I am upset", "I am angry", "I am ashamed", etc. Moreover, the older preschooler is not only aware of his emotional states in a particular situation, he has a generalization of experiences, or an affective generalization. During the formation of these processes, it is very important to teach that "it is not feelings that control a person, but he controls them."
This period is also favorable for the formation of patriotic sentiments, high moral qualities: collectivism, humanism, altruism. Due attention must be paid to the education of the will and high moral and volitional qualities - heroism, courage, courage, the ability to stand up for their homeland, their people.
Older preschoolers also have active development speech activity, which allows him to form an ideological and patriotic worldview through awareness, comprehension of such pronounced concepts as “fatherland”, “freedom”, “my country”, “people”, “patriotism”, etc.
At this stage, it is also advisable to form ethical norms and rules of benevolent communication and behavior between people, to teach how to build relationships with others, to instill love for all spiritual life.
Studying the role of psychological mechanisms and psychological factors in the formation of patriotic potential, it can be assumed that patriotism is the result of a formed social feeling and a way for a child to emotionally and morally reflect reality.
The central concept of “upbringing” is closely related to the term “becoming”, which reflects some conditional achievement by the child of such a level of development when he becomes able to live independently in society, manage his own destiny and independently build his behavior, and also has the ability to realize his relationship with the world and produce a relatively stable value selection.
It is also impossible to say that the personality has finally taken place, just as it is impossible to imagine a frozen process. A more flexible concept is "formation". Personality formation is the process of changing the personality in the course of its interaction with reality, the appearance of physical and socio-psychological neoplasms in the structure of the personality and, in this regard, the change in the external manifestations (form) of the personality, thanks to which it exists for other people.
The formation of personality, which takes place in the life of a child, gives rise to a pedagogical phenomenon called "self-education". Its essence is in pointing out the displacement of the subject of education: the pupil himself will begin to correlate the socio-cultural model with behavior. The growing child takes the educational relay from the teacher and carries it further along the path of his own improvement.
Self-education emphasizes the subjectivity of yesterday's pupil - today he has emancipated himself from the adults who educate him and turned his "I" into an object of his own perception and thoughtful influence. But the teacher does not leave the child at the first signs of self-education. Education initiates and cultivates self-education. Only well-organized education leads to self-education. The first is an indicator of the quality of the second.
The formation of patriotic feelings in children should be based on deep and thorough work on the moral education of preschoolers. This task is relevant precisely in the context of today's national policy of the state. The moral and patriotic education of preschoolers includes the task of familiarizing national culture, but provides for the education of respect for all peoples, thereby complemented by components of civic education. The content of moral and patriotic education should ensure the implementation of the moral feeling "patriotism" - love for the Motherland, and motivate attitudes and behavior "citizenship" - a positive emotional bias towards the country of which the person is a citizen. That is, the upbringing of patriotism forms in the personality of the child patriotic feelings, emotions and relationships that are correlated with statehood. The civic orientation of a person is the ability of a person to regulate his behavior on the basis of civil moral norms and principles accepted and assimilated in the development and non-susceptibility to situational changes. Simply put, it is necessary to educate a moral patriot who understands and feels like a citizen of a multinational and multi-confessional country, cultivating a deep connection with the Motherland, but loyally and with understanding relating to all its citizens.
To moral and patriotic relations, we will include the following: I am my country; I am my family; I - the main events in my life, correlated with the Motherland; I am the culture and history of my Motherland; I am the nature of my Motherland and its resources; I am people close to me; I am other people living in my homeland; I am the place where I was born; I am the place where I live, etc.
Thus, we can conclude that the formation of subjective qualities in children of senior preschool age in the conditions of moral and patriotic education. They are: an active interest in collective forms of activity, the formation of the foundations of voluntary behavior, awareness of one's "I" and the formation of an internal social position, generalizations, and the active development of speech activity. These neoplasms allow us to speak about the formation of the subjectivity of children of older preschool age and that this age stage is a sensitive period for the formation of moral and patriotic qualities, attitudes, and ideals. The task of teachers and educators during this period is to maximize the use of the psychological characteristics of age for the "construction" of patriotism and morality.
Success in the education of a moral personality depends on the initial methodological position of the organization and the construction of this activity, the definition of its content. Through pedagogical influences, it is necessary to promote the formation of a number of moral qualities in the child, so that he feels like a free and happy person. A happy child is self-confident, he easily and with pleasure, openly and trustingly communicates with people - adults and children. He is optimistic, he takes everything with joy. He is inquisitive, etc. It is possible to raise such a child if both parents and educators are imbued with deep respect for the personality of the baby and teach him self-esteem and the ability to live among people.
The content of moral education is considered according to the following semantic blocks: education of humanity as a personality trait; positive attitude towards work, working people; patriotism, citizenship; collectivism. In each of the semantic blocks, the task should be solved in two interrelated areas: to educate the child with appropriate moral qualities and create conditions for the manifestation of these qualities. At preschool age, not a single moral quality can be formed completely - everything is just emerging: humanism, collectivism, hard work, and self-esteem.
The feeling of love for the Motherland is akin to the feeling of love for one's own home. These feelings are related by a single basis - affection and a sense of security. The feeling of the Motherland ... It begins in a child with an attitude to the family, to the closest people - to mother, father, grandmother, grandfather. These are the roots that connect him with his home and immediate environment.
This means that if we instill in children a sense of attachment, as such, and a sense of attachment to their home, then with an appropriate pedagogical work over time, it will be supplemented by a feeling of love and affection for one's country.
The feeling of patriotism is multifaceted in its structure and content. It includes: responsibility, desire and ability to work for the good of the Fatherland, to protect and increase the wealth of the Motherland, a range of aesthetic feelings, etc. These feelings are brought up on different material: we teach children to be responsible in their work, to protect things, books, nature, i.e. e. we bring up the quality of the individual - thrift, we teach to work for the benefit of our group and comrades, we attach to the beauty of the surrounding nature.
At the next stage, you can already communicate to the child certain knowledge about what he managed to become attached to, what he managed to fall in love with: about a preschool institution, about his own house, about the street where he lives, about the district, the city, and finally, about the country. Any region, region, even a small village is unique. Each place has its own nature, traditions and way of life. The selection of appropriate material allows preschoolers to form an idea of what the native land is famous for. The continuation of this work is the acquaintance of children with other cities of Russia, with the capital of our Motherland, with the anthem, flag and emblem of the state. To show, through the small and the big, the dependence between the activity of one person and the life of all people - this is what is important for the education of moral and patriotic feelings.
When educating children to love their city, it is necessary to bring them to the understanding that their city is a part of the Motherland, because in all places, large and small, there is much in common. To be a citizen, a patriot is by all means to be an internationalist. Therefore, the upbringing of love for one’s Fatherland, pride in one’s country should be combined with the formation of a benevolent attitude towards the culture of other peoples, towards each person individually, regardless of skin color and religion.
Knowledge gradually enriches children's ideas about their native country. Such a "territorial" principle of selecting the content and constructing a methodology for patriotic education is acceptable and effective only if it is implemented informally and in combination with the practice of behavior.
An important component of the work on the moral and patriotic education of preschool children is their familiarization with the traditions and customs of the people, country, and art. Children should not only learn about traditions, but participate in them, accept them, get used to them. It is advisable to visit museums, as well as organize a special room in a kindergarten. In such a room, the possibilities of presenting material during a lesson or themed game.
An important condition for the moral and patriotic education of children is a close relationship with their parents. In the process of planning and conducting a thematic lesson, parents can take part, talking about their contribution to the development and prosperity of their native places, or their involvement in interesting or historical events in the region or country. Interaction with parents on this issue contributes to the careful attitude of children to traditions, the preservation of vertical family ties.
Socio-political changes in the country and the world led to changes in approaches to international education, to the ratio of national, international and racial. The terms “planetary thinking” and “tolerant attitude towards the people of the Earth”, which appeared in pedagogy and psychology, indicate that from an early age it is necessary to consolidate in children the idea of the equality of all peoples living on Earth.
Thus, the task of the teacher is to select from the mass of impressions received by the child, the 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 the attention of children is drawn should be bright, figurative, specific, and arousing interest. Therefore, starting the work of instilling love for the native land, the teacher must know it well himself, he must consider what is more appropriate to show and tell the children, highlighting the most characteristic of the area. Work on each selected topic should include classes, games, excursions, unregulated activities for children, and holidays on some topics.
Thematic planning of classes contributes to the effective and systematic assimilation of knowledge by children about their country, native land, the area where they live. Moreover, the topics are repeated in each group. Only the content, the volume of cognitive material and complexity, and therefore the duration of the study, change. Separate themes are desirable to coincide with specific events and holidays, thereby providing a connection with social events.
Solving the tasks 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 continuity of the pedagogical process;
)differentiated approach to each child, maximum consideration of psychological characteristics, capabilities and interests;
)a rational combination of different types of activity, an age-appropriate balance of intellectual, emotional and motor loads;
)activity approach;
)the developing nature of education based on children's activity.
Planning lessons on moral and patriotic education is based on specific scientific approaches.
.Systems approach - the most important condition for the development and implementation of content and technology - presented on different levels:
¾ the surrounding world - as a system of human interaction with the world of nature, with the social world and the objective world;
¾ the assimilation of significant relationships between the phenomena of the surrounding world - the assimilation by children of systemic knowledge about nature, social phenomena, which serve as a prerequisite for the formation of concepts.
.Dialectical Approach - ensures the formation in children of the initial forms of dialectical consideration and analysis of the surrounding phenomena in their movement, change and development, in their interconnections and mutual transitions (N.N. Poddyakov, N.E. Veraksa). Preschoolers develop a common understanding that any object, any phenomenon has its past, present and future. This is especially important when knowledge of a historical nature is given, reflecting the relationship of cultures in different historical eras.
.Cultural approach - the value of the uniqueness of the way of development of one's native land in the interrelation of its natural and cultural features, their interrelation, mutual influence is emphasized. This is reflected both in the creation of a subject-developing environment and in the content of work with children.
In accordance with these approaches, the content of knowledge about the native land and the moral image of the inhabitants can be conditionally divided into three main blocks: the natural world, human activity and the cultural image of the native land (city).
Mastering this approach to understanding the world around them, children try to find the cause of a particular phenomenon (including historical), to establish the relationship of the past, present and future.
The development of the content and technology of familiarizing children with their native land and moral values is based on specific principles:
¾ Encyclopedic - ensures the selection of the content of knowledge from different areas of reality (nature, social world, culture, etc.).
¾ The uniqueness of the place. The territory of the region is considered as a universal value for people who consider it their homeland. The study of the natural, cultural, socio-economic uniqueness of the region, the connection with previous generations (folk traditions, creativity) is an important condition for the formation of a culture of the individual. This principle involves the study of the specifics of the natural and cultural heritage, spiritual values, historical, cultural, ethno-cultural features of the development of the region. The significance of the principle of the uniqueness of the place is determined by its huge influence on the formation of patriotism as essential quality identity of the future citizen.
¾ Integration of knowledge (N.F. Vinogradova) - the establishment of relationships between information of a natural scientific nature and information about human activity. The implementation of this principle ensures the selection of the content of knowledge for children to understand a holistic picture of the world.
¾ Unity of content and methods.
¾ The dynamics of the continuity of connections - at each age level, it means the selection of the most relevant knowledge and their gradual complication, while taking into account the specifics of changes in the social experience of preschool children.
Thus, it is possible to present the following components of the content of the moral and patriotic education of children of senior preschool age in a preschool educational institution:
) Cognitive (the child's ideas about the world around):. about the family, their ancestry;. about the culture of the people, its traditions, folk art;. about the nature of the native land and country, human activities in nature;. about the history of the country, reflected in fiction , street names, monuments;. about the symbols of the native land and country (coat of arms, anthem, flag);. about the most famous figures of the country;. about people of other nationalities living with us.
) Emotionally motivating (emotionally positive feelings of the child to the world around):
· love and feeling of attachment to the native family and the house;
interest in the life of the native city and country;
pride in the achievements of their country;
respect for the culture and traditions of their people, for the historical past;
admiration for folk art;
love for the native language, for the native nature;
Respect for the worker and the desire to take part in the work.
) Activity (reflection of attitude to the world in activity):
¾ productive activity;
¾ musical activity;
¾ cognitive activity.
2.3 The program of moral and patriotic education of children of senior preschool age in the preschool educational institution "I will be a patriot"
The main provisions of the program "I will be a patriot"
The program "I will be a patriot" is designed to organize the moral and patriotic education of children of senior preschool age in a preschool educational institution.
The program was developed in accordance with the Basic General Educational Program of Preschool Education "From Birth to School", which is an innovative general educational program document for preschool institutions, prepared taking into account the latest achievements in science and practice of preschool education and complies with current state requirements (FGT, Order No. 655 of 23 November 2009).
The program "I will be a patriot" is built on the positions of a humane and personal attitude towards the child and is aimed at shaping his personality on the basis of moral and patriotic values and ideas.
The fundamental principle of this program is the principle of cultural conformity. The implementation of this principle ensures that national values and traditions are taken into account in the spiritual, moral and emotional education of children.
Moral and patriotic education is considered as a process of introducing a child to the main components of human culture (knowledge, art, work, moral behavior, patriotic feelings).
The criterion for the formation of the content of the program is its educational value, reliability, cognition and high artistic level of the visual and informational material used,
One of the priorities of the kindergarten is to familiarize children with the history of Rus', Moscow. Senior preschoolers are given initial information about the emergence of Moscow, the Kremlin with their sights. Travel games, role-playing games develop children's interest in history and culture, bring up love for their native country and city.
When creating the program, we proceeded from the fact that effective familiarization of preschoolers with the history and culture of the Motherland occurs on the condition that it is naturally woven into the life of the group and is associated with children's interests, desires, motives, and expectations. This required a special construction of classes to introduce them to the traditions of their native culture.
The approach of N.A. Korotkova, N.Ya. Mikhailenko. We built our work with children within the framework of blocks of subject-subject interaction between teachers and children and free independent activity.
The peculiarity of the methodology lies in the fact that the development of the intended content by children should be carried out with the help of various topics (“Me and my family”, “Folk holidays”, “Folk games”, etc.). In the process of his development, the child actively learns the world around him, which appears before him in the unity of four different aspects used to build a didactic model, including: the natural world (the nature of his native land); the objective world (the world of things created by the hands and labor of man); other people's world public relations); the world of my "I" (the inner world of man).
Hence, the planned games and activities of children should contribute to the development of their ideas about the natural world, the objective world, the world of other people and, finally, the personal world (individuality) of each child. This construction of the educational process will allow you to logically combine all the stages and arouse the interest of children.
Social order of program development
In accordance with the state project "National Doctrine of Education in the Russian Federation", the program "I will be a patriot" was developed. The Draft states that "... the education system is designed to ensure the education of Russian patriots, citizens of a legal democratic, social state, respecting the rights and freedoms of the individual, possessing high morality and showing national and religious tolerance."
Principles for the implementation of the program "I will be a patriot"
The program of moral and patriotic education of preschoolers "I will be a patriot":
¾ corresponds to the principle of developing education, the purpose of which is the development of the moral and patriotic qualities of the child;
¾ combines the principles of scientific validity and applicability, i.e. communication of knowledge should be combined with the formation of an emotional base and practice of behavior;
¾ ensures the unity of the educational, developing and teaching goals and objectives of the pedagogical process, during the implementation of which knowledge, skills and abilities are formed that are related to the development of the moral and patriotic qualities of a preschooler;
¾ is built taking into account the principle of integration of educational areas in accordance with the age capabilities and characteristics of older preschoolers and the possibilities of educational areas;
¾ is based on the complex-thematic principle of constructing the pedagogical process, i.e. a complex of educational and educational activities can be dedicated to a specific topic or significant date;
¾ provides for the solution of program pedagogical tasks in the joint activities of adults and children and independent activities of preschoolers, not only within the framework of direct educational activities, but also in the process of leisure and entertainment period of children's stay in a children's institution;
¾ provides for the construction of the pedagogical process in age-appropriate forms of work with children - in playful, productive activities, communication.
Goals and objectives of the program "I will be a patriot"
The fundamental goal of the "I will be a patriot" program is to create optimal conditions for the development of moral and patriotic feelings among older preschoolers through the construction of a pedagogical process in preschool educational institutions.
To achieve the goal of the Program, the following conditions are important :
1)care for health, emotional well-being and timely comprehensive development of children of senior preschool age;
2)creation in the group of an atmosphere of a humane and benevolent attitude towards all pupils, which will allow them to grow up sociable, kind, inquisitive, proactive, striving for independence and creativity;
)maximum use of various types of activities, their integration in order to increase the efficiency of the educational process;
)creative organization of the educational process in preparatory group kindergarten;
)variability in the use of educational material, which allows developing creativity in accordance with the interests and inclinations of each child
)respectful attitude to the results of children's creativity;
)the unity of approaches to the upbringing of children in the conditions of a preschool educational institution and the family;
)maintaining the continuity of the work of kindergarten and school.
The solution of the goals and objectives of moral and patriotic education outlined in the Program is possible with the targeted influence of the teacher. The level of development that the child will achieve, the degree of strength of the acquired moral qualities and patriotic feelings depend on the pedagogical skill of the educator, his culture, love for children.
For effective work on the education of patriotism in children of senior preschool age, it is necessary to solve the following tasks :
¾ provide a favorable emotional (heuristic) environment in kindergarten and in the family;
¾ establish close cooperation between educators and parents of the child;
¾ to prepare parents and educators to solve the problems of educating children's patriotism.
The heuristic environment is characterized by saturation with positive emotions and is a field for the child to display creativity, initiative, and independence.
Close cooperation between kindergarten teachers and family members is expressed in establishing trusting business contacts with the families of pupils, providing parents with a minimum of psychological and pedagogical information, teaching them how to communicate with the child, ensuring regular interaction between children, educators and parents, involving family members in the pedagogical process of creating kindergarten and family subject development environment.
The preparedness of teachers for the implementation of the process of formation of patriotism presupposes the presence of an appropriate level of professional competence, professional skills, as well as the ability to self-regulate, self-adjustment to solve the tasks.
Organization of the pedagogical process for the moral and patriotic education of older preschoolers in accordance with the Program
The organization of complex upbringing and educational work with preschoolers is aimed at solving the following tasks: enriching children's ideas about their native country, city, folk traditions, family, professions of the immediate environment, folk art. interest and providing opportunities for independent and collective creative implementation of ideas.
Priority areas implemented in work with children of senior preschool age in moral and patriotic education:
)formation of ideas: acquaintance of children with folk traditions and crafts; acquaintance with oral folk art; acquaintance with historical events accessible to the understanding of children; expansion of ideas about nature, cities of Russia; acquaintance of children with the symbols of the state (coat of arms, flag, anthem); formation of elementary knowledge about human rights, etc.
)education of patriotic feelings: education in a child of love and affection for his family, home, kindergarten, city; formation careful attitude to nature; education of respect for work; developing a sense of responsibility and pride in the achievements of the country; the formation of a moral attitude and a sense of belonging to the cultural heritage; formation of a tolerant attitude towards representatives of other nationalities.
)development of cognitive interest among preschoolers, creative activity, the formation of a child's interest in socially significant results of activity, the ability to independently set such goals
Approaches to the organization of work on the moral and patriotic education of children of senior preschool age
The pedagogical technology of introducing preschoolers to the objects of moral and patriotic education was built on the basis of the following approaches:
.involvement of children in a variety of activities (specially organized communication, educational and cognitive, visual, musical, while maintaining the priority of the game, including plot-role-playing, theatrical);
.integration of various types of arts (musical, dance, arts and crafts) based on folklore;
.the use of interaction in the "educator-child-parent" system, since the family is one of the main institutions of the initial socialization of children, influencing the formation of personality;
.implementation of educational work based on the traditions of native culture; ensuring the activity of children at all stages of familiarization with folk traditions.
Forms of interaction between the teacher and children
Organizational activities with children (1 time per week):
· familiarization with the subject world;
· folklore;
· arts and crafts; folk music;
· folk games and round dances;
· acquaintance with the history of Rus', Moscow.
Joint activities of the teacher with children.
Independent activity of children.
Conditions for effective interaction between a teacher and children:
¾ creation of a positive emotional atmosphere in the course of organizing all types of activities for moral and patriotic education;
¾ widespread use of meaningful, colorful, emotionally rich visual material shown on the screen using a multimedia projector;
Main activities for the implementation of the Program
All work with children on their acquaintance with cognitive material is proposed to be included in the block of joint activities. In this methodological development, the joint activity of the educator with children is carried out in three stages:
)preliminary work;
)cognitive activity;
)Final joint activity.
Preliminary work involves immersing the child in the atmosphere of Russian identity, the accumulation of impressions that can become the basis for cooperation, communication with the teacher and peers. Ultimately, enriching the child with knowledge about the history of Russia leads to the education of patriotism, spiritual and moral development.
The preliminary work necessarily includes the reading of the epic, followed by a conversation on its content. This section may also include the following activities:
· Learning Russian folk outdoor games;
· Learning proverbs, sayings, chants, teasers, etc.;
· Theatrical activities;
· Didactic and board games;
· Musical and rhythmic activity;
· Sketches for the creation of expressive images.
One of the components of the preliminary work can be visual activity, where children are given the opportunity to reflect their impressions of what they heard and saw, to reveal their own creative ideas.
After the preliminary work stage, we propose to carry out joint activities according to a pre-designed scenario. In the scenarios of joint activity, the teacher does not set the tasks of direct teaching, as is done in the classroom. The organization and planning of scenarios for joint activities should be flexible, ad hoc in time. The teacher should be ready for improvisation, counter activity of the child. In the process of implementing such a scenario, the child should feel like a junior partner, led by an adult who constantly takes into account his initiative.
Through the script, the child is immersed in the atmosphere of native nature, the originality of Russian cities, the colorfulness and attractiveness of folk holidays and national art. Events occurring with historical heroes systematizes the knowledge gained at the preliminary stage of work. In a playful way, they consolidate knowledge about their country, city, family, professions of their friends and relatives. Children have the opportunity to talk about events from their personal experience or answer questions during a thematic conversation. To summarize the next stage of work, after getting acquainted with the material, a final joint activity is carried out. Based on the results of the final joint activity, the teacher can determine the strengths and weaknesses of his activity, correct the methods and techniques used with children.
One topic should be given at least one week. The optimal period is 2-3 weeks. The theme should be reflected in the selection of materials in the group.
Integration of educational areas during the implementation of the program "I will be a patriot"
Cognitive and research activities (area "Knowledge"):
¾ familiarization of children with evidence-based, age-appropriate information material on established topics based on the visibility, aesthetics and emotional coloring of the video sequence;
¾ discussion of aspects of the topic being disclosed in a conversation with children, with additions and explanations by the teacher;
Game activity (area "Socialization")
¾ didactic travel games through the expanses of the Motherland, through the native city, through the reserve, etc.
¾ independent plot-role-playing games based on the impressions received from read works of fiction about the heroes of history, epic and fairy-tale heroes, as well as role-playing games of professional themes;
¾ entertainment games dedicated to folk holidays and traditions;
¾ outdoor games organized jointly with parents and other family members.
Communicative activity (field "Communication")
¾ organized thematic excursions together with parents, club hours and round tables that unite children of educators and parents with penetration into the topics of the moral and patriotic sphere;
¾ design of mini-museums, stands, photo exhibitions, research and creative collaborations.
Productive activity (area "Artistic creativity"):
¾ decorative drawing and modeling based on folk arts and crafts;
¾ designing a model of the Kremlin and other objects of Russian architecture;
¾ drawing on the topics under consideration;
¾ creation of objects of art (applications) for the design of thematic stands.
Musical activity (educational area "Music"):
¾ listening to audio recordings of Russian folk songs, folk music, music of the war years, works of classical music of patriotic content;
¾ learning and performing songs dedicated to significant dates for our people.
Educational area "Reading fiction"
¾ reading by the educator of works of fiction, selected for familiarization and understanding of historical and cultural events in the life of the people;
¾ learning poems that reveal aspects of patriotic and moral feelings;
¾ holding poetic holidays in the context of thematic planning.
Labor activity (educational area "Labor").
¾ community service in progress regime moments with an explanation of the significance of such work for the immediate environment of the child.
№TasksEventsResponsible1Creation of a developing environment in a preschool educational institution for the moral and patriotic education of older preschoolers. Organization of a mini-museum "Russian hut"; Interior design of corridors and premises of preschool educational institutions with stands, exhibitions, opening days. Head, senior educator, group educators. 2 Creation of a subject-developing environment in the preparatory group Mini-centers of local history with a selection of albums, photographs, fiction; didactic games, collection of thematic videos, presentations; samples of folk - applied art, etc.; Mini-museums, the content of which is organized in accordance with the theme of the work Group educators. 3 Creation of a speech environment in the preschool educational institution Use in everyday life, in communication with children of oral folk art: nursery rhymes, proverbs, sayings, folk signs; the best examples of the literary language; poetic works The entire teaching staff4 Formation of motivation among teachers to conduct work on moral and patriotic education Questioning of teachers; Pedagogical Council in the form of a round table “Do preschoolers need to be taught to love their Motherland” Head; senior educator5 Increasing the pedagogical competence of educators in solving problems related to the education of moral and patriotic feelings in children. Seminar - workshop "Moral and patriotic education of preschoolers" Lesson 1. Theoretical foundations of patriotic education of preschool children. Lesson 2. What should a modern educator know about the culture, traditions, history of Russia. Lesson 3. “Peculiarities of patriotic education of preschoolers at the present stage” Senior educator 6 Organization of work on the exchange of pedagogical experience Exchange of experience on the topics “Introduction to the native city as a means of moral and patriotic education”; "Collective creative work is an effective method of moral and patriotic education" Senior educator7 Formation in children of ideas about the history, culture, traditions of the people, about its social life at present, through the system of studies of the cognitive cycle, in productive, playful, research activities Cycles of introductory classes: · on the history, culture, geography of Russia; · about socially significant professions; · about the military glory of Russia. Club hours and conversations: ¾ about the traditions of the child's family; ¾ about state and national holidays. Creative work (joint productive activity). Travel games around the city, around the country, around the reserve. Design of stands, exhibitions. Senior educator; educators of the group, musical director8 Involving parents in the issues of moral and patriotic education of children. Questioning of parents "Raising a patriot in the family" Parent-teacher meeting“Educate the future citizen” Senior educator; group educators; 9 Increasing the competence of parents in matters of moral and patriotic education Meetings in parent club Meeting 1. "Folk pedagogy in raising a child in a family"; Meeting 2. “Love and know your small Motherland”; Meeting 3. "History of the family - the history of the country" Senior educator; group educators; 10 Involvement of parents in children's activities as equal partners in communication Participation in joint thematic excursions, participation in club hours. Senior educator; group educators.
Comprehensive and thematic planning of work on the moral and patriotic education of children of senior preschool age
Dates State or folk holiday to which the events are dedicated Content of the main work on moral and patriotic education Additional activities to reveal and deepen the moral and patriotic qualities of children. 1234 September September City Day Moscow is the main city of our country. Tour of the Kremlin (presentation) Role-playing game "Steamboat on the Moscow River" (with a story about stops and illustrations using multimedia equipment) Bus tour of Moscow accompanied by parents. Reading poems about Moscow. Children's stories from personal experience. Joint creative work"Moscow Kremlin". Day of the DOUM worker My favorite kindergarten. A conversation about the importance of the work of all people working in the garden. A tour of the kindergarten and getting to know the work of employees. Making a photo exhibition "My favorite kindergarten." Making crafts from natural material as a gift to children junior group. Game "Who cares about us?" (Presentation with photographs of kindergarten workers) October October International Animal Day Walk-excursion to the Troparevo reserve. Game-journey based on the results of the excursion "Ecological trail". Watching the cartoon "Beware of the pike." Collective work "Whom did we see in the forest?" (drawings of animals, birds, trees and flowers) Creation of ecological signs. Pushkin's autumn ASPushkin - conversation with illustrations (presentation). Watching cartoons based on Pushkin's fairy tales. Poetry evening: reading poems prepared in advance by children about the autumn of A.S. Pushkin. November November Day of National Unity Talk about the state - "Russian Federation" with multimedia illustrations (Landscapes, map, symbols, cities), listening to the anthem of the Russian Federation . The group has a stand with a flag, coat of arms and a portrait of the president. Conversation about the peoples living in Russia. (Presentation of national costumes and household items). Design of the stand "National costume and cuisine" (the stand is designed together with parents, household items of children's nationalities are presented). Learning the anthem in the form of karaoke. All-Russian Mother's Day "Mom is the most beautiful word on earth": discussion, with music accompaniment and display of works of art dedicated to the mother. Viewing the cartoon "Mammoth is looking for mom." Children's stories about their mothers. Design of the My Mom stand, which presents portraits drawn by children and postcards for mom. December December Celebration of the anniversary of the defeat of the Nazis near Moscow Conversation with children on the topic "Defense of Moscow" with a presentation. Excursion to the Moscow Defense Museum. New Year in my family. Children's story about the traditions of celebrating the New Year in their family. Family drawing around the Christmas tree. new year cartoon. Singing children's New Year's songs to the soundtrack.JanuaryChristmasTeacher's story about the holiday of the Nativity of Christ in Russia with illustrations (presentation).Creation by children with their parents family tree and the story of children about their family. February Defender of the Fatherland Day The story of the educator about the famous defenders in the history of the Fatherland (with illustrations). Creation of the collective work "Russian heroes". An invitation to visit a military father with a story about serving the Fatherland. sports entertainment“Together with dad.” February-March Maslenitsa Teacher's story about the celebration of Maslenitsa in Rus' (presentation). Listening to folk songs. Collective work "Let's bake pancakes." Excursion with parents to the Kolomenskoye Museum-Reserve. March Masters of the Russian Land. Presentation with explanations on the topic, examination of genuine samples of folk crafts. A series of practical works on decorative painting and modeling of folk toys. April April Cosmonautics Day Presentation dedicated to the holiday, with explanations from the educator. Design of the stand "Day of Cosmonautics". spaceship. Space drawing. Listening to songs about astronauts. Earth Day The teacher's story about the natural resources of Russia (fields, forests, rivers, mountains, subsoil), and the need to protect all this. (Presentation). Conversation about the professions of people working on the ground. May May Holiday of spring and labor Round table with parents talking about their professions (doctor, teacher, worker, engineer, driver). Collective work "Flowers of Spring". Conversation “What will you become when you grow up?” Victory Day Video film about the Great Patriotic War (the most important episodes), with an explanation by the educator. Design of the stand "Victory Day". Listening to songs about war and victory. A story about animals that helped people in the war (presentation). A story about children - war heroes (presentation). Designing a book in memory of war relatives together with their parents. Talk to children about this book.
Planned results of work on the moral and patriotic education of children of senior preschool age.
The study determined indicators and levels of assimilation of aspects of the content of moral and patriotic education for children of senior preschool age. The initial criteria were determined by the presence of ideas about the family, city, country, interest in them and the implementation of existing ideas in independent activity.
The following indicators served as the basis for their characterization:
1)correctness and completeness of ideas: about the greatness home country; about the beauty and significance of the native city; about their nationality, traditions, cultural objects; about people of other nationalities; about the professions of parents, employees of the kindergarten; about your family tree; about Russian folk crafts, folk holidays; about famous Russian personalities;
2)the presence of interest in the above topics, a positive attitude towards them;
)the emergence of a cognitive interest in the history and cultural heritage of the country, in its nature, people;
)the emergence of a need for collective creative activity (decorative drawing, design).
According to the above criteria and indicators, the levels of mastering the traditions of the people by preschoolers were identified: high, medium, low.
High absorption ratemoral and patriotic categories older preschoolers are characterized by: a correct, generalized idea of the objects under consideration, a systematic reflection of their patterns, expressed in a detailed judgment about them, the ability to combine objects according to essential features; pronounced or pronounced selectivity of interest in the subjects of native culture, awareness of choice; the ability to consciously use knowledge in gaming and productive activities.
Average level of assimilationmoral and patriotic categories older preschoolers are characterized by: correct, but largely fragmentary superficial ideas; differentiation of ideas about objects by the presence of individual elements; instability of interest in the subjects of native history, culture, lack of motivation in their further knowledge; low activity in the collective gaming and creative activities of a patriotic orientation.
Low absorptionmoral and patriotic categories are characterized by: undifferentiated ideas, inability to single out objects; lack or uncertainty of expressiveness of interest in the subjects of native culture, lack of motivation or reliance on insignificant features.
Conclusion
In accordance with the goals and objectives of this study, we have studied theoretical aspects education of moral and patriotic feelings in children of senior preschool age.
Based on the analysis of scientific psychological and pedagogical literature, we have revealed that the moral and patriotic education of children is a process of promoting the moral and patriotic development of the individual.
The purpose of moral and patriotic education is to arouse in children an interest in the world around them, love for the Motherland and its heroic past by various pedagogical means.
Moral and patriotic education of children is one of the main areas of preschool education and includes the following tasks: instilling in a child love and affection for his family, home, kindergarten, street, city; formation of a careful attitude to nature, respect for work, expansion of ideas about their state; development of a sense of responsibility and pride in the achievements of the country, respect for other peoples.
The pedagogical conditions that ensure the effective organization of moral and patriotic education in a preschool educational institution are: the leading role of the teacher, "animating" the objective world in a preschool educational institution; the active cognitive position of the child supported by the teacher during the development of the objective world in the game and other activities; the objective world purposefully organized taking into account the complex development of the value-based influence of the component of the developing objective environment on the personality of the child.
In the course of the research work, we identified and systematized the means and methods of moral and patriotic education of children of senior preschool age.
We have combined the means of the moral and patriotic into several groups: artistic means (fiction, fine arts, music, cinema, etc.) contribute to the emotional coloring of cognizable phenomena; the nature of the native land evokes humane feelings in children; children's own activity (play, work, teaching, artistic activity) performs the function of developing the practice of moral and patriotic behavior; communication with the educator, peers, other significant adults performs the tasks of correcting ideas about morality and patriotism; the atmosphere in which the child lives determines the line of his behavior and influences the formation of moral and patriotic qualities.
The means of education become effective in combination with adequate methods and forms of educational work. We have given a justification for the expediency of choosing the forms and methods used in the work on the moral and patriotic education of older preschoolers in a kindergarten.
Based on the study of psychological and pedagogical literature, the author concluded that children of senior preschool age have formed subjective qualities for the formation of moral and patriotic attitudes, ideals, and behavior.
In accordance with the goals and objectives of the moral and patriotic education of children of senior preschool age, we have determined the content of the relevant work carried out in kindergarten. In the course of the study, it was concluded that the content component of moral and patriotic education should form the following ideas of children: about the family, their ancestry; about the culture of the people, their traditions, folk art; about the nature of the native land and country, human activities in nature; about the history of the country, reflected in fiction, street names, monuments; about the symbolism of the native land and country; about the most famous figures of the country; about people of other nationalities living with us.
Equivalent to the content component of the moral and patriotic education of children, we consider the emotional-motivating (positive feelings of the child to the world around) and activity (reflection of the attitude to the world in children's activities) components.
Taking into account the theoretical substantiation of the problem of moral and patriotic education of preschool children, the educational program "I will be a patriot" was developed. We found that the goal of the program is to create optimal conditions for the development of moral and patriotic feelings in older preschoolers through the construction of a pedagogical process in a preschool educational institution.
The program defines the conditions for the effective organization of the pedagogical process for the moral and patriotic education of preschoolers: providing a favorable emotional environment in kindergarten and the family; close cooperation between educators and parents of the child; readiness of parents and educators to solve the problem of educating moral behavior and patriotic feelings; building an educational process based on the subject-subject interaction of teachers and children to enhance the interest of preschoolers in moral and patriotic objects and provide children with opportunities for independent and collective creative activity (cognitive, playful, practical, communication).
We have developed the structure and content of the "Be a Patriot" program based on the above goals and objectives for the moral and patriotic education of children of senior preschool age. The implementation of the program can bring positive results in the upbringing of children if the conditions for the effective organization of the pedagogical process in a preschool educational institution are implemented.
The program of moral and patriotic education of children of senior preschool age “I will be a patriot” developed by us has its applied, practical significance and can be used in organizing the work of a preschool educational institution.
moral patriotic education preschool
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Tags: Organization of moral and patriotic education of children of senior preschool age Diploma in Pedagogy
