Regional component in the educational process of preschool educational institutions
Olga Malakhova
Regional component in the educational process of preschool educational institutions
Regional component in the educational process of preschool educational institutions.
Small Motherland. Each person has his own,
but for everyone it is that guiding star,
which throughout life determines
a lot, if not everything.
Preschool age is the foundation of a child’s overall development, the starting period of all high human principles. Realizing your "I"
, the child begins to assert himself and actively enters into relationships with others. During this period, the child’s connection with the leading spheres of existence is established: the world of people, nature, the objective world, and he is introduced to culture and universal values.
The central link of socialization is the humanistic upbringing of a child , based on love for parents, family, the place where he grew up, and, of course, for the Motherland. The experience accumulated in this case concerns both the knowledge and transformation of one or another area of reality, and the attitude towards them, which corresponds to one of the principles of personality-oriented pedagogy - the principle of synthesis of intellect, emotions and action. In this regard, the success of the development of preschool children based on regional material becomes undeniable, but it is only possible if children actively interact with the world around them in an emotional and practical way, i.e. through play, object-based activities, communication, work, learning, various types of activities characteristic of preschool age.
The priority of regional cultural heritage means instilling patriotism on local material in order to develop respect for one’s home (family, friends, respect for the nature of the native land and study of its history, introducing the child to the national cultural heritage and traditions, works of local writers and artists.
The study of the regional component passes through four main directions: physical, social-personal, cognitive-speech and artistic-aesthetic. Children are introduced to folk culture, history, and the natural environment in all types of activities, affecting all educational areas...
Before starting work in the direction of ethnocultural development, preschool teachers conducted a diagnosis of children to identify the level of knowledge about folk items, holidays, traditions, folk games, and the history of the region.
Analyzing the diagnostic results, we drew conclusions about children’s insufficient knowledge of the national- regional component . The children knew fairy tales and games, but found it difficult to name household items, tools, and the history of Russians and Shors in ancient times; children are practically unfamiliar with the symbols, sights of the city and flora; insufficient knowledge in the field of decorative and applied arts and traditions.
The implementation of the regional component is the most important component of modern education, the use of which is aimed at achieving the following goals and objectives:
Contribute to the formation of initial ideas about the features of the native land
Introduce children to the features and traditions of the Siberian region;
Form ideas about your hometown: history, streets, professions;
Introduce the names of famous fellow countrymen;
To develop knowledge about the living and inanimate nature of the Siberian region;
Lay the foundations of moral personality, national pride and national identity
The use of the regional component as one of the means of socialization of preschool children assumes the following:
1. Acquaintance with the native land is included in the educational process , built on the basis of the dominant goals of the basic program, into which local history material fits harmoniously.
2. Introduction of regional content, taking into account the principle of a gradual transition from what is closer to the child, personally significant (home, family), to less close - cultural and historical facts.
3. An activity-based approach to introducing children to the history, culture, and nature of their native land: children themselves choose the activities in which they would like to participate in order to reflect their feelings and ideas about what they saw and heard (creative play, writing stories, making crafts, writing riddles , applique, modeling, drawing, landscaping and environmental protection).
Work in kindergartens with a regional component is carried out in several directions - both children , teachers, and parents are included in this process. As part of working with personnel, our preschool educational institution has organized various forms of advanced training for teachers:
- pedagogical councils, workshops, consultations, round tables, days of pedagogical excellence; master classes on the topic: “Me and my family”
,
“Genealogical family tree”
, etc.
The second and main direction is working with children. The regional component is implemented through educational activities, joint activities of children, teachers and parents, and motor and recreational work. The effective and systematic assimilation by children of knowledge about their country and hometown is facilitated by perspective - thematic planning of educational work. It contains topics such as: “City Day”
,
“Folk culture and traditions”
, where children get acquainted with the national culture.
Topics are repeated in each group, but the content and volume of material changes; each topic pays attention to the study of the culture of its people. For example, on the theme “Theatre Day,”
children and teachers dramatize folk tales.
The principle of integration of educational areas allows us to organize this work in an interesting, varied way, so that everything that we want to convey to children is perceived by them deeply and for a long time.
For example, when planning work in educational areas:
"Physical Culture"
— a physical education instructor teaches children folk games
“Lapta”
,
“Blind Man’s Bluff”
,
“Hat”
,
“Crane-Crane”
. We introduce children to the achievements of athletes from our region.
"Cognitive Development"
— acquaintance with the nature of the native land is carried out through excursions, on walks, during observations, they created an exhibition of photographs
“City Attractions”
.
We also use V. Voskobovich’s gaming technologies: “Igrovisor”
,
“Cross”
,
“Honeycomb”
,
“Letter Constructor”
,
“Funny Numbers”
,
“Dyenesh Blocks”
,
“Cuisiner Sticks”
, etc.
Speech development - we conduct conversations ( “I am in a multinational family”
,
“Famous names in the world, country”
, we introduce the features of the Shor ethnic group and enrich children’s ideas about the diversity of traditions and customs of different peoples).
“Reading fiction to children”
— a lot of work is being done on reading fiction, oral folk art, fairy tales of Russian writers and poets.
A card index of writers and composers of the region , little books “Outfits of different nations”
,
“National holidays”
.
“Artistic and aesthetic development”
— musical directors teach children national songs and dances, introduce them to folk instruments that help acquaint children with the history and culture of peoples.
The preschool educational institution has a theater group “Visiting a Fairy Tale”
.
We tried to create conditions for the child to immerse himself in the knowledge of living, colorful national creativity and values through folklore and theatrical performances, playing out nursery rhymes, fables - “Cap of Tales”
,
“Adventures of a Beekeeper”
,
Geese-Swans”
,
“Cunning Sparrow”
,
“Turnip”
etc. We hold folklore concerts and folk festivals.
In art classes, children learn about the origin of Russian and Shor dishes and utensils, and master the skills of drawing national ornaments on the silhouettes of dishes, clothes, and shoes. We prepared an exhibition of drawings with children on the topic “Russian and Shor folk tales”
.
“Social and communicative development”
- we introduce children to basic information about the location on the map of Russia, landmarks, Symbols of Russia and the city - coat of arms, anthem, flag.
We give initial ideas about the history of indigenous peoples, a general concept of the existence of different religions among peoples, we talk about national cuisine, traditional national clothing.
We developed local history games: -Field of Miracles on the topic: “My big and small Motherland”
,
“Love and know your land
.
“Ancient and non-antique”
,
“Peculiarities of the life of peoples”
,
“Attractions of the native city”
;
-conversation games “We need differences”
, -travel games
“Russia is my native country”
,
“Guess where they live”
;
excursion games “Souvenir Shop”
.
In our work we use multimedia teaching aids (presentations on the topics: “Moscow is the capital of our Fatherland”
,
“Shor national costume”
,
“The Tale of Tolerance”
).
During computer presentations, children get acquainted with antiques that they cannot see directly, with the art of other peoples.
National flavor is always present in various events. A particularly significant event is the celebration of the Day of the City of Prokopyevsk - teachers make crafts together with children and parents dedicated to this day.
I would especially like to note the holding of an open event: for the “International Mother Language Day”
- a theatrical performance was organized based on r.
n. With. “Geese - Swans”
with the aim of promoting knowledge of the native language, Russian folklore and folk children's games, developing interest in the study of folk tales.
The guys sang ditties, read poems by Russian and Adyghe poets about their native language and native land: “About the native language”
by G. Purg,
“Native language”
by M. Paranuk).
Educators together with parents compiled the “Book of Folk Wisdom”
- a collection that includes Russian and Shor proverbs, sayings, fairy tales, jokes, riddles, counting rhymes, sayings, songs.
At the preschool educational institution we organize entertainment and celebrations with ethnocultural and state themes: “National Costume Day”
,
“Day of Slavic writing and culture”
,
“Day of Shor language and writing”
.
The family is the main source of folk traditions. We interested them in the problem of introducing children to the cultural and historical values of Russia.
The following forms of work have successfully proven themselves:
— parent meetings at which issues of ethnocultural education and upbringing of children ( “Children’s Favorite Folk Games”
,
"Native Tales"
);
-consultations for parents ( “Russian and Shor traditions in raising children ”
,
“How to make a folk toy with your baby”
,
“My pedigree”
);
-workshops in the form of business games, visiting the national museum.
Parents took an active part in creating a subject-development environment in groups (collecting exhibits for the museum, assisting in the making of folk costumes, participating in folk festivals and entertainment.
As part of the developed plan, exhibitions of products of joint creativity of adults and children were organized ( “My Family”
,
“National costume”
,
“Genealogical tree of my family”
).
After testing the programs, a control study was conducted. Having analyzed the results obtained, we can draw the following conclusions: that work on the “Me and My World”
,
“Introducing children to the origins of Russian folk culture”
brought positive results: many children increased their knowledge about folk items, holidays, traditions, folk games, and various types of folk and applied arts.
This suggests that the majority of students have an understanding of ethnocultural values and are ready to learn the history of the people.
The introduction of a national regional component makes it possible to achieve certain goals in children’s knowledge and understanding of universal human values. It is very important to instill in children a feeling of love and affection for the natural and cultural values of their native land, since it is on this basis that patriotism is brought up .
So, the advantage of the regional component is , first of all, that the created unified system:
— gives more effective results in developing children’s emotional responsiveness to ethnocultural heritage;
— allows you to search for non-standard forms of activity;
— makes it possible to harmoniously introduce the requirements of the Federal State Educational Standard into the system of ethnocultural education, to combine new technologies with traditional ones.
Experience in implementing the regional component of a preschool educational institution
author: Korsak Irina Viktorovna
teacher of MBDOU “Kindergarten No. 44 “Topolek”, Seyatel Severny settlement, Salsky district, Rostov region
Experience in implementing the regional component of a preschool educational institution
Work experience of teacher Korsak I.V. on the topic “The village of Sower Severny - my beloved small homeland.”
“You’re not remembering a big country that you’ve traveled and gotten to know.
You remember the Motherland as you saw it as a child.”
K. Simonov.
Preschool age
- a favorable period for the potential development of higher moral and patriotic feelings.
The Federal State Educational Standard considers taking into account the regional component as a necessary condition for the variability of preschool education. The basis for instilling civic feelings in preschoolers is the children’s accumulation of social experience of life in their Fatherland. And, first of all, it is necessary to give children an understanding that a great country begins with a small Motherland - from the place where you were born and live. Modern requirements for the organization of the educational process in a preschool educational institution, taking into account regional characteristics, necessitate the creation by teachers of preschool educational institutions of additional educational programs that help teachers and parents carry out the moral and patriotic development of preschool children. Among the targeted educational program of a preschool institution, the regional component occupies an important place. The regional component
is a part that includes materials about the region.
The national-regional component,
namely native nature, cultural heritage - monuments of architecture, art, decorative and applied arts, artistic and craft traditions, language, rituals, folklore, folk games, in preschool education helps children to feel and recognize their belonging to their “ Small Motherland”, to their home, perceiving the fullness of their immediate environment, while assimilating universal and national values in spiritual, material and moral-aesthetic terms.
Instilling a sense of patriotism in preschoolers is a complex and lengthy process. Love for loved ones, for kindergarten, for one’s hometown and home country play a huge role in the development of a child’s personality.
In recent years, there has been a rethinking of the essence of patriotic education: the idea of cultivating patriotism and citizenship, acquiring increasing social significance, is becoming a task of national importance. The feeling of patriotism is multifaceted in its content and cannot be defined in a few words. It is formed gradually in the process of accumulating knowledge and ideas about the environment. This is love for the places where you were born, and pride in your people, and a sense of integrity with the surrounding world, and the desire to preserve and increase the wealth of your small Motherland. The feeling of love for one’s native land and nature is one of the components of patriotism. We must not forget that patriotism is formed individually in each child. The concept of “Motherland” is more than abstract for children. Preschoolers' understanding of the Motherland is closely related to specific ideas about what is close and dear to them. To love the Motherland means to know it.
In order for a child to show interest in the country and its history, it is necessary that the small Motherland - the immediate environment - become an object of knowledge for him.
In my group, based on an analysis of the diagnostic results of children and a survey of 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 moral and patriotic children. Therefore, I set myself the following goal:
Formation of civic feelings, nurturing a feeling of love for the Motherland, native land, small homeland - the village of Sower.
To achieve the goal it was necessary to solve the following tasks:
- Give children knowledge about their native village: history, sights, the natural world.
- Introduce the names of those who glorified the village.
- Expand children's knowledge about the flora and fauna of the village of Seyatel.
- To cultivate love for one’s native land, the ability to see beauty, and be proud of it.
- To form an environmental culture among children and their parents.
- Arouse children's interest in research and curiosity.
- To cultivate in a child love and affection for his family, home, kindergarten, street, village.
I decided to begin the implementation of the tasks of my work with a general acquaintance with our steppe region. I introduced the children to the geographical location of the Rostov region, Salsky district. Various geographical maps of the world, Russia, the Rostov region, and the Salsk region aroused great interest among the children. The children enjoyed completing tasks on the cards and playing the active game “One, two, three – run to the card.” They really enjoyed completing the creative task “What are the outlines of the Rostov region and the Salsk region like?” As a result of the exchange of opinions, it turned out that for most children the outlines of the Rostov region resemble a hat, a maple leaf or an inverted mushroom. And the silhouette of the Salsk region looks like a dinosaur or a horse. The children showed great interest in watching the videos “Steppe Land” and “Steppe in Spring”. After the viewings, there was a discussion of what they saw and consolidation in the game “Who remembered more.”
Children 6-7 years old have a conscious need for artistic expression. Using this age feature, I turned to fiction. I selected works on the theme “Native Nature”. For example, such as “Stories about native nature” by M. Prishvin, “Sinichkin calendar” by V. Bianki, poems by S. Yesenin, E. Serova, I. Tokmakova, V. Berestov, V. Zhukovsky, proverbs and sayings about love for one’s native earth.
In the process of verbal games “Say a word”, “Words are relatives”, the children’s vocabulary and linguistic sense were enriched.
In the process of getting acquainted with the nature of my native land, I paid great attention to expanding my understanding of the flora of our village. I have prepared a wealth of visual material for studying plants and animals. I designed the illustrations to be aesthetically pleasing and durable. To get acquainted, I chose those representatives of flora and fauna that are found in the immediate environment of children: in the kindergarten area, near the house, in the village park. We used them in educational games: “Pet Shop”, “Guess by the First Sound”, “What Grows Where”, “Who Is Missing”. We used visual material to develop logical thinking in the game “Who’s the odd one out.” During the game, knowledge of the peculiarities of the feeding method and lifestyle of animals was required. For example, in the series “sparrow, nightingale, raven, magpie,” the nightingale turned out to be superfluous because it is a migratory bird. And in the series “grasshopper, ferret, praying mantis, hare” the hare is superfluous, because it is a herbivore, and the rest of the animals are predators, including the grasshopper.
In summer and autumn we collected plants to create a herbarium. The process of placing plants between sheets of paper, then placing them under a press and holding them for two to three weeks until the samples are completely dry aroused great interest in the herbarium among children. To their surprise, the children discovered that the plants had changed: they changed the color to a paler shade (like maple leaves) or, on the contrary, more saturated (purple petunia), and became very fragile and brittle. Children really liked games with dried plants: “What is missing”, “Find out by description”, “Find the same one”.
Observations played an important role in consolidating the acquired knowledge. There was so much joy when the children saw the studied animals in nature. With delight they said that they had seen a wagtail, a rook, a crow, a woodpecker, a seven-spotted beetle (ladybug), and a haymaker spider. Children reflected their knowledge and impressions about their native nature in visual arts. In the drawing “Steppe Land” the impressions from viewing the painting “Steppe” were conveyed. Using visual means, the features of the appearance of such a bright bird as the oriole were conveyed. They also reflected the differences between the gray crow and the rook. This was relevant because often even adults consider a black bird walking around the village and fields to be a crow or raven, and they incorrectly inform children. The process of drawing “My Favorite Bird” reflected the most vivid impressions of the birds we studied. While working on the project “Garden Flowers of the Native Land,” I also actively used artistic activities. The children depicted petunia and aster novobelgia in watercolors, rudbeckia and marigolds in pencils, we depicted a rose using the 3D appliqué technique, and made zinnia from natural materials. I also used the origami technique. We completed the following works: white butterflies and mother-of-pearl butterflies, seven-spotted beetle, and toad.
I began working on the topic “The Sower – a Descendant of the Communards” by studying M. I. Mamonov’s book “Deep Roots.” Having highlighted the main points, I adapted the story of the creation of the village for children. Taking into account the dominance of visual and figurative thinking in preschool age, I selected illustrations for historical information that immediately attracted the attention of children. During the conversations, the children were interested in the peculiarities of life and everyday life of the communards, and the process of building their native village. An excursion to the museum of school No. 84 expanded the children’s understanding of the village’s past, because they saw with their own eyes the objects of the work and life of the communards. In our village there is a monument to a tractor. It is a record holder and has operated without major repairs for 18 years. The excursion to it became a highlight of the process of getting acquainted with the history of the village.
Having become acquainted with the past of the village, we proceeded to its present. Excursions around the village enriched the children’s experience, expanded and refined their knowledge of its streets and attractions. Some objects were seen by children for the first time during excursions: for example, the tractor monument and the parish of Seraphim Sorovsky. The excursion to the post office was purposeful: we sent a letter to Dunno in the Flower City. This event reinforced the children’s knowledge that the place of residence has its own address, and introduced them to some aspects of the work of the post office and its employees. I reinforced the knowledge of my home address with the children in games: “Who received the letter”, “Lottery”. I made a map - a diagram of the village of Seyatel Severny. On it I marked all the streets, landmarks and locations of my students’ houses. The children had fun finding and showing their route from home to kindergarten, the street on which they live and their house on it.
The main wealth of our native places is the vast lands for cultivating crops.
I enriched the children’s ideas by watching the video “The Work of the Grain Grower”, didactic games “What is the dish made from”, looking at illustrations on the topic “Bread is the head of everything”, learning poems, proverbs and sayings about work and bread. The children were especially interested in practical activities: sowing wheat and barley seeds. During the sowing process, the children had the opportunity to examine and touch the seeds, loosen the soil, make furrows, sow and water the seeds. Watching the growth of crops became a daily procedure, full of surprise and joy: the seedlings appeared very quickly and grew literally before our eyes. It turned out that barley seeds germinate faster than wheat and the sprouts have a brighter and more saturated green color. And the roots of the plants are not inferior in growth and development to the upper above-ground part and after a few days they have entwined themselves with the entire bottom of the container with soil. Having reached a certain size, the barley and wheat seedlings began to lose their vigor, and I explained that the plants lacked nutrients in the soil and needed to be transplanted into open ground. The replanting of crops evoked a lively response from the children. We dug holes, watered them and planted the seedlings on an improvised field, placing cards with images of crops nearby. We hope to receive spikelets by the end of May and compare them with each other. An excursion to the territory of Seyatel LLC introduced some types of equipment that perform already familiar types of work in the field: plowing, loosening, sowing seeds into the soil. Experience in implementing the regional component of a preschool educational institution
