Work program for patriotic education of preschool children
Elena Kondratyeva
Work program for patriotic education of preschool children
1. Target section 1.1. Explanatory note
According to the Federal Law “On Education in the Russian Federation”
dated December 29, 2012 No. 273-FZ (hereinafter referred to as the Federal Law
“On Education in the Russian Federation”
),
preschool education is the level of general education along with primary general, basic general and secondary general education. It is in preschool childhood that the value systems for the development of the child’s personality, the foundations of his identity, attitude towards the world, society, family and himself are laid. Therefore, the mission of preschool education is to preserve the uniqueness and intrinsic value of preschool childhood as the starting point for inclusion and further mastery of various forms of life activity in a rapidly changing world, to promote the development of various forms of child activity, and to convey social norms and values that promote positive socialization in a multicultural, multinational society.
Patriotic education of preschoolers is not only the education of love for one’s home, family, kindergarten, city, native nature, the cultural heritage of one’s people, one’s nation, and a tolerant attitude towards representatives of other nationalities, but also the education of a respectful attitude towards the worker and the results of his work, native land, defenders of the Fatherland, state symbols, state traditions and national holidays.
The concept of modernization of Russian education defines priority tasks, the solution of which requires the construction of an adequate system of psychological and pedagogical support. One of these tasks is the patriotic education of the younger generation.
The federal state educational standard for preschool education sets goals for patriotic education : creating conditions for the formation of the foundations of patriotic consciousness of children , the possibility of positive socialization of the child, his comprehensive personal, moral and cognitive development, development of initiative and creativity based on activities appropriate for preschool age .
The transformation of Russia into a post-industrial society, the processes of informatization, the increasing importance of the media as an institution of socialization, a wide range of information and educational resources open up new opportunities for the development of a child’s personality, but at the same time they carry various kinds of risks. In this regard, the problem of patriotic education of children and youth becomes one of the most pressing. At the same time, it acquires new characteristics and, accordingly, new approaches to solving it as an integral part of the holistic process of social adaptation, life self-determination and personality formation.
Patriotism is love for the Motherland, devotion to one’s Fatherland, the desire to serve its interests and readiness, even to the point of self-sacrifice, to defend it. Patriotic education of a child is the basis for the formation of a future citizen.
The work program for the patriotic education of children of senior preschool age (hereinafter referred to as
the Program ) was developed on the basis of the requirements of the Federal State Educational Standard for Preschool Education to the structure of the main general educational program of preschool education , an approximate basic general educational program of preschool education “From birth to school”
edited by N. E, Veraksa, T. S. Komarova, M. A. Vasilyeva, lesson systems by Aleshina N. V. “Familiarization
of preschoolers with the surrounding and social reality.”
Addressee of the Program . The program is intended for children 5-7 years old .
Timing of the Program . The program lasts two years.
Implementation time (organized educational activities)
for
children of the senior group - 10 hours, for children of the preparatory group - 12 hours.
The form of organization is full-time.
Features of the organization of activities - The program is implemented in the form of projects not only in organized educational activities, but also in the joint activities of the teacher with children, during regime moments, in independent children's activities, in interaction with families, which contributes not only to the patriotic education of children , but also formation of relationships with adults and peers, comprehensive development of the child’s personality.
1.2. Relevance of the Program .
Childhood is a daily discovery of the world. It is necessary that this discovery becomes, first of all, knowledge of man and the Fatherland, so that the beauty of a real person, the greatness and incomparable beauty of the Fatherland enters the child’s mind and heart.
Childhood is a crucial stage in the development of personality and its moral sphere.
The content of the Federal State Educational Standard notes the urgent need to intensify the process of instilling patriotism in preschoolers . Children at this age are very inquisitive , responsive, and receptive . They easily respond to all initiatives and are able to sincerely sympathize and empathize. For the educator , this is a time of fertile soil. Indeed, at this age great opportunities arise for the systematic and consistent moral education of children . The formation of the child’s spiritual foundation, emotions, feelings, thinking, processes of social adaptation in society takes place, and the process of realizing oneself in the world around us begins. It is this period of a person’s life that is most favorable for the emotional and psychological impact on a child, since his images are very bright and strong, and therefore they remain in memory for a long time, and sometimes for a lifetime, which is very important in the education of patriotism .
A favorable pedagogical environment created in a timely manner helps to instill in children the foundations of patriotism and citizenship . The concept of patriotism is diverse in its content - it is respect for the culture of one’s country, and a feeling of inseparability with the outside world, and pride in one’s people and one’s Motherland.
From the first years of life, a child must love his native land, culture with his heart and soul, experience a sense of national pride, which is called “putting roots in his native land”
.
The feeling of the Motherland... it begins in a child with his relationship to his family, to close people - to his mother, father, grandmother, grandfather. These are the roots that connect him with his home and immediate environment. The feeling of the Motherland begins with admiration for what the child sees in front of him, what he is amazed at and what evokes a response in his soul... And although many impressions are not yet deeply realized by him, but, passed through children's perception , they play a huge role in the formation of the personality of a patriot . of considerable importance for instilling in children interest and love for their native land. Gradually, the child gets to know the kindergarten, his family, his street, the city, and then the country, its capital and symbols. Hometown... We must show the child that his hometown is famous for its history, traditions, sights, monuments, and best people. To be a citizen, a patriot , is certainly to be an internationalist. Therefore, nurturing love for one’s fatherland and pride in one’s country must be combined with the formation of a friendly attitude towards the culture of other peoples, towards each person individually, regardless of skin color and religion.
Preschool age , according to psychologists, is the best period for the formation of love for one’s small homeland.
1.3. Goal and objectives of the Program
Goal: Development in preschoolers of citizenship , patriotism as the most important spiritual, moral and social values, readiness for active manifestation in various spheres of society.
Objectives: - formation of love for the native land (involvement in one’s home, family, kindergarten, city)
;
— formation of spiritual and moral relations;
— formation of love for the cultural heritage of one’s people;
- nurturing a love of respect for one’s national characteristics;
— self-esteem as a representative of one’s people;
- to form a cognitive interest in the world and, based on comparison, expand ideas about one’s homeland;
- a tolerant attitude towards representatives of other nationalities, peers, parents, neighbors, and other people.
1.4. Pedagogical principles and approaches to the formation of the Program . The basis for the education of moral and patriotic feelings in preschool children is the following principles:
the principle of person-oriented communication is the individual-personal formation and development of a person’s moral character. During the learning process, children act as active explorers of the world around them together with the teacher, and do not just passively adopt experience. Partnership, participation and interaction are priority forms of communication between teachers and children;
the principle of thematic planning of material involves presenting the studied material in thematic blocks: native family, native nature, native culture, native city, native country;
the principle of visualization is a broad presentation of visuals corresponding to the material being studied: illustrations, photographs of landscapes, monuments, attractions, etc.
The principle of consistency involves planning the cognitive material being studied sequentially (from simple to complex, so that children acquire knowledge gradually, in a certain system.
Principles of moral and patriotic education .
Interpenetration of educational tasks .
Coordinated, purposeful work of all participants in the educational process (family, child, teaching staff)
in a specially organized development environment.
A targeted approach to project participants, involving the use of forms and methods of work taking into account age and individual characteristics.
Using the social experience of past generations (national and family traditions)
.
Consistency in the moral and patriotic formation of personality: from close to distant, from small to great (my house - my street - my city - my country - my planet)
.
1.5. Targets at the stage of completion of the Program
By age seven:
• the child masters the basic cultural methods of activity, shows initiative and independence in play, communication, construction and other types of children's activities. • the child has a positive attitude towards the world, other people and himself, and has a sense of self-esteem. Actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;
• the child has imagination, which is realized in various types of activities and, above all, in play. Knows different forms and types of games, distinguishes between conditional and real situations, follows game rules;
• the child has a fairly good command of oral speech, can express his thoughts and desires, use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can highlight sounds in words. The child develops the prerequisites for literacy;
• the child is capable of volitional efforts, can follow social norms of behavior and rules in various types of activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
• the child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions. Tends to observe, experiment, build a semantic picture of the surrounding reality, has basic knowledge about himself, about the natural and social world in which he lives. Familiar with works of children's literature, has basic understanding of wildlife, natural science, history, etc. Capable of making his own decisions, relying on his knowledge and skills in various activities.
1.6. Planned results of mastering the Program :
Child 5–6 years old:
• Knows his home address, name of the city, district, region.
• Has an idea of the symbolism of the city, district, region.
• Knows the names of nearby streets.
• Has an idea about the life and way of life of the people living in their hometown.
• Recognizes city sights in photographs and be able to talk about them.
• Knows the professions of his parents.
• Knows the rules of behavior in nature.
• Able to talk about the inextricable connection between man and nature, the importance of the environment for a healthy lifestyle of people.
• Distinguishes between some types of troops.
Child 6–7 years old
• Has brief information about the history of the city, district, region.
• Knows his date of birth, his patronymic, home address, telephone number; parents' names and patronymics; kindergarten address.
• Knows the coat of arms and flag of the Russian Federation and the Moscow region.
• Has an understanding of the President and the Government of Russia; about warriors-defenders of the Fatherland, about WWII veterans.
• Knows poetry, works of art by local poets and artists.
• Knows the rules of safe behavior in nature and on the streets.
• Has a basic understanding of nature conservation, nature reserves, and wildlife sanctuaries in the Moscow region.
• Understands involvement in the social and environmental environment, and recognizes himself as a full member of society.
• Has an idea about his native land; about people of different nationalities, their customs, traditions, folklore, labor, etc.; about the Earth, about people of different races living on our land; about the work of adults, their business and personal qualities, creativity, public holidays, school, library, etc.
Forms for tracking and recording results.
Monitoring is carried out in accordance with the Child’s Individual Development Cards at the beginning of each school year (October)
and at the end
(May)
.
Form for recording results – Child’s individual development map.
* Workshops, consultations for parents, open screenings, exhibitions of products of project activities are organized. A section is being maintained on the website.
work plan for the group is maintained , which reflects the work on patriotic education .
1.7. Logistics of the Program .
To implement the Program it is necessary :
— Corners for patriotic education in groups ;
— Cabinet of Patriotic Education ;
— Visual and demonstration material: presentations, illustrations, photographs, paintings, slides on the problem;
— Library of books with patriotic content ;
Methodical:
— theoretical and methodological literature,
- periodicals,
— materials on best teaching practices.
Materials for classes on patriotic education 1 . Reproductions of paintings
2. Methodological literature
3. Visual and teaching aids
4. Illustrations of various types of troops, portraits of heroes
5.Electronic educational resources: laptop projector, presentations, films
6. Audio recordings
7. Maps, atlas, globe
8. Fiction
9. State symbols
2. Organization of activities under the Program :
To implement the Program, it is necessary , first of all, to create a social situation for the development of children in kindergarten . The social situation of development is the social conditions in which the psychological and behavioral development of a person occurs according to the following indicators:
1. organizing the life of children in a group
2. style of relationship between the teacher and children
3. social qualities and cooperation skills in children
4.involvement of parents in the educational process.
Organization of children's life in a group .
1. The children's life and routine .
A rationally designed daily routine contributes to the formation of “dynamic stereotypes”
.
It is important to remember that inadequate stress on the child’s body leads to slow development and deviations in social life. development. The same consequences result from a reduction in the duration of walks , time for independent activities, and a lack of physical activity.
2. Constant emotional and practical interaction with adults and peers.
3. A developing subject-spatial environment has been created.
4. The group environment is psychologically comfortable for children .
Style of relationships between teachers and children .
Democratic style - the teacher , using various arguments, convinces the child of the advantages of a particular action. In this case, the choice is left to the child. This type of relationship requires an individual approach to children. It is this kind of unobtrusive care that children need most.
Developing social qualities and cooperation skills in children.
1. fostering in children a conscious attitude towards the norms of behavior in the society of their peers.
2. assistance in the exercise of rights by each child among his peers.
In professional activities, it is necessary to rely on age-related norms of behavior for children .
Interaction with parents.
It is necessary to involve parents in the educational process: consultations, workshops, information about the development tasks and achievements of the child, participation in projects.
Methods of patriotic education - One of the priority tasks of modern education is the transition to new technologies of training and education . One of the main and, probably, the most difficult tasks of a preschool educational institution is the development of the creative abilities of children and teachers . In my opinion, the source of interaction and co-creation between children and adults is design technology. The project method, as a form of organizing educational space, is innovative for preschoolers . It allows the child to act as a full partner in the pedagogical process based on the principles of cooperation. This is a method of pedagogically organized development of the environment by a child in the process of step-by-step and pre-planned practical activities to achieve the intended goals. — Targeted walks , excursions to places of military glory, to monuments, to the local history museum, etc.
— Stories from the teacher , conversations with children about the glorious history of their native country and hometown
— Observation of how people work on the territory of the kindergarten and in the city, how its appearance changes thanks to this work
— Demonstration of thematic slides, videos, illustrations
— Listening to thematic audio recordings, these could be the voices of birds of the Russian forest or the anthem of the Russian Federation
— Acquaintance with Russian folklore - fairy tales, proverbs, sayings, songs, games
— Acquaintance with folk art, embroidery, painting
— Acquaintance with the work of domestic writers, composers and artists
— Visiting thematic exhibitions or organizing them independently
-Participation in holidays
— Participation in feasible community service work
Forms of patriotic education
1. Various kinds of educational activities, studying state symbols of the Russian Federation, children gaining knowledge about the location, climate of their hometown, and its history. Various activities on the topic “Our native land”
2. Acquaintance of children with the culture and traditions of their native land, with the rituals of the Russian people, holding ritual holidays, excursions to the local history museum, organizing thematic leisure activities.
3. Fostering in children love and respect for their native nature, developing in them a sense of responsibility towards nature. It is necessary to strive to ensure that nature becomes clearer and closer to children . This is one of the important components of patriotism .
4. Introducing children to the heroic past of the Fatherland. Communicating to students the idea that people will always remember the terrible military events, honor the memory of those who died, and surround the people who defended their Motherland with attention and care. Conducting an annual month of military-patriotic education , organizing a drawing competition “Defenders of the Fatherland”
, conducting classes
“Heroes of War”
,
“Children-Heroes”
, as well as
“Courage Classes”
, in which children will address the exploits of Russian soldiers who showed unparalleled courage in those terrible times for the Fatherland.
Conducting a “Week of Remembrance”
with classes, conversations, arranging gifts and greeting cards for veterans, a
Victory Day
, and excursions to monuments.
5. Interaction with parents. Holding exhibitions of crafts and drawings with their participation on the theme “My Family”
,
“My mother is the best,”
etc., improvement of preschool educational institutions, holding competitions, holidays and matinees, joint work on the site.
Contact with parents and family is of great importance in solving the problems of moral and patriotic education . “Family Projects”
method is relevant .
Its essence is that each family, taking into account its own educational interests and priorities, prepares material on a pre-selected topic. The joint activities of adults and children contribute to their rapprochement and the emergence of common interests. Communication between parents and children is filled with cognitive, emotionally rich content.
Patriotic education in the preparatory group in accordance with the Federal State Educational Standard
Irina Vladimirovna Chistyakova
Patriotic education in the preparatory group in accordance with the Federal State Educational Standard
One of the components of the educational areas “Social and communicative development”
of the Federal State Educational Standard for Education is the patriotic education of preschool children , positive socialization of preschool children, familiarization of children with sociocultural norms, traditions of the family, society and state. Patriotism is love for the Motherland, devotion to one’s Fatherland, the desire to serve its interests and readiness, even to the point of self-sacrifice, to defend it.
Patriotism presupposes pride in the achievements and culture of one’s homeland, the desire to preserve its character and cultural characteristics and self-identification (a special emotional experience of one’s belonging to the country and one’s citizenship, language, traditions) with other members of the people, the desire to protect the interests of the homeland and one’s people. Love for your homeland, country, people, attachment to your place of birth, to your place of residence. Patriotic education is a process of interaction between educators and students , aimed at developing patriotic feelings , the formation of patriotic beliefs and stable norms of patriotic behavior .
The goal of patriotic education is to educate a convinced patriot who loves his Motherland, devoted to the Fatherland, ready to serve it with his labor and protect its interests.
Much has been written about the importance of introducing a child to the culture of his people, since turning to the paternal heritage fosters respect and pride for the land on which you live. Therefore, children need to know and study the culture of their ancestors. It is the emphasis on knowledge of the history of the people and their culture that will help in the future to treat the cultural traditions of other peoples with respect and interest.
Patriotic education of children is one of the main tasks of a preschool educational institution. It should be emphasized that quite a lot of methodological literature on this issue is currently being published. Often it covers only certain aspects of the patriotic education of children in specific types of activities, and there is no coherent system that reflects the entirety of this issue. Apparently, this is natural, since the feeling of patriotism is multifaceted in content. This includes love for one’s native places, pride in one’s people, a sense of inseparability with the outside world, and a desire to preserve and increase the wealth of one’s country.
Based on this, in this area of educational work a whole range of tasks can be identified:
- nurturing in a child love and affection for his family, home, kindergarten, street, city;
— formation of a caring attitude towards nature and all living things;
— instilling respect for work;
— development of interest in Russian traditions and crafts;
— formation of basic knowledge about human rights;
— expanding ideas about Russian cities;
— introducing children to the symbols of the state (coat of arms, flag, anthem)
;
-developing a sense of responsibility and pride for the country’s achievements;
- formation of tolerance, a sense of respect for other peoples and their traditions.
These tasks are solved in all types of children's activities: in classes, in games, in work, in everyday life, as they instill in the child not only patriotic feelings , but also form his relationships with adults and peers. Patriotic education of a child is a complex pedagogical process. It is based on the formation of patriotism as a personal quality.
In a broad sense, patriotism is interpreted as the personification of love for one’s Motherland, active involvement in its history, culture, nature, modern life, its achievements and problems.
At each age stage, manifestations of patriotism and patriotic education have their own characteristics. Patriotism in relation to a child of senior preschool age is defined by us as his need to participate in all matters for the benefit of the people around him, representatives of wildlife, the presence of such qualities as compassion, empathy, self-esteem; awareness of oneself as a part of the surrounding world.
During the period of senior preschool age, high social motives and ignoble feelings develop. How they are formed in the first years of a child’s life largely determines his entire subsequent development. During this period, those feelings and character traits begin to develop that already invisibly connect him with his people, his country. The roots of this influence are in the language of the people that the child learns, in folk songs, music, games, toys, impressions about the nature of his native land, about the work, life, morals and customs of the people among whom he lives.
By patriotic education of children, we understand the interaction of an adult and children in joint activities and communication, which is aimed at revealing and forming in the child universal moral qualities of the individual, familiarization with the origins of national and regional culture, the nature of the native land, nurturing an emotionally effective relationship, a sense of belonging, affection to others.
Patriotism is a moral feeling. It is formed gradually, in the process of accumulating knowledge and ideas about the environment, and will grow out of love for loved ones and native land. Patriotic feeling , feeling of the Motherland... It begins with the attitude towards the closest people - mother, father, grandfather, grandmother, brother, sister. The child discovers his homeland in the family. This is his immediate environment, where he draws concepts such as “labor”
,
"debt"
,
"Motherland"
.
The development of love and affection for one’s home is the first stage of civic and patriotic education of preschool children.
What should be kept in mind when instilling in a child the first sense of citizenship? How to reveal to him the content of such a complex and multifaceted concept as “home”
?It includes:
- attitude towards oneself as an individual;
- the family where the child was born and raised, the atmosphere of the home, which is largely determined by family traditions and native culture;
- the house in which he lives;
- home street.
Gradually the concept of “home”
is expanding.
The second stage is already your hometown, your native land. The third stage is only a small one (the native land, but also a large, multinational Motherland - Russia, of which the child is a citizen, planet Earth is our common home. The child receives his first ideas about his native country in kindergarten, including information about nature, folk culture, life of people of different nationalities. Any region or region is unique, each has its own nature, people, but no matter how special the region is, it is part of the big beautiful country of Russia. In the process of patriotic education , respect for the symbols of the country, pride in belonging to one’s country and its people, a positive and caring attitude towards people’s work and nature is formed.
Love for the Motherland becomes a real feeling when it is expressed in the desire and need to work for the good of the Fatherland, therefore it is necessary to encourage the child’s activities, which are based on the desire to do something for others children, relatives, for kindergarten, city.
education are also solved .
Preschool educational institutions use a variety of methods and forms of work, taking into account the age-related worldview of children ;
– excursions and targeted walks (laying flowers at the monument to those killed in the Second World War, excursion to the “Park of Patriots ”
);
- teacher's ;
- conversations about your hometown, country, its history;
- monitoring changes in the appearance of your hometown;
- the work of people in kindergarten and in the city, village;
— display of illustrations, films, slides;
Listening to audio recordings (national anthem, patriotic songs about the Motherland )
;
- use of folklore works (proverbs, sayings, Russian folk games, fairy tales, songs, nursery rhymes, chants);
– introduction to Russian folk arts and crafts (painting, toys, embroidery)
;
— acquaintance with the work of poets, artists, composers);
-organization of thematic exhibitions;
— participation in public and national calendar holidays;
- reading competition;
- participation of children in feasible socially useful work.
Patriotic education is an integral part of the general educational process and represents a systematic and purposeful activity, instilling in children a sense of pride, deep respect and veneration for the symbols of the Russian Federation - the Coat of Arms, Flag, Anthem, other Russian symbols and historical shrines of the Fatherland;
Patriotism needs to be cultivated from early childhood. Currently, many ways and methods are proposed, but we must not forget that patriotism is formed individually in each child. It is connected with the spiritual world of a person, his personal experiences. And the task of teachers and parents is to make these experiences vivid and unforgettable. When starting work on patriotic education , the teacher himself must know the natural, cultural, social, and economic features of the region where he lives. He must think about what to tell the children about, especially highlighting what is characteristic only of a given area, and clearly show the connection between his hometown or village and the whole country. And most importantly, it is necessary that the teacher loves the Motherland, his land, the city and always remembers the words of Academician D.S. Likhachev: “The feeling of love for the Motherland must be carefully cultivated, instilling spiritual settledness, since without roots in a small area, a person is like dried tumbleweed plant."
Patriotic education should be carried out in close cooperation with parents:
— questioning; consultations (information)
for parents;
-parent meetings;
— round table discussions;
— visual information in the locker room; participation of parents in excursions and craft competitions; at laying flowers, etc.
Success in patriotic education can only be achieved by those teachers who can achieve interaction with children “from the heart”
, to be sincere and deeply convinced not only of the correctness of their positions, but also to believe in the healing power, to realize the spiritual wealth of their people.
Teachers who can captivate their students with their thoughts and feelings, and inspire them with their ideals and beliefs.
Passion for one's profession, professional skills, pedagogical literacy, active life position, high patriotic qualities and feelings - this is the set that a real teacher should have.
Currently, one of the most pressing problems is the education of patriotism . Preschool educational institutions, being the initial link of the education system, are called upon to form in children a first understanding of the world around them, an attitude towards their native nature, their small Motherland, their Fatherland. Obviously, for this it is necessary to define moral guidelines that can evoke feelings of self-respect and unity.
The education system plays a leading role in the civic and patriotic formation of the younger generation.
A child’s sense of homeland begins with love for the closest people - father, mother, grandmother, grandfather. And his home, the yard where he walked more than once, and the view from the windows of the apartments and kindergarten, where he gets the joy of communicating with his peers, and his native nature - all this is the Motherland. How many discoveries does a child make every day? And although many of his impressions are not yet realized by him, it all begins with admiration for what the little man sees in front of him.
Very important for the education of patriotic feelings and historical knowledge. Knowledge of history is necessary for the formation of the civic position of a growing person, cultivating love for the “small”
Motherland and Fatherland, pride in the people whose works and talents Russia is famous for, a sense of belonging to the past, present and future of its people.
Preschoolers turned out to be the most ideologically unprotected. Due to age characteristics, their upbringing depends entirely on the adults around the child. According to educators, sociologists and doctors, it is precisely lack of spirituality that often leads to such a child being unprotected by the internal emotional intellectual barrier.
The educational traditions of Ancient Russia date back more than two thousand years. The historical elements of patriotism in the form of attachment to the native land, language, and traditions began to form in ancient times. Pedagogical thought in Russia of the X-XIII centuries puts forward an individual personality as the goal of education , instilling faith in victory , in the invincibility of Russian heroes.
Proverbs and sayings occupied an important place in Russian folk pedagogy.
The core of all Russian education is patriotism . The concept of " patriotism "
includes love for the Motherland, for the land where one was born and raised, pride in the historical achievements of the people.
Drawing a parallel with our time, it is worth remembering that “love for your native land, native culture, native speech begins small - with love for your family, for your home, for your kindergarten. Gradually expanding, this love turns into love for the native country, for its history, past and present, for all humanity.” This is what Academician D.S. Likhachev wrote.
To carry out this work with preschool children, the teacher must correctly use the sources of pedagogical skill, experience accumulated over centuries.
of patriotic education of Russian people include :
1. The concept of patriotism , heroism and their manifestations.
2. Views on patriotism in the chronicles .
3. Russian folk epics as a means of instilling patriotism (love of the Motherland, hatred of enemies, readiness to defend the native land).
4. The role of Russian fairy tales in the process of developing love for the Motherland, for one’s people, for the nature of one’s native land; tales about soldiers' friendship and so on.
5. Heroic and patriotic songs of the Russian people and their educational role
6. Russian proverbs and sayings about patriotism , heroism, courage, cowardice, betrayal. Their use in educational work with children .
Russia is the homeland for many. But in order to consider yourself her son or daughter, you need to feel the spiritual life of your people and creatively assert yourself in it, accept the Russian language, history and culture of the country as your own. However, national pride should not degenerate into stupid conceit and complacency. A true patriot learns from the historical mistakes of his people, from the shortcomings of his character and culture. Nationalism leads to mutual hatred, isolation, and cultural stagnation.
Spiritual, creative patriotism must be instilled from early childhood. But like any other feeling, patriotism is acquired independently and experienced individually. It is directly related to a person’s spirituality, its depth. Therefore, without being a patriot himself , a teacher will not be able to awaken in a child a feeling of love for the Motherland. It is to awaken, and not to impose, since the basis of patriotism is spiritual self-determination.
“The Russian people should not lose their moral authority among other peoples - an authority worthily won by Russian art and literature. We must not forget about our cultural past, about our monuments, literature, language, painting. People’s differences will remain in the 21st century if we are concerned with the education of the soul , and not just with the transfer of knowledge.” (D.S. Likhachev)
.
That is why the native culture, like father and mother, should become an integral part of the child’s soul, the beginning that continues the personality.
Based on the above, the following priorities have emerged:
1 Surrounding objects that awaken a child’s soul for the first time, cultivating in him a sense of beauty and curiosity, must be national. This helps children from a very early age understand that they are part of the great Russian people.
2. We widely use all types of folklore (fairy tales, songs, proverbs, sayings, round dances, etc.)
. In oral folk art, the peculiarities of the Russian character, its inherent moral values, the idea of goodness, beauty, truth, courage, hard work, and loyalty have been preserved like nowhere else. By introducing children to sayings, riddles, proverbs, and fairy tales, we thereby introduce them to universal moral values. In Russian folklore, words, musical rhythm, and melodiousness are combined in some special way. Nursery rhymes and jokes addressed to children sound like a gentle talk, expressing care, tenderness, and faith in a prosperous future. Proverbs and sayings aptly evaluate various life positions, ridicule shortcomings, and praise the positive qualities of people. A special place in works of oral folk art is occupied by a respectful attitude towards work and admiration for the skill of human hands. Thanks to this, folklore is a rich source of cognitive and moral development of children.
Folk holidays and traditions occupy a large place in introducing children to folk culture in the work of patriotic education They focus on the finest observations accumulated over centuries of the characteristic features and behavior of birds, insects, and plants. Moreover, these observations are directly related to labor and various aspects of human social life in all their integrity and diversity.
4. Another important area of our work is to familiarize children with folk decorative painting. She, captivating the soul with harmony and rhythm, is able to captivate children with national fine arts.
5. Nature is one of the most important factors in folk teaching. She is not only a habitat, but also a native side, the Motherland. By introducing us to the nature of the region, we solve not only environmental problems, but also cultivate love for every object in nature.
6. Getting to know the historical past of Russia is a new, but very interesting direction in the work of educating patriotism in children . Why do preschool children need knowledge about the history of the country? After all, a systematized history course is the task of the school. Yes, sure. But in order for children to learn this course well, it is necessary to form in them, even before school, initial reliable ideas about the history of our Motherland, and an interest in studying it in the future.
In recent years, many pages of history have been rethought, so we are correct in the selection of educational material, taking into account the age-related characteristics of perception and the social preparedness of the child .
Step-by-step work in this area of patriotic education is being implemented in three areas:
1. Working with children
2. Working with parents
3. Methodological support.
Each of the areas is interconnected and includes:
1. Getting to know your hometown and its history
2. Getting to know your native land and Russia
3. Acquaintance with the most significant historical events of your country and people.
4. Acquaintance with epic heroes and their exploits.
5. Acquaintance with the state symbols of the city, republic, countries.
In the process of implementing a project to work with children, the following are used: games - activities, games - entertainment, holidays, excursions, excursions to village enterprises, reading fiction.
The formation of patriotic feelings takes place effectively in close connection with the family. It is the parents who, through vivid, accessible examples of life, their work, and the attitude of the state towards children, demonstrate to the child that not only his family, but also the whole society, the whole country has hopes for him. For our part, we provide pedagogical support to the family in these matters through meetings, consultations and conversations, joint holidays and excursions.
Parents can also be advised such forms of involving children in social life as walks and excursions and the purpose of getting to know historical places (close history, monuments to fallen soldiers; visiting a local history museum, etc.
This project involves a great return from the teacher himself, whose task is not just to tell facts from the life of an individual person - a hero and a country, but to rethink the significance of each individual event, its role in the development of the state, carry it through the heart and soul and involve the little citizen in this process.
The teacher organizes a subject-development environment taking into account this project, conducts a selection of fiction, prepares presentations dedicated to memorable dates, develops notes on game-activities and entertainment scenarios
What attractive force lies in what surrounds us in childhood? Why is it that even after leaving his native place for many years, a person remembers them with warmth, and when living in a city or village, he constantly proudly tells a guest about the beauty and wealth of his native land? I think this is an expression of deep affection and love for everything that has entered the heart as the most precious from an early age. Our love for our native places, the idea of what they are famous for, what nature is like, what kind of work people do - we pass all this on to children in our work, which is extremely important for the education of moral and patriotic feelings .
What we can be proud of is our history. I want to awaken in children a sense of pride in the Russian people, who gave the world great commanders and thinkers, liberators of the world from fascism and space pioneers.
Our children have something to be proud of; they should not grow up as “Ivans” who do not remember their kinship.
Conclusion
Motherland, Fatherland. The roots of these words contain images close to everyone: mother and father, parents, those who give life to a new being. The feeling of love for the Motherland is akin to the feeling of love for one’s home. These feelings are united by a single basis - affection and a sense of security. This means that if we cultivate in children a sense of affection, as such, and a feeling of attachment to their home, then with appropriate pedagogical work, over time it will be complemented by a feeling of love and affection for their country.
In my opinion, the essence of patriotic education is to sow and cultivate in a child’s soul the seeds of love for the native nature, for the native home and family, for the history and culture of the country, created by the labors of relatives and friends, those who are called compatriots .
Planning for moral and patriotic education (middle group)
Galina Kapustina
Planning for moral and patriotic education (middle group)
Planning
on moral and patriotic education
middle group
September
I Image I 1 Conversation “Why does a person have a name?”
- develop an idea of your individuality.
2 "Call me kindly"
-
remember good relationships between children
3 Acting out situations “How to make peace”
-find ways to resolve conflicts.
II Family 1 “My brother is a first-grader”
- compilation of children's stories about the preparation of their relatives for the school year.
2 Conversation “Remembering Summer”
- conversation about summer family vacation.
3 Communication situation “At Grandma’s in the village”
— exchange of impressions about life in rural areas.
4 Exhibition of family photographs “Rest”
III Kindergarten 1 Tour of the kindergarten - repetition of the rules of behavior in different rooms of the garden.
2 Listening to songs about kindergarten.
3 "Kindergarten yard"
-introduce children to the kindergarten areas; desire to maintain order on them
4 Conversation “My group ”
-exchange of impressions about children’s stay in kindergartens
IV City, Country 1 Conversation “Native Side”
-
remember the love for your small Motherland.
2 “Autumn in Russia”
- looking at illustrations of nature
3 Targeted walk along the street “City Street”
-expand your understanding of the city
4 Solving the problem situation “How my house appeared”
-expand your understanding of the history of houses
October
I 1 “Full and partial name”
-develop the idea of friendship.
3 “Rules of the game” - recall the culture of following the rules in collective games.
4 "What am I offended by..."
-develop a culture of communication between children.
II 1 Children’s stories about their family members - the concept of “family members and its meaning”
2 Making crafts “Pets”
-instill love for home. animals.
3 Action “Let's help the birds in winter” - rekindle the need to participate in joint activities.
4 Reading poems about family members - instill love for relatives.
III 1 Series of conversations “Whom we call good”
-develop ideas about relationships in
the group .
2 Reading “Rules of conduct for children. Kindergarten"
-develop a culture of behavior
3 “My favorite toy in d/s”
-develop the ability to express feelings through drawing.
4 S/r game “On the way to kindergarten”
- to create a desire to visit the kindergarten, teach children to remember the way to the kindergarten, and give its address.
IV 1 Introducing Russian folk games - instilling a love for the native culture.
2 "My hometown"
- getting to know the sights of your hometown.
3 A series of conversations based on illustrations “The Wealth of the Native Country”
— A caring attitude towards the nature of the native land.
4 "My street"
The excursion is to consolidate children’s knowledge about the street and introduce them to nearby streets.
November
1 Game “Who Am I?”
- writing stories about yourself
2 "My home address"
- get to know the characteristics of your family.
3. Conversation “If you are honest...” - to cultivate such moral and ethical feelings as honesty and nobility.
4 “You can’t keep up with this language barefoot.”
-develop a culture of communication.
II 1 Acting out situations “How to cheer up mom (dad)
"
-cultivate love for parents .
2 Conversation “What does it mean to love your parents?” - recall love and responsiveness to loved ones
3 Memorizing nursery rhymes about pets - introduce folk art.
III 1 “Caring people” - to instill in children respect for kindergarten staff, respect for the work of adults, and a desire to provide all possible assistance.
2. Making toys from waste material for kids - to cultivate the habit of caring for the younger ones.
3. Conversation “Keeping a daily routine”
-develop an idea of healthy lifestyle.
4. S/r game “Kindergarten”
IV. 1 Reading poems about native nature - to cultivate love for the Motherland .
2 Conversation “Who makes the city better”
-introduce the professions of people involved in the improvement of the city.
3 Dramatization of a Russian folk tale - to instill a love of culture.
4 Getting acquainted with the Russian hut - expand your understanding of the life of the people
December
I. 1. Compiling stories “I love it when...”
,
“I’m afraid when...”
-
cultivate trusting relationships in the group .
2. Situational communication “Good mood” - cultivate a positive attitude towards others.
3. Game-conversation “Can I bring my own toy?
to kindergarten? - to develop in children empathy and attention to another child; prevent the occurrence of envy and anger
4. Conversation “My talents”
-develop a positive attitude towards yourself and your gender
II.1. "Everyone is involved"
-familiarity with the household responsibilities of family members.
2. Explanation of proverbs about family - expand the idea of family and its meaning.
3. “Masha put on a mitten...”
-introduce the hobbies of family members
4. Conversation about family New Year traditions.
III. 1 Excursion to the kindergarten kitchen - introduce the professions of kitchen workers.
2. Training “Set the table correctly” - cultivate the habit of fulfilling your duties.
3. Exhibition of children's drawings “My favorite kindergarten” - to cultivate a sense of pride in your kindergarten.
4. "The Way We Talk"
-develop the ability to communicate with adults in kindergartens.
IV.1. Listening to Russian folk songs instills a love for our native culture.
2. Examination of illustrations of dolls in national costumes - to expand knowledge about national costumes.
3. Conversation “Transport of our city”
-give children an idea of transport, rules of behavior in transport.
4. View slides “Plants and animals of our area”
January
I 1 Conversation “A friend will not leave you in trouble”
-expand the concept of friendship
2 S/r game “Mail”
- consolidate knowledge of your addresses and children’s full names.
3.“Boys and girls. How are we similar and how are we different?
-expand knowledge about the basic qualities of male and female personality.
4 “Let’s help Grandma Fedora” - cultivate accuracy in doing things.
II.1. Exhibition of family photographs “Winter Holidays”
-promote the development of family traditions
2. Acting out situations “Evening in the family” - to cultivate love for your family.
3."Grandma, Grandpa"
-stories about elderly relatives.
4. "How my family came to be"
-acquaintance with the family pedigree.
III. 1. Excursion to the laundry - to cultivate respect for the work of adults; arouse interest in the work of laundry workers; continue to develop cultural and hygienic skills.
2. Campaign “Garland of Friendship”
- participation in collective affairs.
3. Conversation “Everything for the holiday”
-develop a culture of behavior.
4. S/r game “Cooks”
IV.1. Looking at the illustrations “My City in Winter”
-develop the ability to admire the beauty of your city
2. Watching cartoons about the native army - to cultivate a sense of pride in the Russian army.
3. Game “Where does the Firebird feather live?”
-introduce children to folk signs and customs.
4. Photo gallery “Such a different Russia”
-expand and deepen knowledge about the multinational Motherland.
Foster feelings of respect for people of different nationalities.
February
I. 1. Discussion of illustrations “What is good and what is bad”
- to form in children the experience of correct evaluation of actions.
2. “How Masha became big” - to foster independence and a desire to help adults.
3. Inventing the fairy tale “My Kingdom”
-promote a child’s understanding of life values.
4.. "Resolving Contradictions"
-develop the ability to make informed decisions
II 1. Drawing competition “My dad’s profession”
-expand ideas about the professions of men
2. Acting out situations “How to reconcile quarreling family members” - to cultivate love for your family.
3. Making gifts for dads and grandfathers.
4. Publication of the newspaper “Our Defenders” - to instill in children a sense of pride in their relatives.
III 1. “Speech etiquette”
-introduce the rules of conversation with people.
2. "Feed the birds"
- a caring attitude towards the inhabitants of the garden.
3. "While reading a book"
-introduce the variety of books and the rules for handling them.
IV 1 Examination of Vasnetsov’s painting “Three Heroes”
-introduce Russian heroes and defenders.
2 Poetry reading festival “Day of Defenders of the Fatherland” - to cultivate the desire to defend one’s Motherland and the weak.
3 Work in the book corner “At the Obelisk”
- get acquainted with the monuments to the Second World War in your hometown
4 S/r game “We are soldiers”
- a sense of duty, a desire to defend one’s homeland
March
I. 1 Conversation “Antics”
-forms of
moral and ethical qualities of children .
2. Quiz “How many polite words are there in the world”
- improve communication culture
3. "What happens if…"
-develop the ability to foresee the consequences of one’s actions.
4. "Beauty contest"
-develop cultural and hygienic skills, the ability to critically evaluate appearance.
II 1. Conversation “My mother is the best because...”
- a feeling of pride for my mother.
2. Making gifts for mothers
3. Reading competition “March 8”
4. Game-situation “We welcome guests”
III 1. “My responsibilities in the d/s”
- develop a desire to help the nanny.
Cultivate caring and responsibility.
2. Campaign “Help the kids”
-involve in assistance in cleaning the area
3. "Congratulations from the bottom of our hearts"
- making gifts for d/s employees.
4. Compiling stories and a photo album about d/s.
IV 1. Looking at albums with Russian toys - instilling a love of culture.
2. “Come, spring, with joy”
-develop an interest in Russian traditions and folklore.
3. Conversation “International Women’s Day”
4. "On the roads of the city"
— establish rules of conduct on city roads.
April
I 1. Conversation “I would like to become...”
-expand your understanding of professions.
2. Children's stories “My favorite toy”
- create a desire to share
3. "The ABCs of Politeness"
-playing out communication situations
4. “What kind of children are there?”
— form-ability to evaluate behavior
II 1. A walk around the city center with parents - to develop common interests in the family.
2.“What crafts smell like”
-to form an attitude towards the work of adults.
3. Compiling a photo album “Our Friendly Family”
-instill a sense of pride in your family.
4. Communication situation “My family”
-enrich knowledge about examples of male and female behavior in the family
III 1. Conversation “Our favorite games”
-develop interest in playdate games.
2. “Book Hospital” - cultivate the habit of monitoring the condition of games and books in the group .
3. Participation in the labor landing “Let’s make our kindergarten more beautiful”
-
cultivate a desire to help adults.
4. S/r game “ I am a teacher ”
IV 1. Work in the book corner “Russian folk tales”
2. Teacher’s “Russian Matryoshka”
3. Conversation “Cosmonautics Day”
— expand your understanding of space and astronauts.
May
I 1. Communication situation “What is grief?”
-a feeling of sympathy
2. "I am in the natural world"
-expand the idea of the inseparability of man from nature
3. "Changing Men"
-develop the ability to control your behavior.
4. Training “Facial expressions and gestures”
— develop the ability to determine a person’s mood
II 1. Drawing competition “We are walking with our parents”
2. "We are standing at the obelisk"
-story about a trip to the WWII monuments
3. Making postcards for WWII veterans
4. Viewing presentations “War in the history of my family”
-develop a sense of patriotism, pride in one’s family.
III 1. Making illustrations “Russian folk tales”
2. Conversation “Children of War”
-expand the understanding of the need to defend one’s country.
3. Labor landing “Flowers around the village”
IV 1. Conversation “May 9 - Victory Day”
-continue to introduce the history of the state. holidays.
2. Publication of the newspaper “They Defended the Motherland”
3. Excursion to the garden museum of military glory to introduce the history of the Second World War.
4. “Look how nice the region you live in is”
- compiling an album of illustrations of nature in spring
