Topic: “Moral and patriotic education through introducing children to Russian folk culture. Project for children of senior preschool age "Moral and patriotic education based on their familiarization with folk culture

Department of Education Management of the city of Chaplygin MBDOU kindergarten of the combined type "Sun"
Author of the experiment: Tatyana Stepanovna Podlesnykh, educator of the highest category, MBDOU d / s "Sun", Chaplygin, 2013.
Content:
1. PPO information card
2. Holistic description of experience
3. Bibliographic list
4. Application to experience

INFORMATION CARD OF BEST PEDAGOGICAL EXPERIENCE
1. Tatyana Stepanovna Podlesnykh
2. Mr. Chaplygin
3. MBDOU kindergarten "Sun"
4. caregiver
5. Pedagogical experience - 16 years; highest qualification category

6. Topic: "Introducing children to the origins of Russian folk culture, as part of moral and patriotic education."
7. The degree of novelty of pedagogical experience consists in a combination of elements of known methods, setting and solving new pedagogical problems, improving certain aspects of the cognitive activity of preschoolers.
8. The purpose of this pedagogical experience was the development and justification of the process of formation of patriotic feelings in preschoolers and the development of spirituality through the upbringing of love for their small homeland.
9. The society's need for a new type of personality - creatively active, spiritually and morally developed - will undoubtedly increase as the socio-economic and cultural conditions of life improve. The implementation of this direction in education and upbringing requires an appeal to general developmental systems of an integrated type. In such a system, the main place will be occupied by patriotic education.
The system of work that we offer is based on the favorable educational environment that we have created, which contributes to the versatile individual development and spiritual and moral development of the child's personality, as well as creative cooperation and interaction between children and adults. Thematic planning is a unified system of interrelated topics that gradually become more complex and at the same time reveal the diverse connections of the subject-practical activity of a person with his history and culture, as well as with the natural world.
The methods used to immerse the child in the national life, the melody of speech, 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 Motherland. The formation of patriotic feelings and spirituality is carried out in specially organized classes, as well as in the joint activities of the educator with children, since the education of feelings is a process that cannot be put into the framework of classes. This is the daily constant communication of the educator with the children, as a result and through which such a complex education is formed as a feeling of love for the Motherland.
In joint activities, we widely use folk, didactic, mobile, board, role-playing, theatrical games with children, which, based on the main activity - the game, form the appropriate knowledge and skills in children. In joint activities, we also include conversations about our hometown, cities of the region, animals of our native land, viewing thematic albums, illustrations, organizing exhibitions of children's art.
The formation of patriotic feelings and the development of spirituality should be complex, permeate all types of activities, and also be carried out in everyday life. Therefore, the active position of the educator is especially important, his ability to form in children the need to participate in activities for the benefit of the surrounding people and wildlife, to help them realize themselves as an integral part of their small Motherland, its citizen.
It is impossible to take a formal approach to solving the problems of forming love for one's small Motherland. An educator who is seriously dealing with this issue needs to remember the words of Academician D.S. Likhacheva: “The feeling of love for the Motherland must be carefully cultivated, instilling spiritual settledness, since without roots in the native area, on the side, a person looks like a withered tumbleweed plant.”
10. Based on the results of our work, statistically reliable conclusions were drawn that due to the accumulation and emotional development of specific facts, moral qualities are formed in children.
11. This work experience is widely used in the educational process of our MBDOU
12. Consultations were held for educators of MBDOU and parents.

Holistic description of experience
Our kindergarten is located in the old, beautiful and very green town of Chaplygin. There is a park nearby. But how often do we see that children do not notice the beauty of green streets, the uniqueness of ancient buildings. Material goods and pragmatic values ​​have become much more important than spiritual and moral values. The loss of folk roots leads to the appearance of lack of spirituality and callousness in the younger generation. Indifference, individualism, cynicism, and aggressiveness have become widespread in the public consciousness. But our future is largely determined by the level of upbringing, spiritual and moral development, civic development of the younger generation. This justified my choice of the direction of work with children.
The relevance of experience. The draft "National Doctrine of Education in the Russian Federation" emphasizes that "the education system is designed to ensure" ... "the education of Russian patriots, citizens of a democratic state with the rule of law, respecting the rights and freedoms of the individual, possessing high morality and showing national and religious tolerance."
Much has been written about the importance of introducing preschoolers to the culture of their people, since turning to the paternal heritage brings up respect, pride in the land on which you live. Therefore, children need to know and study the culture of their ancestors. It is the emphasis on knowledge of the history of the people, their culture that will help in the future to treat the cultural traditions of the people with respect and interest.
At present, profound changes are taking place in the life of society, folk traditions (love for the Motherland, respect for elders, love for neighbors) are being lost. There is a need to return to the best traditions of our people, to its centuries-old roots, to such eternal concepts as family, kinship, and homeland. It becomes especially relevant to educate the younger generation of moral and moral qualities and, above all, a sense of love for their small homeland.
The feeling of patriotism is multifaceted in its content: it is love for one's native places, and pride in one's people, and a sense of inseparability with others, and a desire to preserve and increase the wealth of one's country. Being a patriot means feeling like an integral part of the Fatherland. Preschool age, as a period of personality formation, has its own potential for the formation of higher moral feelings, which include the feeling of patriotism. Society's need for a new type of personality - modern, educated, moral, enterprising, ready to independently make decisions in a situation of choice, capable of cooperation, possessing a sense of responsibility for the fate of the country - will undoubtedly increase as the socio-moral and cultural conditions of life improve. The implementation of this direction in education and upbringing requires the creation of a favorable educational environment that promotes the versatile individual development and spiritual and moral development of the child's personality, namely, an atmosphere of love, attention to each preschooler and mutual understanding between all participants in the pedagogical process; the priority of moral values ​​as the most important factor in effective education.
Civil-patriotic education today is one of the most important links in the system of educational work. The answer to the question "What is patriotism?" at different times
tried to give many famous people. S.I. Ozhegov defined patriotism as "... devotion and love for one's Fatherland and one's people." G. Baklanov wrote that this is "... not valor, not a profession, but a natural human feeling." The feeling of patriotism is so multifaceted in its content that it cannot be defined in a few words. Patriotism manifests itself not only in difficult, difficult life situations, but also in the daily working and spiritual life of the people.
Patriotic education of preschoolers is an integrative process that combines aesthetic, labor, mental education. In the process of such comprehensive development, the first sprouts of civic-patriotic feelings are born. The problem of introducing preschool children to Russian folk culture, folk traditions has been repeatedly considered by scientists. An analysis of psychological and pedagogical sources revealed that introducing children to folk culture ensures the connection of generations, contributes to the comprehensive harmonious development of the individual, solves the problems of mental, physical, moral, aesthetic, labor, and family education.
Patriotic education should be comprehensive in nature, permeate all types of children's activities, be carried out in everyday life and in direct educational activities. It largely depends on the adult what the child is interested in, what he asks about. Therefore, the active position of the educator, his desire and ability to form in preschoolers the need to participate in activities for the benefit of the people around them and wildlife, to help them recognize themselves as an integral part of their small homeland, a citizen of Russia, is especially important. In childhood, the basic qualities of a person are formed. It is especially important to imbue the receptive soul of a child with sublime human values, to generate interest in the history of Russia. In the pedagogical aspect, patriotic education is understood as the process of forming a conscious person who loves his Motherland, who is proud of the historical achievements of his people, their culture and traditions.
The word "tradition" (from Latin Traditio - transmission) means historically established and passed down from generation to generation customs, practices, rules of conduct. The tradition covers the objects of social heritage (material and spiritual values), the process of social inheritance, its methods. Certain social attitudes, norms of behavior, values, ideas, customs, rituals, holidays, etc. act as traditions. Folk traditions contribute to the development of a worldview that involves both the assimilation of the experience of older generations and its transformation into guidance in practical activities.
Russian traditions open up great opportunities for preschoolers, giving them knowledge and experience in organizing and self-regulating their activities. They help to develop the ability to manage one's own actions, feelings and states, actions in accordance with the interests of other people, the requirements of public duty. It is necessary to start work on patriotic education by creating a cozy atmosphere for children. Every day a child in kindergarten should be filled with joy, smiles, good friends, and fun games. After all, with the upbringing of a sense of attachment to the native kindergarten, native street, native family, the formation of the foundation begins on which a more complex education will grow - a feeling of love for one's Fatherland. An analysis of psychological literature made it possible to establish that moral qualities cannot arise through natural "maturation". Their development and formation is carried out gradually in the process of accumulation and emotional development of specific facts, and this depends on the means and methods of education, on the conditions in which the child lives. Patriotic education can be called one of the most difficult areas for a number of reasons: features of preschool age, the multidimensionality of the concept of "patriotism", not enough theoretical and methodological developments.
The level of representation of preschoolers about patriotism largely depends on what content (accessibility and amount of material for education and understanding) is selected by the educator, what methods are used, how the subject-developing environment is organized in the group.
Preschool age, as the age of formation of the foundations of personality, has its own potential for the formation of higher social feelings, which include the feeling of patriotism. In order to find the right way to educate a multifaceted feeling of 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 own, albeit small, business. 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 preschooler 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.
The basis of patriotic education is the moral, aesthetic, labor, mental education of a preschooler. In the process of such versatile development and education, the first sprouts of civic-patriotic feelings are born.
The purpose of our work on instilling in preschoolers love for the small Motherland, the formation of patriotic feelings and the development of spirituality is the education of a humane, spiritual and moral personality, worthy future citizens of Russia, patriots of their fatherland. To achieve this goal, it is necessary to solve the following tasks:
providing the necessary scientific, methodological, material and technical conditions, the availability of benefits, fiction for children, organizing excursions, creating a developing environment in the group;
the formation of a sense of attachment to your home, kindergarten, friends in kindergarten, your loved ones;
the formation of a feeling of love for one's native land, one's small Motherland on the basis of familiarization with one's native nature, culture and traditions;
education of patriotism, respect for the cultural past by means of aesthetic education: music, art, artistic word;
education of civic-patriotic feelings through the study of state symbols.
The value-oriented approach to content determines the disclosure of cultural origins through the integration of types of children's activities, through the means of cognition, enabling the preschooler to discover cultural traditions and independently demonstrate their attitude towards it. All our work is based on the following principles for the formation of patriotic feelings and spirituality in children:
The principle of personality-oriented communication provides for the individual-personal formation and development of the moral character of a person. Partnership, complicity and interaction are the priority forms of communication between the educator and children.
The principle of culture. Creation of conditions for the most complete (taking into account age) acquaintance with the achievements and development of the culture of modern society and the formation of various cognitive interests.
The principle of freedom and independence allows the child to independently determine his attitude to cultural sources: perceive, imitate, combine, create, etc.; independently choose a goal, determine the motives and methods of action, in the further application of the result of this action (activity) and self-esteem.
The principle of a humane-creative orientation provides, on the one hand, the obligatory receipt by the child, in interaction with the cultural environment, of a product characterized by creative elements: imagination, fantasy, "discovery", insight, usefulness, novelty; and on the other hand, it creates conditions for the manifestation of diverse relations (friendly, humane, business, partnership, cooperation, co-creation, etc.).
The principle of thematic planning of the material involves the presentation of the studied material in thematic blocks.
The principle of visualization is a broad presentation of visualization appropriate to the material being studied: illustrations, photographs of landscapes, monuments, sights, etc.
The principle of sequence involves planning the material being studied sequentially (from simple to complex), so that children learn knowledge gradually.
The principle of entertainment - the material being studied should be interesting, exciting for preschoolers, this principle forms in children the desire to perform the proposed types of tasks, to strive to achieve results.
The principle of integration of various types of children's activities. The implementation of the principle of integration is impossible without a well-defined provision, which includes the content of education, methods of its implementation, subject-developing conditions of the organization.
The subject-developing environment, structured taking into account the interests and needs of the child, provides an opportunity for the preschooler to advance in his development. Enrichment of the subject-developing environment, which has a versatile potential for activation, contributes to the non-violent inclusion of the child in the educational process and the transfer of the game into learning activities in order to form the cognitive, social motivation of the child for development, self-realization. The group has a zone of civic-patriotic education, where children, in conditions of daily free access, replenish knowledge about their native land, city. In our work with children, we use a wide range of illustrations and photographs with views of their native city, paintings depicting native landscapes, and illustrations of folk crafts. In direct educational activities, the works of oral folk art, as well as the symbols of the native city and region are studied.
The reference points in the patriotic education of preschoolers are: children's play, design and search activities of adults with children, artistic and literary creativity, communication, creative and productive activities, means of aesthetic education. We have developed GCD for the formation of spiritual and moral qualities in preschoolers, in the process of which children receive relevant knowledge and skills. Most of the GCDs to get acquainted with the native city are carried out in the form of excursions to the sights of the small Motherland. We organize excursions to the museums of the city.
Starting work on patriotic education, we, first of all, made a good study of the natural, cultural, social and economic features of the city and region. We thought about what to tell the children about, highlighting the signs that are characteristic only for this area, in order to clearly show the connection of the native city with the whole country. Our work is built in such a way that every child is imbued with the glory of his native land, feels his involvement in local social events. In working with children, we always emphasized that, no matter how special the native land may be, it certainly reflects what is typical for the whole country:
- people work in factories, construction sites, various institutions, shops, farms, fields, etc. The results of the work of the people of their native city are necessary not only for those who live in this area;
- in the hometown, region, as well as in other places, folk traditions are observed; celebrate nationwide significant dates, honor the memory of fallen heroes, honor famous people, labor veterans, etc.;
- here, as well as throughout the country, they take care of children;
- people of different nationalities live in the same city, they work and rest together;
- in their native city, as throughout our country, people must protect and protect their native nature;
- every person who loves the Motherland must show respect for work, interest in the culture of his native people.
So that children, learning some specific facts, observing the life around them, could better imagine that their hometown is part of the country, we gave them some initial information from the geography, economy, history of the country - they talked about what they cannot see in the immediate environment. One of the areas of patriotic education is the acquaintance of children with the historical past of Ranenburg and the Lipetsk region, because in order to love, you need to know. Each of our days is closely connected with the life and cultural traditions of past generations. We store antiques, jars, spinning wheels, as elements of folk life. Thanks to the national culture, we know that the kitchen should have bright towels, a special outfit for the holiday. And at the table joyful singing of drinking songs. Folk culture is a full-flowing river from which many of our actions, thoughts and desires flow. The revival of customs and traditions is impossible without the restoration of the old moral foundations. Everything that surrounds us in the present has its roots in the past. This is our history, our culture. The selection and systematization of knowledge about the native city and region, we carried out taking into account the mental capabilities of children, taking into account the nature of their thinking, the ability to generalize. We tried to select material about our native city and region in such a way as to arouse interest in children and develop curiosity. Direct observations, combined with the assimilation of available knowledge, contribute to the development of the child's figurative and logical thinking.
We assign a large role to the joint activities of the educator with the children, because education of feelings is a process that cannot be put into a rigid framework of classes. This is a daily, constant communication between an adult and a child, as a result and through which such a complex formation as a feeling of love for the Motherland is formed. When educating patriotic feelings, it is important to keep children interested in the events and phenomena of public life, to talk with them about what interests them. These conversations are best done with small groups of children. In such conversations, it is important that the child feels the attitude of an adult to the facts and events that he talks about. Children equally feel sincerity, interest and the slightest falsehood, indifference.
The most important means of pedagogical influence in the formation of patriotic feelings of preschoolers is organized observation of the surrounding reality. Children should see how people work, what kind of labor relations develop, how work is evaluated by others, how they express their respect for those who work well. During walks in the park, by the river, we teach children to see the beauty of the surrounding nature, to treat it with care. This is how we solve problems not only cognitive, but also moral.
The most effective influence on the child is the means of aesthetic education, therefore, a large role is given to visual activity, listening to literary and musical works. Listening to songs and poems about the Motherland, about exploits, about work, about the nature of their native city, preschoolers can rejoice or grieve, feel their involvement in the heroic. Art helps to perceive what cannot be directly observed in the surrounding life, as well as to present in a new way what is familiar; it develops and educates the senses.
An equally important aspect of our work is the development of children's creative abilities in the classroom for fine arts, manual labor, and applications. Children get acquainted with various ways of weaving, examine and mold pottery and household items, decorate them with paintings. In the appliqué classes, children's knowledge of folk ornaments, methods of creating a pattern, and traditional elements of folk paintings are enriched.
The surrounding world enriches and stimulates children's artistic creativity. Preschoolers are happy to draw their native nature, paint towels, get acquainted with various types of artistic painting. The more interesting and purposeful the educator organizes the observations of the environment, the more meaningful the children's creativity becomes.
Realizing the tasks set, we decided that it is most important to enrich the experience of children by giving them the opportunity to explore the objects of folk life. The first steps in this direction showed how interesting it was for children. Holding pottery in their hands: a cast-iron pot, a lid (makhotka), a pot, painted wooden spoons, the children got acquainted with them with interest, examined, studied. And later they themselves joined in the manufacture and decoration of these items: they sculpted toys, dishes from clay and salt dough, made beads, painted spoons. We organized exhibitions of children's works.
In our group, together with the parents, a museum of antiquities was organized. Where the spinning wheel, towels, lids, etc. were collected; items of folk crafts: embroidered pictures, dolls, wicker items, etc.
We organized a conversation with the grandmother of one of the pupils, who spoke about the device of the spinning wheel, the purpose of various utensils. We have seen from personal experience how children's curiosity, observation and interest in the conditions of life in the old days develop. Children, at first only passive listeners, after a short time began to strive to independently find answers to emerging questions, they themselves actively asked questions about what interested them, and made comparisons. Parents, noticing the interest and curiosity shown by children, tried to support them in all endeavors, involving grandparents. In the family archives, old photographs, embroidery items were found, someone found books with beautiful illustrations.
Our Chaplygin is rich in traditions of folk art. Proverbs and sayings are part of this wealth. In them you can find a look at truth and lies, life and work. They also reflected the poetic history of the people. To this day, rituals associated with the seasons, with the cult of the harvest, and labor have been preserved. They were passed down from older generations to younger ones, from parents to children, from grandfathers to grandchildren. They have the way of life of the people, their kindness, generosity, reverence for fathers and grandfathers. Children memorized Russian folk proverbs and sayings with pleasure and then used them in their speech, making it more vivid and emotional.
The greatest emotional response in children is caused by holidays, matinees, mass events. We hold such holidays and entertainments as Maslenitsa, Christmas time, Christmas; "Curling of a birch", "Visiting Grandma Melania"; New Year's morning performances, funny sports days, Defenders of the Fatherland Day, folklore holiday "Meeting of Spring", autumn fair and others. The musical experience of children is enriched. We talk with children about folk songs, listen to phonograms, perform some songs at holidays and entertainment.
Folk and ceremonial holidays have become a favorite topic for children. By joining them, children get the opportunity to learn the characteristic features of the life of their ancestors, the traditions of the Orthodox faith, as the basis of spirituality and morality. In addition to songs, children get acquainted with dance elements. This is a round dance stomping step, a step with a stomp. Children especially enjoy playing folk musical instruments: spoons, bells, rattles.
All components of folk culture are used as the main means of moral education: folklore, songs, proverbs, fairy tales, holidays. It is they who reveal the content of the upbringing and education of children, the basic moral rules and ideals, the understanding of good and evil, the norms of communication and human relations; reflect the worldview of a person through religion, traditions and beliefs; describe the history of the people in the form of an epic, annals and oral art. Thanks to them, the aesthetic views of the people are revealed, they decorate everyday life, work and leisure.
Acquaintance with the components of folk culture is expedient to carry out by means of folk games. Folk games are a traditional means of pedagogy. From time immemorial, they clearly reflected the way of life of people, their way of life, work, foundations, ideas about honor, courage, courage, the desire to be strong, dexterous, hardy, fast. The game has always been a natural companion of a child's life, a source of joyful emotions, which has great educational power.
In children's games, echoes of ancient times, the realities of a bygone life, have been preserved. For example, a variety of games of hide and seek are a reflection of the old methods of raising children, when there were original schools for preparing for battles and hunting. The folk game has the same enduring significance as folk poetry, fairy tales, legends. The meaning of the folk game is that it develops the child's social behavior skills.
The peculiarity of the game as an educational tool is that it is included as a leading component in folk traditions: family, labor, festive and gaming. There is a lot of humor, jokes, competitive enthusiasm in folk games, the movements are accurate and figurative, often accompanied by unexpected rhymes, draws, which make it possible to quickly organize the players, set them up for an objective choice of the leader and the exact implementation of the rules, which is facilitated by rhythm, melodiousness, characteristic chanting of rhymes .
Children love funny counting rhymes, which sometimes consist of meaningless words and consonances. Their senselessness is explained by the fact that they came from adult folklore. But adults have forgotten about the mysterious account, and children continue to use it in counting rhymes to this day.
Thus, the game occupies an important place in the life of a child. Thanks to her, children learn to independently find a way out of a critical situation, quickly make decisions, implement them, that is, they acquire important qualities that they need in their future life. An effective type of gaming practice in our kindergarten has become a game library, which involves learning folk games with different developmental orientations. Children get acquainted with joke games, competition games, trap games, imitation games, master the traditional component of games - the choice of a driver by counting rhymes, by drawing lots or by collusion.
The game library also involves homework aimed at developing interest in folk games. For example, find out what games parents and older adults played, learn these games and teach others. Game workshops are held both indoors and during a walk, organized in the classroom, during holidays. Children are especially interested in toy libraries united by one plot, for example, “winter games” - games with snow (snowballs, building snow fortresses, taking them). A variant of the game library is also a competition, when folk games of a sports type are selected, or holding tournaments using Russian folk games.
Folk games contribute to the familiarization of children not only with the playing practice of the people, but also with folk culture in general. The joy of movement during the game is combined with spiritual enrichment, a stable, interested, respectful attitude to the culture of their native country is formed in children, an emotionally positive basis is created for the development of civic-patriotic feelings, for the formation of relationships with peers and adults.
One of the main conditions for the patriotic education of children is to introduce them to work. Love for the Motherland becomes a real deep feeling when it is expressed not only in words, but also in the desire, in the need to work for the good of the Fatherland, to take good care of its riches. Self-employment is extremely important for the education of a citizen. The work of children is neither great nor difficult. However, it is necessary for the formation of his personality. We encourage the labor activity of children, which is based on the desire to do something for the team, for the kindergarten, for their city. But not always the guys know what and how to do. This is where we help children, set an example, give advice.
We organized work with social motivation both in kindergarten and at home systematically. The children of our group performed permanent labor assignments not only for self-service, but also for the common good. Adults monitored the fulfillment of labor duties by preschoolers, teaching them to conscientiously treat any work and achieve their goals. The question may arise: what does the above have to do with the education of patriotic feelings? The most immediate. A person really loves his country if he is not indifferent to what he does and how high the quality of his products is.
Therefore, we are educators who educate future citizens of the country, teach them to enjoy working for the public good, instill in them a sense of responsibility, and therefore require them to accurately perform the assigned work, teach them to independently notice and eliminate the mess, not to hope that the work will be done by an adult. The real means of such education is praise, encouragement. From time to time, we discussed with the children how the assignments are carried out, whether everyone is responsible for the matter, and helped those who are not yet sufficiently active and responsible in the common cause.
It is necessary to educate in children a careful attitude to public good, to the nature of their native land. In order for children to understand the meaning of human labor, we tell and show how, for example, bread is grown. But to an even greater extent, they are aware of the complexity of this work and the need to carefully treat the results of labor when they grow something themselves. The growing process requires a lot of effort, but the conversation about careful attitude to work becomes clear.
Our children take an active part in the protection of nature. A lot is available to them: caring for animals, working in the garden, feeding birds, growing flowers, vegetables and more. It is important that the formation of a caring attitude towards nature is combined with the education of love for the native city and the region, with the desire to work together with adults to improve it. In itself, the association in joint activities gives children joy, however, it will be more significant if, in terms of content and motive, such work has a social orientation. Together with children and parents, we planted a lilac alley, pleasing to the eye with white, pink and lilac clusters.
The formation of patriotic feelings is more effective if the kindergarten establishes a close relationship with the family. The need to involve the family in the process of familiarizing preschoolers with the social environment is explained by the special pedagogical opportunities that the family has and which cannot be replaced by a preschool institution: love and affection for children, emotional and moral richness of relationships, their social, and not selfish orientation, etc. This creates favorable conditions for the education of higher moral feelings. Our kindergarten, in its work with the family, relies on parents not only as kindergarten assistants, but as equal participants in the formation of a child's personality.
The position of parents is the basis of family education. From an early age, a child can feel involved in the life of his people, feel like a son not only of his parents, but of the entire Fatherland. This feeling should arise even before the child realizes the concepts of "Motherland", "state", "society". It is the parents who, using vivid, accessible examples of life, their work, the attitude of the state towards children, demonstrate to the child that not only relatives, but also the whole society, the whole country have hopes for him.
Everyone knows that the Motherland begins with the native house, street, city. Studying the places where you live with your children, wandering around the familiar streets, knowing what they are famous for, is a task that any family can do. Kindergarten conditions do not always allow for a direct perception of social life. And this is where parents come in. With the attentive attitude of parents to the issues of patriotic education, each walk becomes a means of forming lofty feelings. We offered parents such forms of involving children in public life as walks, excursions, the purpose of which is to get acquainted with historical places, monuments to fallen soldiers; visiting museums of the city, etc.
The family is the first collective of the child, and in it he should feel like a full member, making every day his own, albeit modest, contribution to the family business. Therefore, we discussed with parents possible ways to involve children in labor (domestic, manual, labor in nature), to actively participate in preparation for joint holidays and recreation. Only by sharing the cares of an adult, taking on their feasible part, striving to do something for others, children begin to feel like family members.
Gradually, the child understands that he is a part of a large team, a kindergarten, then a school, and then our entire country. The public orientation of actions gradually becomes the basis for the education of civic feelings and patriotism. Together with the specialists of the preschool educational institution, we introduce parents to independent reading of literature on family education, which helps to solve many negative problems of raising children.
The participation of parents in the life of the kindergarten helps them to see the world more closely from the position of the child, allows them to overcome authoritarianism and treat the child as an equal; notice changes in the development of your child and understand that you should not compare him with other children; rejoice in the personal growth of a son or daughter; establish a trusting relationship with the child, show sincere interest in his actions and be ready for emotional support. By building, thus, joint activities with the parents of pupils, we managed to achieve the following results:
- Established partnerships and trusting relationships with parents;
- parents show sincere interest in the life of the child in kindergarten;
- take an active part in the life of the group and kindergarten;
- are active partners in the educational process, realizing that this is necessary for their children;
- provide financial support in creating a subject-developing environment in the group.
All this contributes to the creation of a single space for the normal development of the child. We are very pleased with the close relationship with the family, the knowledge we give to children in the classroom and in joint activities is consolidated, expanded and enriched in the family. In addition, family ties are strengthened, common family hobbies appear, which favorably affects the moral education of children.
We work with parents in a variety of ways:
- targeted monitoring of children and parents;
- drawing up characteristics for children;
- pedagogical conversations with parents (individual, group, general);
- survey methods (questionnaires, tests);
- individual consultations;
- the use of information stands, folders, folders, libraries for parents.
Thus, we once again made sure that we are working in the right direction. The task of our work - to teach children to remember what land we live on, to protect and respect the heritage of our people - is really very important. Solving educational problems, we try to teach our pupils one of the most difficult things in pedagogy - the labor of love, the ability to work with the soul. Looking at them, we are sure that we succeed and, no matter how their lives turn out, everyone will become a real person.

Bibliographic list:
1. Anikin V.P., Gusev V.E., Tolstoy N.I. "The wisdom of the people. Human life in Russian folklore. 1991.
2. Danilina G.N. "To a preschooler about the history and culture of Russia", 2003
3. Zelenova N.G., Osipova L.E. "Civic-patriotic education of preschoolers", 2008
4. My home. The program of moral and patriotic education of preschool children. Ed. T.I. Overchuk, 2004
5. Orlova A.V. "Folk Art and Ritual Holidays", 1995
6. Patriotic education of preschool children. Child in kindergarten. - 2006. - No. 2.
7. Patriotic education of preschool children. Child in kindergarten. - 2006. - No. 3.

"Education of moral and patriotic feelings in preschool children through familiarization with Russian folk culture."

There are many places in the world where to live freely,

but everyone is drawn to where he was born and lived

with their relatives.

Everything is familiar and dear to him.

Our Motherland, our Fatherland is Russia.

The draft "National Doctrine of Education in the Russian Federation" emphasizes that "the education system is designed to provide<…>education of patriots of Russia, citizens of a legal democratic, social state, respecting the rights and freedoms of the individual, possessing high morality and showing national tolerance.

The rejection of the younger generation from the national culture, from the socio-historical experience of generations is one of the serious problems of our time. It is necessary to develop in children an understanding of cultural heritage and to cultivate a careful attitude towards it from preschool age. “No one can become the son of his people if he is not imbued with those basic feelings that the people's soul lives in. No matter how complex or dark the psychology of national ties, we can, however, argue that we cannot mature outside the national culture, which we must be imbued with so that the forces inherent in our soul can be developed, ”wrote the famous Russian religious philosopher Zenkovsky V. IN.

The urgency of this problem. Modern concepts of the development of the child's personality in preschool institutions involve the inclusion of individual elements of folk culture in the process of child development. The heritage of each nation contains valuable ideas and experience of education.

In order for culture to have an effective impact on the spiritual, moral development of the individual, and for the individual to feel the need for true culture, for mastering its values, it is necessary to form a basis, a foundation for recreating culture, which involves a deep knowledge of traditions and customs, active pedagogical activity among the younger generations from the standpoint of the revival of national foundations, that is, primarily in the field of culture and education.

The pedagogical aspect of culture is understood by us not only as the revival and recreation of the traditions of the Russian people, but also as the introduction of a new generation to the system of cultural values ​​of the people and their families.

According to A.I. Arnoldova, N.P. Denisyuk, A.N. Lazareva, R.M. Rimburg, V.M. Semenov, introducing new generations to the national culture is becoming an urgent pedagogical issue, because. each nation not only preserves the historically established educational traditions and characteristics, but also strives to transfer them to the future so as not to lose the historical national face and identity.

Introduction to the traditions of the people is especially significant in the preschool years. The child, according to V.G. Beznosov, V.P. Zenkovsky, D.S. Likhachev is a future full member of the society, he will have to master, preserve, develop and pass on the cultural heritage through inclusion in culture and social activity.

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

Working with children, we seriously thought about the problem of familiarizing children with the origins of Russian folk culture. We studied the possibility of using historical and cultural values ​​(both oral and musical folk art, everyday rituals, traditions, customs, as well as arts and crafts) in working with preschool children and determined the tasks and content of the work.

When developing the methodology, it was taken into account that the necessary condition is the relationship of different tasks, the conditions of frontal and individual impact, as well as game forms for generalizing and consolidating the knowledge gained.

The goals of working with children to familiarize them with the origins of Russian culture are:

restoration of continuity in the perception and development of traditional national culture;

the formation of a system of elementary ideas about the culture and history of the Fatherland among preschoolers;

fostering a positive attitude and interest in cultural and historical values;

bringing children to the realization of their own belonging to the Motherland, the Fatherland and the feeling of being part of a large human community;

development of children's social activity: the desire, to the best of one's ability, to participate in the events of the surrounding social reality.

Solving the problems of moral and patriotic education, each teacher must build his work, taking into account the following pedagogical conditions:

1. Analysis of research on this issue allowed us to determine the content of the traditions of the Russian people available to preschool children: knowledge about the history of the past and present of our Motherland, knowledge of one's family tree, veneration of parents by children, knowledge of folklore, folk art, folk holidays and games that reflect spirituality people, their character, goals, attitudes, etc.

When selecting content, one must strictly take into account the principle of accessibility when communicating knowledge to children.

2. An effective means of introducing children to folk traditions are elements of ethnographic culture (folk holidays and games, folklore, folk arts and crafts), which have absorbed the pedagogical information and educational experience of the Russian people. The use of ethnographic culture in the educational process allows not only to acquaint preschoolers with the essence of the traditions of the Russian people, but also to instill a sense of pride in their people, respect for folk traditions, and introduce children to the world of universal values.

3. In parallel with the work to familiarize preschoolers with their national origins, serious work should be carried out to familiarize them with the culture of the peoples of the immediate national environment, and then some foreign countries. The child, first of all, must take root in his land and culture, get to know his original, and then master someone else's. Introduction to the culture of another people is a useful thing in all respects. This is not only a way of spiritual and moral enrichment of the child, an opportunity to get to know the "alien", but also to get to know one's own better, learn to appreciate it, love it, protect it, enrich it through the influence of other cultures. A person cannot be considered cultured, intelligent, if he is not familiar with other cultures and peoples, does not show interest in them.

In addition, acquaintance with the culture of the peoples of the immediate national environment is the surest way to cultivate respect, sympathy, good feelings for people of other nationalities and the ethics of interethnic communication, which is especially important in the conditions of the Russian Federation. Ethno-national culture helps to form in kids an emotionally positive attitude to the very fact of the existence of different peoples, languages, cultures, to understand that the world is beautiful in diversity and meeting with any of the cultures gives the joy of discovery.

4. A preschooler must first recognize himself as a member of the family, an integral part of his small homeland, then a citizen of Russia, and only then an inhabitant of the planet Earth. You have to go from near to far. The teacher should gradually bring the child to the understanding that every Russian has his own small homeland - a place (city, village), to which he has been attached since childhood, and at the same time - a great Motherland - Russia, the Russian Federation. She is one of all those who were born in its open spaces, fell in love with its land, history, culture, who are making efforts to make it even more beautiful, richer, would become a powerful state. And each of us needs to be able to be useful to her, and for this we need to know and be able to do a lot, from childhood to do things that would be for the benefit of our home, kindergarten, city, and later the whole country. And even if, due to some circumstances, a person was forced to leave Russia for another country, but he continues to take care of the Motherland there, it means that he is her son, which means that Russia is the Motherland for him.

5. Moral and patriotic education should be of a complex nature, as before, permeate all types of activities of a preschooler, be carried out in everyday life and in special classes to get acquainted with others. The presence of such classes, in my opinion, is an indispensable condition for a full-fledged moral and patriotic education carried out in the system. Otherwise, the knowledge of children will remain confused, fragmentary, incomplete, and the feeling of love for the Motherland will remain poorly developed.

6. Work on moral and patriotic education should be carried out together with the family. The old truth is that you cannot raise a patriot if the father and mother are unpatriotic. In our country, however, such a situation is not uncommon. A kid in kindergarten hears and sees one thing, and at home another, therefore, inevitably falls into the ring of contradictions, from which he is not able to escape. Working with the family in the field of patriotic education of children requires serious reflection, non-traditional approaches and forms, otherwise the efforts of teachers will be in vain.

7. A system of work is needed, including classes for the development of speech, familiarization with others, classes in manual labor and fine arts, familiarization with folk culture and its traditions, didactic and role-playing games, and entertainment.

8. When determining the methodology for conducting this work, it is necessary to take into account the mutual influence of various forms of work with children (classes, conversations, leisure activities, cognitive, didactic, role-playing games, excursions, walks, entertainment, etc.).

9. It is necessary to use the material base of the historical and cultural centers of our city.

10. It is also necessary to take into account the typological and individual characteristics of each child. The selection and systematization of such knowledge is carried out taking into account the mental capabilities of preschoolers: the nature of their thinking, the ability to generalize, analyze are taken into account, that is, the level of mental development of the child serves as a kind of prerequisite and necessary condition for educating the beginnings of patriotic feelings.

11. In the process of work on the moral and patriotic education of children, the tasks of their aesthetic education are also solved. A bright, lively word, music, and visual arts help children to emotionally perceive the environment around them. Listening to songs and poems about the Motherland, about exploits, about work, about the nature of their native country, children can rejoice or grieve, feel their involvement in the heroic. Art helps to perceive what cannot be directly observed in the surrounding life, as well as to present in a new way what is familiar; it develops and educates the senses.

What role does folk culture play, and in particular, traditions, customs, rituals, folklore, in shaping the personality of a modern preschooler? First of all, it should be said that a person who does not know the history of his people is not able to understand the culture of another people, to see its originality and uniqueness.

Russian folk traditions open up great opportunities for children, giving them knowledge and experience in organizing and self-regulating their activities. They help to develop the ability to manage one's own actions, experiences, states, actions in accordance with the interests of other people, the requirements of public duty.

As the main means of education, folk pedagogy uses all components of folk culture: folklore, songs, fairy tales, proverbs, sayings, holidays. It is they who reveal the content of the upbringing and education of children, the basic moral rules and ideals, the understanding of good and evil, the norms of communication and human relations; reflect the worldview of a person through mythology, religion, legends and beliefs; describe the history of the people in the form of an epic, annals and oral art. Thanks to them, the aesthetic views of the people are revealed, they decorate everyday life, work and leisure.

Based on the above, the following priorities can be proposed:

Creating an atmosphere of national life;

Widespread use of folklore;

Acquaintance with the holidays and traditions of the Russian people;

Acquaintance with arts and crafts;

Acquaintance with Russian folk games.

In the classroom, solving goals and objectives, we use the following forms and methods:

educational conversations;

Creative productive and play activities of children;

Decoration in the kindergarten of a mini-museum and exhibitions;

Visiting local history museums;

Excursions, targeted walks through the streets of the city;

Folk holidays.

The main form of moral and patriotic education of children is thematic classes in the form of explanations, stories, conversations. Let's consider each of these methods.

Explanation always involves setting a cognitive task that can be solved on the basis of the achieved level of knowledge and development of children. At the same time, it is necessary to include children in the discussion process in the course of the explanation, in which case they more successfully learn the material.

Story - a monologue presentation of the material used for a consistent, systematized, intelligible and emotional presentation of knowledge.

Conversation - in essence, this is a conversation between a teacher and children. The essence of the conversations is to encourage children to recall the knowledge they already know and stimulate the assimilation of new knowledge through independent reflections, conclusions and generalizations with the help of targeted and skillfully posed questions. The advantages of conversation are that it makes the child's thought follow the adult's thought, as a result of which the children move step by step in mastering new knowledge. By activating thinking as much as possible, cognitive conversation serves as an excellent means of diagnosing acquired knowledge, contributes to the development of children's cognitive powers, and creates conditions for the operational management of the cognition process.

It is important that these forms increase children's mental activity. This is helped by comparison techniques, questions, individual tasks. It is necessary to teach children to independently analyze what they see, to make generalizations, conclusions. You can offer to find the answer in the illustrations, ask your parents, etc. Thus, children actively improve their moral and aesthetic attitude to folk traditions, to the national heritage.

Practice has shown how important conscious perception is for the moral attitude of children to the cultural heritage of their people. First, interest and admiration, then - careful attitude to what surrounds them.

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

Taking into account the age characteristics of children requires the wide use of game techniques ( method of educational games), which are important both for increasing the cognitive activity of children and for creating an emotional atmosphere for the lesson. For example, in the game “Souvenir Shop”, the child is asked to determine: where, what material a particular craft is made of, what it is called (Khokhloma, haze, Gzhel). Of great interest to children are games of "trips and journeys" (along the Volga, into the past of the city, into the distant past of the country, etc.).

These can be collective and individual game tasks relating to whole situations or individual problems. In such play situations, the main point for the child himself is play actions and the achievement of the play goal. But at the same time, without noticing it, he acquires new knowledge and skills. The advantages of the game method are that the game causes an increased interest of children, they act with an emotional upsurge, they get much less tired. Thus, each topic should be supported by various games, productive activities (making collages, crafts, albums, thematic drawing). The results of work on a topic that unites the knowledge of children can be presented during common holidays, family entertainment.

It should be emphasized that the 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, jokes, etc., but also "live" visual objects and materials (national costumes, antique furniture, dishes, tools, etc.), which provide basic educational information in the form of sensual images, and the word of the teacher helps to form and reproduce them. "Everyday life" is extremely effective for introducing children to fairy tales, folk crafts, household antiques.

For this, visits to museums are desirable, as well as the organization of special rooms in kindergarten: creating in a group "a corner of immersion in the culture of the native land". In the corner, old household utensils, products of masters of the native land, illustrative material (postcards, photographs, drawings, etc.) and so on can be presented. It is here that the child opens up the opportunity for the first penetration into the history of the life of his native land. Through the story of the educator, reading cognitive literature, looking at illustrations, the first acquaintance of children with antiquities occurs. Adults help to see the beauty and high skill of their creators in the works of folk arts and crafts, to see the “face” of time in museum exhibits, to feel how household items and clothes change over time.

Comparing ancient items and the same items made by modern craftsmen, children find a lot in common, and conclude that the traditions of craftsmanship are preserved. In addition, in such a "room" the possibilities of presenting information through the game (through the heroes of fairy tales, etc.) expand.

Surrounding objects, for the first time awakening the soul of a child, nurturing in him a sense of beauty, curiosity, should be national. This will help children understand that they are part of the great Russian people.

Creating a folklore environment as a factor of national education, the formation of a civic position in a growing person, it is necessary to remember what this environment should include:

the interior decoration of the premises of the institution where children live should include elements of folk culture (products made of wicker, wood and clay; embroidered tablecloths, towels; cribs, cradles with a set of bed linen and a patchwork quilt; wooden tables, benches, etc.) ;

compliance with the age-related psychophysiological characteristics of children: the presence of traditional toys (rag dolls in traditional costumes, straw, spin dolls, clay toys in assortment; several types of folk theater: finger, nativity scene, Petrushka theater, attributes for playing folk drama, etc.) ;

the presence of works of folk art, and, above all, the masters of the Simbirsk region (wooden products, folk costumes, author's works of masters from wicker, clay, birch bark, beads, etc.).

There are special requirements for the design of the museum. Its exhibits, with the exception of the most valuable ones, must be in working condition, so that they can be used as methodological material in various types of activities (speech, gaming, visual, musical, etc.). Probably, everyone knows for himself that touching an old real thing touches such strings of the soul that are silent when looking at illustrations or modern copies. This is all the more important for an impressionable child's soul, for which, in this case, "knowledge" about historical objects turns into "personal involvement in the history of the people."

Without visual images, a child is unable to adequately perceive information about the material culture of the people, as well as the nature of relationships between people in a particular historical period, and, moreover, to recreate historical and ethnographic realities in works of art. The museum, on the other hand, gives children the opportunity not only to examine the object from all sides, but also to practically master it. The more sense organs will be involved in the study of traditional culture, the deeper it will be assimilated. It is difficult to get interested in describing the making of antique clothes if the children are not familiar with the process. The conversation will go completely differently when they master two or three operations. For example, they will learn how to spin a thread on an old spinning wheel or make several movements on a cross (loom). At the same time, the most important thing is to create a sense of belonging and connect all types of memory.

Sense of smell and hearing also play an important role in the development of traditional culture. The museum should be filled with sounds and smells. A specially created music library of voices of nature, noises, folk music will enrich the educational process. For example, appropriately selected folk melodies can accompany the process of contemplation and work, and the aroma of pine in a conditional Russian hut will enhance the feeling of its presence.

The main directions of the work of the mini-museum:

collection of exhibits, materials on local history;

study of the collected material, its placement, storage;

creation of stationary and traveling exhibitions;

conducting classes - gatherings, classes - travels in the history of individual things and traditional life in general, classes - dramatizations, excursions for children, parents and guests of a preschool institution.

The museum educational program is being actively introduced into preschool practice. Their value is recognized by leading psychologists and educators. Therefore, the main task was the development of the emotional sphere of the child, his creative activity by means of museum pedagogy.

Visiting of museum- one of the main means of developing the emotional and moral perception of antiquities and the moral attitude towards them.

Tasks:

Awareness by the child of the concepts of "past", "present", "time";

Feeling yourself in the stream of time as a successor to the work of your ancestors;

Initiation to the talent and skill of the ancestors and careful attitude to everything that they created and left to us;

Awareness of the meaning and significance of the historical and spiritual value of museum objects.

Children visit the museum and get acquainted with antiquities, folk arts and crafts of their ancestors.

The richness and depth of content, the variety of means of depicting works of art have great educational power. They excite the creative imagination, strongly influence the feelings of children. Painting and folk arts and crafts are a living colorful picture of the real world. The perception of these works contributes to the expansion of the life experience of children, develops curiosity, interest in the surrounding reality. A visit to a museum is an invaluable means of developing positive emotions, a child's aesthetic taste, and his cognitive activity.

After visiting the museum, it is necessary to create conditions for independent creative activity of children. Preschoolers easily move from emotional perception to imitation. From clay, plasticine, paper, papier-mache, cardboard, they make their favorite items.

When evaluating the results of children's activities, teachers emphasize the individual characteristics of the work of each child, they notice that this is generally characteristic of real masters, including our ancestors.

Attracting children to participate in folk holidays so that they have the opportunity to plunge into the atmosphere of general joy and fun (Fair, Christmas, Maslenitsa, Easter, Trinity). Calendar folk holidays are a unique opportunity for children and adults to immerse themselves in the world of the same folk songs, dances, rituals, and games every year. Holidays allow in a fascinating, exciting action to master a large repertoire of folk songs, chants, and counting rhymes.

The "nationality" of the holiday, i.e. the participation of the whole people - from young to old, allows you to naturally master the spiritual experience of your people: older children, adults pass on what they have learned to the kids, take care of them, gradually moving from the spectacle to active actions, the kids master more and more complex material, imitating the elders, acquire communication skills.

Children and adults prepare for a calendar holiday for a certain time: they learn songs, incantations, play round dances, get acquainted with rituals, their significance in human life, household items, etc. The development of folk culture, immersion in the world of musical and poetic folklore involves the organization of such an atmosphere in which the learned works become part of the child's life, are used in different situations.

Folklore education begins with understanding the local folk tradition and builds on children's activities such as performing, creating, listening and music education.

The specificity of the educational process lies in relying on improvisation as a single creative process of child development, active inclusion in the work of audiovisual perception of folklore traditions by children, building learning based on play activities and children's motivation

An important condition for the comprehension of folk culture is the connection with modernity, with today's life of the child.

But calendar holidays are not only a kind of result of the work carried out with children on the assimilation of folklore material, a powerful factor in the positive impact on the emotional sphere of the child, but also the opportunity to show their creative abilities in any type of activity of their choice and at any level, without excessive physical and psychological loads.

An equally important condition for the moral and patriotic education of children is close relationship with parents. Family cultural traditions contribute to interiorization, i.e. the transfer of the external regional cultural experience of previous generations into the inner world of the child, the formation of the basis of the personal culture of the preschooler. By acquainting parents with the work carried out in a preschool institution, it is necessary to arouse in the adults themselves, especially the young, an interest in the history of their own family, in those activities that the older generation was famous for. Family heirlooms brought to the group by children - objects of folk art - become personally significant for preschoolers, because were made or belonged to a relative or a person close to him. There is a cultural connection between generations in the family, for the maintenance of which the joint activity of children and parents is necessary, an activity filled both emotionally and informationally and effectively.

Touching the history of one's family evokes strong emotions in the child, makes him empathize, be attentive to the memory of the past, to his historical roots. Interaction with parents on this issue contributes to a careful attitude to traditions, the preservation of vertical family ties. “In your family and under your leadership, a future citizen is growing<...>Everything that happens in the country should come to the children through your soul and your thought, ”- this commandment of A.S. Makarenko must be used when the teacher works with both children and their parents.

At present, this work is relevant and especially difficult, it requires great tact and patience, since in young families the issues of patriotism and citizenship education are not considered important, and often cause only bewilderment.

It should be noted that at present people have an interest in their genealogy, in the study of national, estate, professional roots and their kind in different generations. Therefore, a family study of their pedigree will help children begin to comprehend very important and deep postulates:

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

the family is the cell of society, the guardian of national traditions;

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

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

These forms and methods help the child to create in his imagination a complete picture of the world around him, to make his own small discoveries on the way to comprehending the centuries-old culture of mankind, to feel like an heir to this wealth, to appreciate the authentic things of bygone eras. All this makes the life of a child more intense and interesting, raises his culture, develops his intellect, and gives him a new tool for understanding the world.

I "Journey into History".

Tasks:

Arouse interest in the life of our ancestors;

To give an elementary idea of ​​how the Russian state began;

Cultivate respect for your people.

The section "Journey into History" is interesting for children with its novelty and unusualness. It allows children to plunge into the world of the past, imagine themselves as an ancient person, get into an ancient city.

Experience shows that children begin to understand the past best by plunging into it, making a kind of mental journey into the past, and we try to create a historical environment so that children imagine the world through the eyes of a person of a different time.

II "Life and Traditions".

Tasks:

To acquaint children with the dwelling of a Russian person (with a hut, chopped from logs, a stove that is the head of everything);

Give an idea about household items: furniture (benches, tables, chests, cradles), dishes (wooden, clay, cast iron), household items (yoke, poker, tong, spinning wheel);

Give information about the clothes of a Russian person (ports, shirt, poneva, apron), about food (bread, cabbage soup, porridge, pancakes);

Arouse interest in Russian traditions: hospitality, honoring parents, fairs;

Give an idea of ​​folk holidays: Shrovetide, Christmas, Easter ...

III "In the Wonderful World of the Russian Language".

Tasks:

Introduce children to the types of oral folk art. To educate the need to use oral folk art, the desire to invent fairy tales, songs, nursery rhymes, shifters;

Show children the softness, accuracy, lyricism of the Russian language;

To cultivate the desire and ability to listen to works of art, memorize, memorize them, while enjoying them.

In working with children, it is necessary to widely use all types of folklore: fairy tales, songs, nursery rhymes, proverbs, sayings, round dances ... hard work, loyalty.

IV "The work of the master is afraid."

Tasks:

To introduce children to the world of a working man, a master of his craft;

To introduce children into the past of crafts, to encourage them to understand that the emergence of new crafts is by no means an end in itself, but a desire to transform the surrounding reality;

To reveal to children the properties and qualities of materials (ceramics, wood, metal, glass), which help the master to make a useful thing;

Encourage children to participate in practical activities in any skill.

Summarizing what has been said, we can conclude that all our work is aimed at actively acquiring the cultural wealth of the Russian people. At the heart of human culture lies the spiritual principle. Therefore, the acquisition of a set of cultural values ​​by a child contributes to the development of his spirituality - an integrated personality trait that manifests itself at the level of human relations, feelings, moral and patriotic positions.

The value of folk traditions is enormous, and their loss is irreplaceable by any material benefits. Traditions are the guardians of folk culture, the precepts of the people. If all folk traditions are completely lost. The very existence of the people may be questioned.

This is what we see as a strategy for the development of a child's personal culture as the basis of his love for the Motherland.

No matter how society changes, it is always necessary to educate the younger generation in love for their country, pride in it. What an attractive force lies in what surrounds us from childhood. Why, even after leaving their native places for many years, does a person remember them with warmth, does he constantly proudly talk about the beauty and wealth of his native land? “The beauty of the native land, which opens up thanks to a fairy tale, fantasy, creativity - this is the source of love for the Motherland. Understanding and feeling the greatness, the power of the Motherland comes to a person gradually and has its origins in beauty. These words of V.A. Sukhomlinsky most accurately reflects the work in preschool institutions for patriotic education.

In modern conditions, when profound changes are taking place in the life of society, there is a need to return to the best traditions of our people, to its centuries-old roots, children suffer from a lack of knowledge about their hometown, country, features of Russian traditions, they are indifferent to close people, group mates, lack of sympathy and compassion for the grief of others.

Patriotic education is a capacious concept. 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. The preschool period is characterized by the greatest learning ability and susceptibility to pedagogical influences, the strength and depth of impressions. That is why everything that is learned during this period - knowledge, skills, habits, ways of behavior, emerging character traits - turn out to be especially strong and are, in the full sense of the word, the foundation for the further development of the individual.

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 work should be carried out with the wide use of pedagogical means: illustrative materials, fiction, musical works and objects of folk arts and crafts, filmstrips, slides, use mini-museums.

The state program of the Ministry of Education of the Russian Federation "Patriotic education of citizens of the Russian Federation for 2005 - 2011" is focused on raising the public status of patriotic education in educational institutions of all levels - from preschool to higher professional, updating its content and structure based on domestic traditions and modern experience.

Spiritual, creative patriotism, like any other feeling, is acquired independently and experienced individually. In order to carry out this work with preschool children, the teacher must correctly use the sources of pedagogical skill, the experience accumulated over the centuries.

Ways and means of patriotic education through familiarization with the national culture include:

The concept of patriotism, heroism and their manifestations;

Views on patriotism in chronicles;

Russian folk epics, as a means of educating patriotism (love for the Motherland, hatred for enemies, readiness to defend the native land);

The role of Russian fairy tales in the process of love for the Motherland, for one's people, for the nature of one's native land, fairy tales about soldier friendship, and so on;

Heroic-patriotic songs of the Russian people and their educational role;

Russian proverbs and sayings about patriotism, heroism, courage, cowardice. Their use in educational work with children.

The concept of patriotism is a feeling of love for the Motherland. The concept of "Motherland" includes all the conditions of life: territory, climate, nature, organization of social life, language and way of life. The historical, spatial, racial connection of people leads to the formation of their spiritual likeness. Similarity in spiritual life promotes communication and interaction, which in turn gives rise to creative efforts and achievements that give a special identity to culture.

In their history, many peoples carry out spiritual and creative accomplishments, endure centuries (ancient Greek art, Roman law, Germanic music, etc.). Each nation brings its own culture and each achievement of the people is common to all mankind. That is why the national genius and his work are the subject of special patriotic pride and love: in his work he finds the concentration and embodiment of the national spirit. A genius creates from himself, but at the same time for all his people.

Russia is the motherland for many. But in order to consider yourself its son or daughter, you need to feel the spiritual life of your people and creatively affirm yourself in it.

The first sense of citizenship and patriotism. Is it available for kids? Based on many years of experience in this direction, we can give an affirmative answer: preschoolers have access to a feeling of love for their native city, native nature, and their country. And this is the beginning of patriotism, which is born in knowledge, and is formed in the process of purposeful education.

“The Russian people should not lose their moral authority among other peoples - the authority worthily won by Russian art and literature. We should not forget about our cultural past, about our monuments, literature, language, painting... Folk differences will be preserved in the ΧΧΙ century if we are concerned about the education of the soul, and not just the transfer of knowledge.” (D.S. Likhachev).

That is why the native culture, like father and mother, must become an integral part of the soul of the child, the beginning that continues the personality.

And when getting acquainted with the traditions and customs of folk culture, it is necessary to remember that the old and the new are in interconnection and mutual understanding. And in order to cultivate a cultural attitude of the younger generation to the past, we must strive to reconcile the present with the past, and revive what will contribute to the spiritual fullness of life, the moral perfection of the individual. When familiarizing preschool children with the traditions, customs and holidays of the past, one should take only what will make the children better, cleaner, spiritually richer.

The great culture of the Russian people has evolved over thousands of years. It is replete with its customs, traditions and rituals, but in our time, when much has been lost, forgotten, when the living conditions of the people have changed beyond recognition, we know very little about our roots, about the life of our ancestors. But Russian folklore - songs, songs, epics, fairy tales, Orthodox holidays held with such breadth, scope, fun - this is our culture, our traditions, our heritage, which is an inexhaustible source of beauty, creativity, kindness and wisdom of the people. .

Patriotic education through familiarization with national culture is very relevant; it introduces a creative, exciting approach to folk holidays, staging performances and theatrical games, and much more, which makes the life of pupils interesting and meaningful, filled with vivid impressions, the joy of creativity.

It is very important in the upbringing of children to get acquainted with the life and exploits of the great patriots of the Russian land. This is the Holy Reverend Sergius of Radonezh, this is Prince Alexander Nevsky, whose famous words: “God is not in power, but in truth” are still remembered by descendants. This is Prince Dmitry Donskoy, the great commanders - M.I. Kutuzov, A.V. Suvorov. All of them are a high moral example for our children. Folk education has another advantage - it is very chaste and unobtrusive prepares boys - male protectors, and girls - mothers.

Patriotic education through familiarization with the national culture is based on important strategic principles of the modern system of Russian education:

Professional competence based on personality-oriented interaction with the child;

Preservation of the self-value of the preschool period as a creative period that reveals the world around the child and the high spirituality of the national culture;

The combination of scientific character and accessibility of historical material, given the priority of the leading activity of the preschooler - the game;

The relationship and interpenetration of different types of art and various types of children's activities - as the main principle of the formation of a creative active personality of a child;

The unity of thematic goals and the specificity of the means of expression of each type of art separately.

In practical activities, it contributes to the solution of most educational tasks:

1. Formation of an aesthetically developed personality, emotionally responsive to highly artistic works, historical facts of the formation and development of national culture, its traditions and customs.

2. The development of the activity of the creative potential of moral principles in a preschooler through awareness of himself in his actions, feelings, behavior.

3. Improving communication skills among adults and peers.

4. The contact of a preschooler with the highly moral ideals of universal human values ​​to the national culture of world significance.

With the help of practical and methodological material on this topic, taking into account the age characteristics of children, the following are identified as patriotic tasks:

Development of a system of work to familiarize preschoolers with the culture of the Russian people;

Drawing up long-term plans for the education and upbringing of children;

Development of a cycle of practical exercises with children;

Formation in children of the need to apply the acquired knowledge in independent activities (artistically productive, musical);

Development of a system of work with parents to familiarize preschoolers with the history and culture of the Russian people (gatherings, name days, entertainment, excursions, etc.).

The organizational learning process can solve the problems that have arisen:

Teach children to play Russian folk games.

Help the child use Russian folklore in active speech.

Be able to correlate what you see in nature with folk signs.

Meaningful and active participation of children in the calendar and ritual holidays.

To introduce children to epic and fairy-tale heroes, to teach them to recognize them in works of fine art.

Know the history of Russian costume, its elements, be able to explain the meaning of costume jewelry.

Be able to distinguish between products of various folk crafts.

Create a community for children and adults, involving parents in solving this problem in the conditions of remote control and family.

To kindle in a child a spark of love and interest in the life of the people in different historical times, in their history and culture, in the nature of Russia, to educate patriots.

Considering that at this age skills, moral skills and habits are just beginning to form in children, the following methods and techniques of moral education in children should be used:

Music lessons;

Combined classes;

Entertainment;

Excursions and observations;

Folk outdoor games;

Puppet show;

Dramatization;

Reading fiction;

Examination of paintings, photographs, use of the music library;

Visiting museums;

Family work.

At the same time, a developing environment on the designated topic is being created. The first steps in this direction show how great is the interest of children in folk culture. They are interested to see the spinning wheel in action, to shake the doll in unsteadiness, to crush the grain themselves in a mortar. In order to bring this joy to children, to help them “master” things unusual for the present life, objects of ancient Russian life are selected and the atmosphere of a Russian hut is recreated. The museum on the basis of the group provides great assistance in patriotic education. The materials of the museum expositions, systematized and presented for children in an accessible form, give children a real opportunity to get in touch with the history of their people, their Fatherland. The museum is a learning and developing environment that gives the most significant result in the education of the future citizen. The work of the museum includes:

Access to preschool children;

Access to preschoolers nearby kindergartens;

Access to parents (consultations, excursions, conversations);

Exit to veterans;

Collaboration with city schools.

We all want to look into the future in order to see at least one eye our children happy, smart, kind, respected people - true patriots of their Motherland, to hear from the lips of a small child the words spoken with pride: “I am a Russian! I'm proud of my country!"

While educating the future generation, we must remember that society needs a healthy builder-creator of our state, full of strength and energy, and the future of our country largely depends on how we solve the problems of patriotic education.

Literature:

Yudina N.A. Encyclopedia of Russian customs. - M., 2004

Orlova A.N. Russian folk art and ritual holidays in kindergarten. - V. Academy, 1995

Makhaneva M.D. Introducing children to the origins of Russian folk culture: the program of O.L. Knyazeva. - M .: Childhood-Press, 2002

Usova A.P. Russian folk art in kindergarten. - M.: Enlightenment, 1999

Shangina I.I. Russian people. Weekdays and holidays. - M.: Art, 2004

Scientific and methodological journal "Methodist" No. 2, 2005

Novitskaya M.Yu. Heritage. Patriotic education in kindergarten. - M.: Linka - Press, 2003

Period of work in this project:
September - May. It is planned to continue in the next academic year (2015 - 2016)
Pedagogical technologies used in the project:
-Person-oriented, -Game technologies, -Design technology, -Health-saving technologies.
Interaction with pupils (the main forms of participation of pupils in the project): Informational and educational: acquaintance with the history of the country, with artistic and educational literature, acquaintance with the native city, famous people of our country, with folk arts and crafts, acquaintance with the symbols of the country and significant symbols of Russia (birch, matryoshka, etc.)
Productive activities of children: drawing, applique, manual labor, crafts with parents for the kindergarten exhibition held throughout the year.
Familiarization activities - excursions with children, joint excursions with parents, observations with children on a walk, etc.
Folk games: “Weave, wattle!”, “Flying”, “Loaf”, “Fair”, “A river flowed”, “Dudar”, “Golden Ring”, “Teremki”, “Bast shoes”, “Golden Gate”, “ Carousels, etc.;
Leisure activities: festive morning performances, kindergarten events, leisure activities together with children and parents, etc.
Interaction with parents (the main forms of parent participation in the project): Information and cognitive activity - questioning, designing a folder-slider, consultations, recommendations. Designing the subject-developing environment of the group, parent meetings together with the children. Making wall newspapers. Involving parents in home reading of folklore with children.
Productive activity - participation with children in the exhibition of the kindergarten, in the open events of the kindergarten.
Familiarization activities - in organizing independent excursions: to Red Square, Pushkinskaya Square, walks in parks, in the forest, etc.
Leisure activities - assistance in organizing a matinee, designing the subject-developing environment of the group.

The main goals of the project:

Goals:

Formation in children and parents of the initial ideas about patriotic education through Russian folk art (folklore).
- the formation in children of the desire to do good deeds and deeds, a sense of belonging to the environment and the development of such qualities as compassion, sympathy, resourcefulness, curiosity.
- development of creative abilities of children of senior preschool age, through acquaintance with Russian folk arts and crafts (Dymkovo, Gzhel, Khokhloma, Gorodetskaya, etc.).
- education of moral and patriotic qualities of children of senior preschool age by introducing them to folk culture in the classroom and in sensitive moments.
Project relevance: By the older preschool age, the general arbitrariness of behavior in children increases on the basis of the active development of volitional processes. The ability to restrain immediate impulses, to subordinate one's actions to the demands put forward, develops. The child's activities are adjusted to social goals. Certain attitudes to the homeland are formed, manifested in the ability to take care of one's family (relatives and close people), to do something useful for others, to protect what was created by the labor of another person, to take responsibility for the task assigned, to treat nature with care, to protect it in all its manifestations. In addition, at this age, the child has a subordination of motives, on the basis of which social motives for various types of activity are formed. This is of great importance for the moral and patriotic education of preschoolers, since the emergence of social motives for activity is the basis for the development of the moral qualities of the individual.

- Introduced children to the cultural heritage of our people, holidays, traditions, folk arts and crafts, oral folk art (folklore), folk games. – Introduced the concept of “family”, family members, relatives, ancestors, pedigree, family traditions; with kindergarten, with group children, adults, games, traditions; with the city and its history; coat of arms, traditions, prominent citizens, sights of the native city. – Conducted targeted observations of the state of objects in different seasons of the year, organized seasonal agricultural work in nature: sowing flowers, vegetables, planting bushes, trees, etc. - Organized creative productive and play activities for children, in which the child could show 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.

Calendar plan for the implementation of the project (main stages and terms of the project): October, 2014 – May, 2015

Main stages:

Stage 1 - preparatory:
study of methodological literature, normative documents;
drawing up a project implementation plan;
selection of visual - didactic, visual - demonstration materials,
teaching aids, photographs on the subject, etc.
selection of musical works for national holidays;
clarification of children's ideas about Russia, the city of Moscow, about the history of our country, city, etc.;
development and preparation of presentations: "Pancake week", "Pushkin places in Moscow", "Christmas", "Arrival of birds", "Easter", "Folk arts and crafts" and a cycle of classes;
clarification of the opinion of parents on the issues of patriotic education of children in the family;
consultations and recommendations to parents about patriotic education;
compiling questionnaires for parents.

Stage 2 - main:
Implementation of project activities;
"Musical Lounge" - listening to musical compositions;
"Literary Lounge" - reading fiction, poems about the seasons, about nature, acquaintance with foreign literature, etc.;
Productive and play activities;
Examination of photographs, all kinds of benefits;
Registration of the exhibition, organization of excursions.

Stage 3 - final:
Showing the result of the project in the form of a presentation, photo exhibition, matinees;

Expected result:
- Education in children of senior preschool age of moral and patriotic feelings, qualities through familiarization with Russian folk culture.
- Lay the foundation for patriotic education in children, instill love for the Motherland;
- Introduce children to universal moral values.
- The development of the speech of children of senior preschool age by means of using folklore in the classroom and regime moments.
– Development of children's creative abilities by introducing folk arts and crafts.

Work Schedule:

September

Organization of a subject-developing environment in a group.
Introduce children to different forms of folklore.
Theme: "Autumn".

GCD in the educational field "Cognitive, speech, artistic and aesthetic development" in the senior group.
Theme: "Autumn attire of trees" through acquaintance with the paintings of Russian artists I.I. Levitan, etc.
Form of work: conversation, viewing reproductions of paintings, discussion.
Goals:
1. To form the ability to use the desired color scheme to convey the emotional and color state of the autumn landscape.
2. To acquaint children with the paintings of Russian artists depicting the golden autumn: I.I. Levitan "Golden Autumn", V. Rybakov "Golden Forest".
3. Learn to convey in the drawing the color combinations characteristic of this time of year.
4. Teach children to depict the crown of a tree in various ways:
- a single colored spot on which the leaves are visible;
- sticking, poking;
- strokes.
5. To form children's interest and love for their native nature.

October

Musical leisure (matinee) with the participation of parents "In the garden or in the garden."
Consultation for parents (folder-slider) "Moral and patriotic education of children."
Excursions around the territory of the kindergarten: collecting natural material, examining trees, their structure, distinctive features from each other, etc.
GCD in the educational field "Cognitive, speech development" in the senior
group, topic: “History of Rus'. Kremlin".
Form of work: conversation, viewing the presentation “History of Rus'. Kremlin”, discussion, listening to the story of the educator.
Goals:
1. To form an idea of ​​the significance of the history of our country;
2. To form an idea about Ancient Rus' and the Kremlin;
3. Bring up respect for the history of the country.
Responsible educator Grigoryeva E.S., (assistance of a speech therapist teacher).
GCD in the educational field "Cognitive, speech, artistic and aesthetic development" in the senior group. Topic: "Birch - a symbol of Russia."
Goals:
1. Contribute to the formation of patriotic feelings.
2. To give children an idea that birch is a symbol of Russia. To consolidate knowledge about the world around us, about birch. Cultivate respect for birch.
3. Expand children's ideas about the nature of their native country.
4. Arouse interest in the image of an autumn birch based on lyrical poems.
5. Learn to combine different visual techniques to convey the image of a birch (application, drawing).
Responsible educator Grigoryeva E.S.

November

Consultations for parents (group). Topic: "The role of folklore in the development of children's speech."
GCD with the use of ICT (integrated open event within the complex) in the educational area "Cognitive, speech, artistic and aesthetic development" in the senior group. Theme: "Wonderful painting of Russia." Form of work: conversation, viewing the presentation "Applied Decorative Art of Russia", discussion, listening to the teacher's story.
Goals:
1. Consolidate children's knowledge of folk crafts.
2. Raise interest in folk arts and crafts.
3. Be able to distinguish between types of painting: Dymkovo, Gzhel, Khokhloma.
4. Emotionally respond to the beauty embodied in household items, express your attitude towards them.
5. Be able to highlight the means of expressiveness of the painting
6. (elements, color, composition).
7. Give an idea about the features of the places where the paintings appeared: Dymkovo, Gzhel, Khokhloma.
8. To develop interest in the historical past of the Russian people, their culture.
Savitskaya T.N.
GCD in the educational field "Cognitive, speech, artistic and aesthetic development" in the senior group. Decorative drawing:
- "Dymkovo lady",
- "Olezhka" (Filimonov toy),
- "Painted saucer" (Gzhel).
GCD using ICT "Wonderful painting of Russia" (with the participation of parents).
Speech at the teachers' council with a report using ICT.
Topic: "Experience in the moral and patriotic education of preschoolers on the basis of familiarization with folk culture" (demonstration of work experience).

December

Introduce children to various forms of folklore theme: "Winter".
NOD of an open event dedicated to the 73rd anniversary of the start of the counter-offensive of the Soviet troops in the Battle of Moscow “This is how the Victory began”, in the senior and in the preparatory group of the kindergarten.
Form of work: viewing the presentation "Battle of Moscow", conversation, looking at illustrations, discussion.
Goals:
1. To form an idea of ​​the significance of the victory in the battle for Moscow during the Great Patriotic War;
2. To form an idea of ​​heroism, the feat of soldiers and generals who defended Moscow;
3. To educate patriotic feelings on the example of the exploits of the heroes of the Second World War; Responsible educator Grigoryeva E.S., (assistance of the teacher - speech therapist).
GCD in the educational field "Cognitive, speech development" in the senior
group. Theme "State symbols of Russia".
Form of work: viewing the presentation "State Symbols of Russia", conversation, looking at illustrations, discussion.
Goals:
1. To form elementary ideas about state symbols;
2. To introduce children to the Russian flag, the symbolic meaning of the colors and images of the flag and coat of arms of Russia;
3. Cultivate a sense of respect and love for their homeland.
4. Raising patriotic feelings in children.
Responsible educator Grigoryeva E.S., (assistance of the teacher - speech therapist).
GCD in the educational field "Cognitive, speech, artistic and aesthetic development" in the senior group. Theme "Kremlin towers. Spasskaya Tower".
Form of work: conversation, viewing visual aids, discussion.
Goals:
1. To consolidate the knowledge of children about the history of the creation of Moscow, the construction of the Kremlin. To form a patriotic feeling for the native city.
2. To give some knowledge about the history of the Kremlin, to consolidate the concepts of the Kremlin, Spasskaya Tower, Chimes, Tsar Cannon, Tsar Bell, the name of individual towers.
3. Give an idea of ​​the sights of Moscow.
4. To develop the cognitive activity of children.
5. Continue to teach children to use geometric shapes in drawing individual parts of the Kremlin. Continue to develop the ability to work with colored pencils. Develop creative thinking and imagination.
6. Responsible educator Grigoryeva E.S., (assistance of a teacher - a speech therapist).
Consultations for parents (group). Subject:
"Russian folk tale as a means of developing the imagery of speech of older preschoolers."
Musical leisure (matinee) with the participation of parents "Adventures in the New Year's Forest".
Responsible educator Grigoryeva E.S., music director
Savitskaya T.N.

January

Introduce children to the holiday of Christmas, Christmas carols (conversation).
Multimedia presentation (ICT) "Christmas".
GCD in the educational field "Cognitive, speech, artistic and aesthetic development" in the senior group. Theme "Birch in winter".
Form of work: conversation, viewing visual aids, discussion.
Goals:
1. To teach children to create in the drawing the image of a beautiful birch based on S. Yesenin's poem "White Birch".
2. Improve the techniques of working with a brush: with the end of the brush, with a side stroke. Form an aesthetic taste.
3. Cultivate respect for nature.
4. Education of moral and patriotic feelings.
Responsible educator Grigoryeva E.S.
Week of winter games and fun. Acquaintance of children with winter Russian folk games.
Participation of the group in activities during the week of winter games and fun.
Advice for parents
Topic: "Game as a form of organizing the life of children in the older group" (folder-slider).
Collective works "Winter Forest", "Winter Fun".
Recommendations for parents "Winter walks: games, fun for children."

February

GCD in the educational field "Cognitive, speech development" in the senior group. Theme: "Heroes of the Russian land."
Form of work: viewing the presentation "Heroes", conversation, examination, discussion.
Target:
1. To form an idea of ​​the heroic past of the Russian people of Ancient Rus', the great Russian heroes - the defenders of the Russian land.
2. Raise patriotic feelings in children using the example of Russian heroes.
Responsible educator Grigoryeva E.S.
Consultation for parents (folder-slider) "The role of the father in the upbringing of the child."
Musical leisure (matinee) with the participation of parents "Defenders of the Fatherland Day".
Responsible educator Grigoryeva E.S., music director
Savitskaya T.N.
Photo exhibition "Dad can ..."
GCD with the use of ICT in the educational field "Cognitive, speech development" in the senior group. Theme: "Our Defenders of the Fatherland."
Form of work: viewing the presentation "Heroes", conversation, examination, discussion.
Target:
1. Generalize and supplement knowledge about the defenders of the fatherland.
Responsible educator Grigoryeva E.S.
Introduce children to Maslenitsa.
GCD using ICT. Conversation "Shrovetide".
Taking part of the whole group in the holiday "Seeing Shrovetide".
Consultation for parents (folder - moving). Topic: "Hello Shrovetide!"

March

Introduce children to various forms of folklore theme: "Spring".
GCD in the educational field "Cognitive, speech development" in the senior group. Theme: "It's warm in the sun, good in the mother."
Form of work: conversation, viewing visual aids, discussion.
Target:
1. To form in children an understanding of the value of the family in human life.
2. To develop interest in the emotions and feelings of people, the ability to express their good feelings towards mother.
3. To cultivate goodwill, respect for mother and all family members.
Responsible educator Grigoryeva E.S.
Musical leisure (matinee) with the participation of parents "I love my dear mother." Responsible educator Grigoryeva E.S., music director
Savitskaya T.N.
Advice for parents folder-slider "Education of a positive attitude towards work in children of senior preschool age."
GCD in the educational field "Cognitive, speech development" in the senior group. Topic: "Russia is a native land" (about the inhabitants of our country, about the country's multinationality, traditions, etc.) using ICT.
Target:
1. To introduce children to Russian culture, the multinationality of our country.
2. To acquaint children with the concept of "tradition", with the traditions of the Russian people.
3. To consolidate the knowledge of children about the name of the country in which they live, about its nature, some events, culture.
4. Continue to acquaint with the greatest wealth of Russian folk culture - fairy tales.
5. Introduce children to oral folk art, folk games, proverbs, sayings
6. To acquaint with the variety of Russian folk crafts, to cultivate kind, tender feelings for Russian folk art.
7. To cultivate love for the Motherland, for the Russian people, respect for its traditions.
Responsible educator Grigoryeva E.S.
Consultation for parents (group) on the topic:
"The influence of Russian folk tales on the development of speech of children of senior preschool age".

April

GCD with the use of ICT in the educational field "Cognitive, speech development" in the senior group. Topic: "Pushkin places in Moscow." Form of work: viewing the presentation "Pushkin places in Moscow", conversation, examination, discussion.
Target:
1. Introduce children to Pushkin's places in the capital, explain why they are called Pushkin's.
2. Tell about A.S. Pushkin, as a Muscovite, about his love for Moscow.
3. Continue to acquaint children with the work of A.S. Pushkin, the facts of his biography.
4. Develop interest and love for the work of A.S. Pushkin.
Responsible educator Grigoryeva E.S.
GCD. Leisure-quiz based on the works of A.S. Pushkin. Subject:
"Tales of Lukomorye". For older groups of kindergarten groups 5 and 9.
The purpose of the quiz:
Formation of interest in the work of A. S. Pushkin.
Tasks:
1. Clarify children's knowledge of the works of A. S. Pushkin.
2. Expand the horizons of pupils.
3. Develop attention, memory, speech and thinking.
4. To cultivate friendly relations with each other in the children's team.
5. Development of communicative abilities of children of senior preschool age.
6. Formation of teamwork skills and group cohesion.
Responsible educator Grigoryeva E.S., pedagogue-psychologist Blokhina O.Yu., music worker Savitskaya T.N.
Consultation for parents (folder-slider) "Safety of children of senior preschool age."
GCD in the educational field "Cognitive, speech, artistic and aesthetic development" in the senior group. Theme: decorative drawing "Matryoshka - a symbol of Russia".
Form of work: conversation, examination of visual - demonstrative aids, presentation "Matryoshka", discussion.
Target:
Acquaintance of children with a folk toy-matryoshka.
Tasks:
1. Introduce children to the history of nesting dolls.
2. Make and paint a flat matryoshka toy.
3. Develop emotional responsiveness to music.
4. Develop children's interest in folk art.
5. To develop the creative abilities of children through familiarization with folk art and applied art.
6. Cultivate love for folk art.
Responsible educator Grigoryeva E.S.

Musical leisure with the participation of parents and veterans "Let's not forget their great feat."
Final lesson (summing up on the topic of self-education).

The results of the work

1. Information card.

2. A holistic description of the experience.

3. Bibliographic list.

4. List of applications to experience.

Information card of advanced pedagogical experience.

"Introduction of preschool children to the origins, traditions of their small homeland"

7. Level of experience by degree of novelty:

In a combination of elements of known techniques; in the rationalization, improvement of certain aspects of pedagogical work; in the development of new tools and rules for their use; in setting and solving new pedagogical problems.

8. Purpose of teaching experience:

Accompanying children of preschool age on the way to the formation of citizenship and patriotism, the formation and development of competencies necessary for the successful socialization of a growing personality in a small homeland.

Hypothesis:

If Can

9. A brief description of the experience (the system of work of individual techniques or methods).

Main contradiction, solved in this experience, is the contradiction between the need to master certain knowledge, skills and abilities in the process of preschool training and fragmentation, isolation from life of knowledge, skills and abilities acquired in the traditional way.

Way out of contradiction- the priority of a living competence approach in the upbringing and development of a preschooler based on an appeal to the origins, to the traditions of the small homeland.

Leading pedagogical experience idea:

Patriotic education from preschool age is the only true way of successful early socialization of the individual, the formation of a stable connection between generations and ensuring the connection of a person with his native roots, his love for the fatherland, which begins with a conscious and responsible attitude to the small motherland.

Patriotic feelings are laid in the process of life and being of a person who is within a specific socio-cultural environment. Thus, the formation of love for the motherland in preschoolers from an early period should be considered a stage in their accumulation of social experience of life in the conditions of a small motherland, assimilation of accepted norms of behavior, relationships, familiarization with the world of their native culture. Kuban is a fertile region for bringing up the best human qualities through the Cossack traditions and culture, the centuries-old experience of a courageous, hardworking and creative people.

Our kindergarten No. 10 pays special attention to the preservation and enhancement of Cossack traditions, since we live in a glorious region that has deep historical roots and is dynamically developing at the present stage. We strive to enrich the soul of the child and strengthen physical health with the help of folk art and Kuban customs.

In my group, based on analysis, diagnosis and individual work with children and their parents, I identified a problem: children have superficial knowledge about their native ******, ******** district, ****** * region, about the Motherland as a whole; parents do not pay due attention to the problem of patriotic education of preschoolers.

The following tasks are defined:

An integrated approach in upbringing, education and development contains a very definite practical indication for the study of the socio-cultural heritage of a small homeland, systematic work with pupils and their parents, aimed at enriching the social experience of preschoolers.

This experience presents a system of various activities and activities aimed at jointly with pupils and their parents studying the socio-cultural conditions of their small homeland and organically familiarizing themselves with them, moments of creativity that open the way from a small citizen to a great patriot. Such work allows not only to form and develop certain skills and abilities, but also engages in a dialogue with the world of a small homeland, in the “process of creativity and miracle-working”.

The experiment was transformed pedagogical tools; developed the author's concept of patriotic education of preschoolers.

the largest efficiency can be achieved under the condition of integrating the upbringing and development of preschoolers at different levels (at the content level - the integration of patriotism education, knowledge of the world around us, the history and culture of the small motherland, creative development; at the level of activities - cognitive, research, play, communication; at the level of interaction - participation in the work of children, their parents, the public); creating an atmosphere of creativity and empathy; variability in the choice of activities and methods of education.

The experience reflects operating principles educator, his interaction with pupils and parents and methods for diagnosing the effectiveness of work with preschoolers at different stages of education, training and development.

Achieved results stable and consistently high.

Benefits of this experience: relevance; creation of a special atmosphere of "co-creation"; manufacturability (reproducibility in other conditions); wide opportunities for creative application; natural conformity (development of cognitive activity and social adaptation of the child) and his interest in the world around him and self-determination in it, taking into account traditions and the social situation.

10. Experience Efficiency

The experience is effective, as evidenced by its effectiveness and demand by parents and the public.

11. Expert opinion

12. Followers

Educators of preschool educational institution No. ***** and primary school teachers *******

13. Who studied and when

Open classes for colleagues, parents of pupils and the public.

The materials of this experiment are presented in ****************

Experience can be used in mass practice.

A holistic description of the experience.

Conditions for the emergence, formation of experience.

Work on the problem of "Introducing preschool children to the origins, traditions of their small homeland" was started in 2009 on the basis of MDOU d \ s No. **********

2010-2011: senior group "Program for familiarizing preschoolers with their small homeland" Me and my village ********* ". It is aimed at the formation of a moral and patriotic attitude and a sense of belonging to a small homeland on the basis of national, regional and natural features of the native land. Methodological support is reflected in photographs, layouts, albums and special literature (fiction and reference information). All this material enriches the children's understanding of the small Motherland. There are maps, booklets, diagrams, images of the symbols of Russia, the region, and the region.

The layout of the Kuban farmstead has a certain significance for the perception of the historical past: a fence, a well, a bench, a stove. The “Cossack's hut” presents items of Cossack life, elements of interior decoration. Taking into account the age characteristics of children, the most relevant visual and demonstration material for a certain age period has been collected. Albums with photographs about the immediate environment of the child are presented, there is a special series of didactic games. The subject-developing environment creates optimal conditions for the formation of a holistic picture of the world in children.

The experience was created in the conditions of an ordinary preschool educational institution in a Cossack village, and has successfully established itself in work with older preschoolers.

Thus, the conditions for the formation of experience (base; the possibility of testing programs of different content) allow us to speak about the reliability of the results obtained, as well as about the manufacturability (reproducibility) of the content and teaching methods.

Experience can be seen reproductive level(experience based on the successful application of scientifically established principles and methods) and innovative(search, research) level.

Relevance of experience

Like a small tree that barely rose above the ground,

a caring gardener strengthens the root, from the power of which

depends on the life of the plant for several decades,

so an adult should take care of the upbringing of his children

feelings of boundless love for the Motherland.

(V.A. Sukhomlinsky.)

Preschool childhood is the beginning of life, when the prerequisites for high human principles of personality are laid. LN Tolstoy said: "Happy is he who is happy at home." Patriotic feelings are laid in the process of life and being of a person who is within the framework of a specific socio-cultural environment. From the moment of birth, a child instinctively and naturally gets used to his environment, nature and culture. Thus, the formation of love for the motherland in preschoolers from an early period should be considered a stage in their accumulation of social experience of life in the conditions of a small motherland, assimilation of accepted norms of behavior, relationships, familiarization with the world of their native culture. Kuban is a fertile region for bringing up the best human qualities through the Cossack traditions and culture, the centuries-old experience of a courageous, hardworking and creative people.

A large Motherland always begins with a small one - the place where a person was born, his family, yard, home, kindergarten and school, sunflower fields and the river Yei, located nearby. A house or a kindergarten, a native land and a village have their own history, features of nature, their own traditions. And it will help to bring preschoolers closer to the history of their native land - Kuban culture, local material, live communication with nature and fellow countrymen - everything that in the future is designed to ensure successful socialization of the individual, come in handy on the land where he was born.

Our kindergarten No.******* pays special attention to the preservation and enhancement of Cossack traditions, since we live in a glorious region that has deep historical roots and is dynamically developing at the present stage.. We strive to enrich the soul of the child and strengthen physical health with the help of folk art and Kuban customs.

In my group, based on analysis, diagnosis and individual work with children and their parents, I identified a problem: children have superficial knowledge about their native village **********, about the Motherland as a whole; parents do not pay due attention to the problem of patriotic education of preschoolers.

The main direction of patriotic education, reflected in this work experience, can be formulated as follows: the education of patriotism among preschoolers as the most important spiritual, moral and social value through the education of love for the native land.

I realized that the feeling of patriotism should be conscious and strong, be complex, permeate all types of children's activities.

The work is planned in the system and comprehensively in three areas:

Comprehensive classes of the cognitive and developmental cycle with fine, health-improving, creative and environmental activities of preschoolers.

Joint activities of adults and preschoolers - communication, work and holidays.

Independent activities of preschoolers - outdoor games, learning about the world around them, small discoveries in their native nature, culture, surrounding people.

Theoretical substantiation of experience.

The methodological and theoretical basis of the work are the provisions of philosophy, psychology and pedagogy on the influence of the social environment on the development of the individual; about the unity of the universal and national in pedagogy (G.N. Volkov), general psychological theory of activity (B.G. Ananiev, A.N. Leontiev, S.L. Rubinshtein), about the education of social, moral norms and rules of behavior (A. V. Zaporozhets, Ya. Z. Neverovich and others); works on the theory and methodology of pedagogical research (Yu.K. Babansky, V.P. Bespalko, V.S. Bezrukova, V.I. Zhuravlev, V.I. Zagvyazinsky, M.N. Skatkin).

A significant influence on the logic of the study was provided by the provisions of child psychology and preschool pedagogy, revealing the patterns and principles of development of preschool children (V.G. Ananiev, L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein, D.B. .Elkonin and others), work in the field of ethnopedagogics (B.N. Bessonov, V.I. Baimurzina, G.N. Volkov, D.Zh. Valeev, E.I. Korneeva, S.I. Rudenko and etc.).

At the preparatory stage, the following work was carried out:

1. To replenish knowledge about the history and sights of the ********** district, I visited the regional historical museum in the village of *****, received contact information for communicating with the museums of the ********* settlement. Proposed a joint plan of patriotic work of the kindergarten-school responsible for the work of the school museum at ********

2. I picked up and replenished my personal library with materials and books about the village *********. I studied Internet resources and the experience of colleagues from our kindergarten and other kindergartens in the region. I got acquainted with a rich experience in the patriotic education of elementary school teachers ********

3. Made didactic aids for games on patriotic education: "Field of Miracles", "Where we were - we will tell", "Holidays of the small motherland".

4. Designed a corner on patriotic education and visual material of a local history nature, which helps to develop logical and creative thinking, attention, memory, and speech skills in children.

A program and thematic planning of work in this area have been drawn up.

PROGRAM of educational work with pupils of the preschool educational institution.

"Introduction of preschool children to the origins, traditions of their small homeland."

Calendar-thematic planning of educational work for 2010-2011 in the senior group of preschool educational institutions.

First direction introduces preschoolers to the peculiarities of seasonal changes and natural phenomena in our area, their relationship with the labor, ritual activities of the inhabitants of the Kuban, it is aimed at teaching observation of native nature, the formation of a careful and respectful attitude towards it, instills the skills of an active lifestyle, brings up the need for walks , outdoor games, live communication with nature. In the classes of the cognitive cycle, preschoolers get acquainted with folk signs, ritual actions, folk games, with objects of decorative and applied art, with handicrafts. Handicrafts help to educate preschoolers in an attentive and respectful attitude towards the environment, since decorative and applied art is close to nature in its motives. Watching the world of animals, the beauty of birds, the diversity of plants, weather changes, the child begins to see and feel the harmony of nature. Then her beauty, proportion, reasonableness are reflected in the patterns of decorative paintings of children (animals, birds, floral patterns, ornaments, symbols). And the artistic image created by the hands of the child enriches his inner world and contributes to the disclosure of creative abilities, improve various visual skills. Kuban folklore is a special area of ​​folk art. It includes a whole system of poetic and musical-poetic genres that glorify courage, ingenuity, the best deeds and feelings of people. For many centuries, folklore lovingly and wisely teaches the preschooler, introduces him to the high moral culture of his people. The value of folklore lies in the fact that with its help an adult establishes emotional contact and emotional communication with a preschooler. Interesting content, richness of imagination, vivid artistic images attract the attention of a preschooler, bring him joy and at the same time have their educational impact. The Kuban folklore carries the multifaceted and at the same time integral and unique character of the Cossacks. Courageous, strong, severe - according to legend; cunning and mischievous - according to everyday fairy tales and games; cheerful, perky, cheerful - based on dance and comic songs; wise, observant - according to proverbs. Local folklore can be understood only in living life in accordance with the everyday life of the stanitsa and nature. This means that it is necessary to create a special atmosphere for the activities of preschoolers or joint activities of preschoolers and adults, close to real. If possible, create an environment in which the preschooler would feel like a participant in the events, while using different types of activities.

Second direction determines the content of the joint activity of an adult (both a teacher and a parent) with preschoolers. Here, tasks are solved aimed at generating interest in the knowledge of the folk culture of the native land, at developing creative activity and artistic taste among preschoolers, joint labor and creative activities are provided, since "the moral norm of folk life is seasonal work and entertainment." Preparing and holding holidays of the family, native street, village, calendar and thematic joint events is a unique opportunity for meaningful interaction between children and parents, where conditions are created for ethically valuable forms of communication with loved ones.

third direction creates a free activity of preschoolers, contributing to the implementation of a creative idea, the manifestation of initiative, fantasy, cognitive activity of small researchers of the big world. Preschoolers who have received ideas about the folk culture of their native land in the educational cycle classes and holidays use knowledge in folk outdoor games, in general developmental exercises, in independent artistic and musical activities, in self-development in the direction "I get to know the world of a small motherland"

Experience technology

1. Hypothesis

If to put the harmonious development of the growing personality at the head of the educational system in a preschool institution using the socio-cultural conditions of a small homeland, to develop a system for integrating the upbringing, education and development of preschoolers based on the idea of ​​patriotism and citizenship, Can qualitatively change the priorities of preparing a preschooler, determining the primacy of the early development of competencies related to the socio-cultural environment surrounding the child, awakening cognitive activity, increasing the practical significance and educational impact of classes in preschool educational institutions.

2. Purpose of pedagogical activity:

Accompanying preschool children on the way to the development of citizenship and patriotism, the formation and development of the competencies necessary for the successful socialization of the growing personality in the conditions of a small homeland

3. Tasks of pedagogical activity:

The following tasks are defined:

• To instill in preschoolers love for their native land, respect for the traditions of the Kuban, its culture and working people.
• To instill in preschoolers a respectful attitude towards people in communication with relatives and peers, to increase self-confidence, to develop the skills of successful communication with others, to acquaint them with examples of the life and work of interesting countrymen who serve as a worthy example for the younger generation.
• To develop a cognitive interest in the folk art of the Kuban, in native nature, in the surrounding world.
• To form among preschoolers an interest in samples of the Kuban arts and crafts and local art crafts.
• To bring up an emotionally positive attitude towards the places where the child was born and lives: to his home (family), street, village, region;
• To form a culture of respect for nature and all living things.
• To develop the ability to see and understand the beauty of the surrounding life, to create beauty with your own hands.
• To cultivate tolerant attitude towards people of different nationalities and their traditions.
• To instill a sense of responsibility and pride in the achievements of the native land.

The role of the family in the education of patriotic feelings of preschoolers

It is difficult to argue when they say: it educates everything that surrounds a growing person. And yet, in a huge variety of educational influences, attention should be paid to the family. The family plays a decisive role in the preschool period, when the “moral reinforcement” of the individual is laid, and later it plays a leading role in the education of socio-political consciousness, hard work.

Unfortunately, often the setting for aggression towards peers is given to the child by their own parents. Believing that the world is cruel, they are convinced that a child from an early age needs to "learn to defend himself", "to fight back." Parents do not always realize that their own aggressive actions bring up aggression, selfishness, and cruelty in children.

For a deeper analysis of the problem, I conducted a survey: "What kind of parents are we."

To my regret, I learned that parents do not consider the main task to educate a patriot, because. believe that these feelings appear on their own at an older age, many hope for kindergarten, school.

I considered it necessary to explain to parents how important it is to teach a child the ability to behave nobly from childhood. The feeling of the Motherland begins in a child with the relationship to the family, to the closest people - father, mother, grandmother, grandfather. These are the roots that connect him with his home and immediate environment. If the family has its own unique traits, features, traditions, such as celebrating the New Year, birthdays together, preparing gifts for each other, going on vacation together; then all this gradually and thoroughly enters the social experience of the child, as the most pleasant and dear memories that one wants to relive again.

Therefore, in my work, I pay great attention to working on the concept of "family", I conduct ethical conversations about the family, about close relatives; children make up stories about their parents, about how they relax together. We prepare gifts for relatives and friends, joint holidays, “little concerts”, stage fairy tales, draw on the topics “My mother”, “My grandmother's house”, “How we rested”.

Together with parents and children, we arrange a corner for patriotic education in the group; collected poems, fairy tales, stories, made excursions to the museum of local lore, to the monuments of military glory.

The rest evenings “Together with Mom”, “Autumn Surprise Cafe”, “Little Concert” were entertaining, where children together with their parents took part in various competitions. These events contribute to the rapprochement of parents with children, create a joyful and cheerful atmosphere and emphasize the primacy of truth ":" A person does not live without relatives in the Kuban "

Raising love for the native land through the formation of patriotic feelings.

The view from the window, the panorama of the native village, a kindergarten, a park, a stadium, native nature - all this is the Motherland. Native nature is one of the strongest factors in fostering love for the motherland. Admiring its beauty, careful attitude to the natural world - all these are the sources of the formation of love for the native land.

The feeling of the motherland, associated with familiar landscapes, natural phenomena, requires increased attention to it, attachment to one's native places, which merges with a feeling of love for the motherland. This feeling must be brought up in children, guided by didactic principles: from close to far, from known to unknown, from simple to complex, from particular to general.

Vivid impressions of native nature, received in childhood, often remain in memory for a lifetime, because. Motherland is embodied in her images.

Preschoolers can take part in the protection of nature. It is important that the formation of a caring attitude towards nature is combined with the education of love for the native land and for all living things. The main thing that children should understand is that the world is driven by love. We must love everything that is created on Earth and treats everything with care.

To educate moral feelings, I use ethical conversation games under the motto: "From the ecology of nature to the ecology of the soul."

Each time I clarified and consolidated the knowledge of children about the professions that are in demand in our agricultural region. She told me that every profession is very important and inspires respect.

It is important to emphasize that preschoolers are characterized by visual-figurative thinking. Therefore, in my work, I used not only fiction, illustrations, postcards, photographs, but also visual materials of everyday objects, used modern interactive tools: using a computer, I showed the children presentations and played colorful multimedia games that allow you to virtually travel around your native land

In our kindergarten there is a mini-museum where children could get acquainted with the history and life of their small homeland. Children always visit the museum with great pleasure. all the exhibits in it are interactive - they can be touched, touched, played with.

We made an excursion to the museum *******, where teachers and school guides showed that the study of the small homeland continues in the school years at a new level. After visiting the museum, the children shared their emotions with their parents, friends, from what they saw and heard, and also conveyed their impressions in drawings.

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

A small child, a preschooler or elementary school student, does not yet understand political or socio-economic contradictions and disputes, it is important for him to love his family, his hometown, be friends with his peers, be proud of his Motherland, including its state symbols.

The child must recognize the coat of arms, flag, anthems of Russia, Kuban, ****** district. Children should be able to understand that state symbols unite people.

A great place in introducing children to folk culture is occupied by the holidays and traditions of the small motherland.

I told the children that every nation has its own holidays. In the course of holidays together with our parents, we learned how Shrove Tuesday (seeing off winter) is celebrated, when pancakes are baked, what ditties are sung, what people dance when Christmas is celebrated, when people go caroling, for which they are treated to various sweets; as Easter is celebrated, when Easter cakes are baked, Easter eggs are painted. Such events, on the one hand, are a close and understandable game for the child, and on the other hand, they introduce them to the depths of folk culture.

Summary of the lesson on familiarizing the children of the older group with their small homeland: "Visiting ******** Cossack."

Proverbs about family.

Quiz My Family.

Family leisure "Evening of a friendly family".

The value of oral folk art in the formation of patriotism.

At the age of 3.5-4 years, children begin to assimilate the standards of the idea of ​​good and evil and are actively interested in fairy tales.

The didactic games I conducted on the material of folklore “What kind of fairy tales are we from”, “Fairy tale hero”, “Let's call a fairy tale” contributed to the fact that the fairy tale remained in the soul of the child, as something whole, unusual, remembered for a long time. Kuban fairy tales, dramatizations on their native “balachka”, which are used at home by relatives of many children, aroused keen interest among children. Lively meetings with local children's writer ****** were held.

Children love not only to listen, but also to stage fairy tales. I devote a lot of time in my work to holding holidays, entertainment, competitions. In the younger group, I held a thematic evening "Kuban - my native land." Together with the music director, we learned and performed Kuban songs, poems, and dances. Folk games have a significant impact on the formation of mental, moral and ethical qualities of a person. The game for the child is a way of knowing the environment. The experience of working with children shows that the Kuban traditional games of children influence not only physical development, but also educate them morally.

In my work with preschoolers, I included role-playing games: “Family”, “Helpers”, “Excursions around the edge” using illustrative visual material. These games contribute to the education of patriotic feelings in children, love for their native land.

Musical art also "step by step" can contribute to the formation of highly moral feelings, thoughts, ideals, beliefs, i.e., the formation of everything that eventually becomes the worldview of the personality of the young generation of the country. I offer a number of topics of musical and artistic activities of a patriotic orientation to familiarize preschoolers with them:

1. "Holidays in my family"

2. "We live in the Kuban."

3. "Beloved Russia".

4. "The land of my ancestors - Kushchevsky district."

5. "Once upon a time there was a war ...".

6. "In a single family."

7. "What they sing about in the Kuban."

8. "Defenders of the Fatherland."

9. "The beauty and kindness of children's songs."

10. "Native expanses."

The scenario of the children's folklore holiday "Cossack gatherings"

The value of arts and crafts in the formation of moral and patriotic feelings

Great importance in the formation of moral and patriotic feelings in children belongs to acquaintance with arts and crafts.

She continued to consolidate and expand moral and patriotic ideas among preschoolers, developing various types of fine arts: “Portrait of my mother”, “So autumn has come to us”, “my beloved village”, exhibitions of crafts for Christmas and Easter with the involvement of parents. All work in the field of decorative and applied arts was divided into the following main blocks:

"Our friendly family"

"It's me, it's me, it's all my friends"

"Our Favorite Kindergarten";

"The nature of my small homeland";

"Memorable places of Kushchevskaya land";

"Kuban towards games in Sochi";

Summer of my childhood. Recreation places for children in the Kuban”;

"The work of my countrymen";

"Defenders of the Fatherland";

"Calendar holidays and rituals".

Sub-group lesson "My family tree"

(summary of the lesson using applied art)

4. Content changespreschool education

1. A set of theoretical and methodological approaches (personal-

activity, axiological, culturological) in solving the problem

formation of the personality of a child of preschool age.

2. The possibilities of using the socio-cultural conditions of a small homeland for the formation of a versatile personality of a child of preschool age have been expanded.

3. Substantiated and experimentally proven the effectiveness of the complex

pedagogical conditions in the formation of a diversified personality of the child

preschool age, which contributes to the formation of the "image - I" of a child of preschool age.

The system and sequence of work on the education of patriotic feelings in children is presented as follows:

Family → native street → village → district → region → republic → country: History, symbols, customs, traditions, what lives today, features (attractions), development prospects.

I carry out my work consistently: from the closer, the more familiar (family, microdistrict), to the more complex (region, country) according to a single plan, including the unity of the past, present and future of both a single family and the homeland as a whole.

The feeling of love for the native land is acquired independently and experienced individually. The task of adults, both teachers and parents, is to awaken this feeling in the child, namely to awaken, and not to impose. And for this, it is necessary to adhere to the following principles when organizing the educational process:

the principle of historicism. It is realized by preserving the chronological order of the described phenomena and is reduced to two historical concepts: the past (a long time ago), the present (today) and the future (plans, prospects).

The principle of humanization. It assumes the ability of the teacher to take the position of the child, take into account his point of view, not ignore his feelings and emotions, see the child as a full partner, and also focus on the highest universal concepts - love for the family, native land, Fatherland.

Principle of differentiation. It consists in creating optimal conditions for the self-realization of each child in the process of mastering knowledge about their native land, taking into account the age, gender of the child, the experience he has accumulated, and the characteristics of the emotional and cognitive spheres.

The principle of integrativity. Implemented in collaboration with family, library, community, museum, etc.; in the natural inclusion of local history material in the basic programs of preschool education. (Organization of the pedagogical process based on thematic planning).

Positive centrism. It was implemented by selecting knowledge that is most relevant for preschool children.

The principle of activity and independence- this is an active co-creation of both adults and preschoolers.

The principle of visibility. Visual aids (toys, manuals, pictures, technical aids) are used, which create a detailed picture of actions and results.

The principle of phasing. The content of complex cognitive classes is based on a phased approach that singles out and integrates interconnected parts.

The principle of individual-personal orientation education of preschoolers. The main goal of education is a child, with its own characteristics of individual susceptibility, emotionality and spontaneity.

The principle of cognitive expressiveness with emotional reinforcement.

The principle of success. Preschoolers receive tasks that they are able to successfully complete, accessible in form and content.

The principle of communication. Preschoolers develop the need to communicate with peers and adults, in the process of which the social motivation of health is formed. eyes on dear and dear"

5. Transformation of pedagogical tools.

Thanks to the use of various forms and methods of work on patriotic education in the process of familiarizing preschoolers with their native land, life and traditions of their small homeland, children develop such moral qualities as love for the Motherland, their Fatherland, for their native nature, for the people inhabiting this land.

Systematic and systematic work on the education of patriotic feelings in children contributed to the enrichment of the knowledge of preschoolers. Children learned a lot about our region, about its sights, about the customs and traditions of the Kuban. Replenishment of the active and passive vocabulary of children contributed to the formation of visual-figurative thinking of children. In play and work, friendly relations between children have improved, and the system of relations between children and parents has been enriched.

I hope that the knowledge gained in kindergarten will be useful to children in their later life.

It is necessary for us, adults, to remember that if we do not seriously and qualitatively educate the future personality from an early age, we will not get a new generation of people worthy of Russian citizens. The national identity of upbringing and education was considered by many Russian teachers as the most important condition for the rational construction of the education system. So, according to V.A. Sukhomlinsky, “only a person who is personally interested in the fate of the Motherland truly reveals himself as a person; the most important thing is to open your eyes to the dear and dear "...

The direction of work on the problem of "Introducing preschool children to the origins of their small homeland" is relevant in modern conditions, when the priority is the patriotic education of the younger generation from an early age.

The work is aimed at the successful socialization of the child from the first steps of learning and mastering the world of a small homeland. In the experience, the emphasis is on the importance of the Kuban folk culture, regional resources as the richest material not only for introducing a child into the world of surrounding beauty, getting to know the affairs and traditions of the Kuban people, environmental, ethical and aesthetic education, developing the ability to see and create beauty and harmony, but also the source of the formation of such mental processes as perception, imaginative thinking, imagination, communication, emotionally positive attitude towards the world around.

The work emphasizes the importance of the organizational and diagnostic stage, outlines the main activities of the educator, analyzes the key aspects of the work. The leading pedagogical idea of ​​the experience combines the rich traditions of patriotic education in the Kuban and an innovative approach that makes it possible to introduce modern interactive techniques and methods into the implementation of the problem of patriotic education. The range of experience covers the main areas of educational work in the preschool educational institution in the system "pupil - kindergarten - parents - the world of a small homeland".

The whole system of work includes a phased, gradual education and development of patriotic feelings in children, familiarization with the world

beauty, the formation of artistic taste, aesthetic perception, finding each child his place in the environment

6. Transformations in the field of organization of the educational process.

Conducting open extracurricular activities and events on the problem being developed with the invitation of parents and interested colleagues

Accompanying pupils who have begun to explore the world of their small homeland

A system of events within the framework of a comprehensive program aimed at the interaction of pupils and parents, joint competitions and projects, creative meetings, meetings.

A set of classes "Our Motherland - Russia" "Love for the Motherland through love for children"

Synopsis of an open event with an invitation to a spiritual mentor on the theme "Easter, bright Easter"

Duration of work on experience 2 years

(2009-2010) - from the moment the contradiction is discovered to the moment the first effectiveness of the experience is revealed;

(2010-2011 (Years) - from the moment of transferring the experience to other conditions (another group, institutions, accompanying interested colleagues and parents) and until the moment of revealing the effectiveness in new conditions, that is, the manufacturability of the experience.

Experience Range

The range of experience is the organization of a support system for pupils, parents and interested colleagues on the problem stated in the experience.

Thus, in 2 years, the range of experience has expanded from events to a system of educational activities

The effectiveness of the experience

Graduates of preschool educational institution No. ****, who were engaged in the system “Introducing preschool children to the origins, traditions of their small homeland”, differ from their peers in greater competence in understanding the world of their small homeland, they are more successfully oriented in the surrounding reality. They have certain knowledge and skills in Kuban and regional studies, are distinguished by cognitive activity and success in mastering new knowledge. This is evidenced by monitoring and reviews of primary school teachers, whose pupils they are now.

Bibliography:

1) M.F. Litvinov. Russian folk outdoor games for children of preschool and primary school age: A practical guide. - M .: Iris-press, 2003.

2) O.L. Knyazeva, M.D. Makhaneva. Introducing children to the origins of Russian folk culture: Program. Teaching aid. - St. Petersburg: Detstvo-Press, 2004.

3) Acquaintance of children with Russian folk art: Lesson notes and scenarios of calendar and ritual holidays: Methodological guide for teachers of preschool educational institutions / Author L.S. Kuprina, T.A. Budarina, O.A. Makhaneva,

4) O.N., Korepanov et al. - St. Petersburg: "CHILDHOOD-PRESS", 2004.

The folk calendar is the basis for planning work with preschoolers according to the state educational standard: Plan-program. Abstracts of classes.

5) Scenarios of holidays: Methodological guide for teachers of preschool educational institutions / Nikolaeva S.R., Katysheva I.B., Kombarova G.N., etc. - St. Petersburg: "CHILDHOOD-PRESS", 2004.

6) Tikhonova M.V., Smirnova N.S. the red hut ... Acquaintance of children with Russian folk art, crafts, life in the museum of the kindergarten. - St. Petersburg: "CHILDHOOD-PRESS", 2004.

7) Calendar ritual holidays for preschool children. Team of authors: Pugacheva N.V., Esaulova N.A., Potapova N.N. tutorial. - M .: Pedagogical Society of Russia, 2005.