Pedagogical Council "Patriotic education in modern society in accordance with the Federal State Educational Standard for Education"
Pedagogical council
“Patriotic education in modern society in accordance with the Federal State Educational Standard of Education”
prepared:
Eppinger N.S.
Target:
Systematization of teachers’ knowledge about the organization of educational activities with preschool children on issues of patriotic education.
Work plan:
1. “Work on moral and patriotic education in a preschool educational organization.”
2. “Music and patriotic education of preschool children.”
3. Ways, means and methods of patriotic education of preschool children in the context of the transition to the Federal State Educational Standard
4. “Patriotic education of preschool children through physical education.”
5. Discussion on the topic “Moral and patriotic education of preschool children.”
6.
Progress of the pedagogical council:
I. “Work on moral and patriotic education in a preschool educational organization.”
In the modern world, the loss of patriotic consciousness in society is becoming increasingly noticeable. Thus, today many children are unfamiliar with the concepts of “honoring parents,” “respecting adults,” “hospitality,” and “mercy.” Therefore, cultivating love for the homeland should begin in childhood with a respectful attitude towards loved ones, family, relatives, your home, street, city, country.
Patriotism is love for the Motherland, devotion to it, responsibility and pride for it, the desire to work for its benefit, to protect and increase its wealth, it is love for the land where one was born and raised, and these feelings and character traits begin to form already in preschool age .
Unfortunately, due to lack of time, many parents do not pay due attention to the formation of patriotic feelings in their children.
The Soviet poet and publicist Ilya Grigorievich Erenburg once wrote: “In order for patriotism to be strong and unshakable, it must come from love for one’s small homeland - one’s hometown, one’s native nature, the village, the region.” And the Russian teacher Konstantin Dmitrievich Ushinsky noted the following: “Just as there is no man without self-love, so there is no man without love for the fatherland, and this love gives education the sure key to a person’s heart...”. Therefore, moral and patriotic education is one of the main tasks of a preschool educational organization.
In order to properly build work on patriotic education, it is necessary to take the following documents as a basis:
— Constitution of the Russian Federation.
— State program “Patriotic education of citizens of the Russian Federation for 2011–2015”, approved by the Government of the Russian Federation on October 5, 2010, aimed at all social strata and age groups of Russian citizens, the program defines the main ways of development of the system of patriotic education, substantiates its content in modern conditions, outlines ways and mechanisms for implementing the program.
— Federal Law “On Education in the Russian Federation”.
— Federal Law “On the Perpetuation of the Victory of the Soviet People in the Great Patriotic War of 1941-1945.” (with amendments and additions) dated May 19, 1995.
— Federal Law of the Russian Federation “On Amendments to the Law of the Russian Federation “On Perpetuating the Memory of Those Who Died in Defense of the Fatherland”” dated April 5, 2013.
— National doctrine of education in the Russian Federation.
— The concept of patriotic education of citizens of the Russian Federation, the development of which is due to the need to implement the State program “Patriotic education of citizens of the Russian Federation for 2011–2015.”
The feeling of patriotism is multifaceted in its content. It is no coincidence that the work of instilling patriotic feelings in children involves a whole range of tasks. Here are some of them.
1. Cultivate love for home, family, kindergarten.
2. Encourage children to perform socially significant tasks and do good deeds.
3. Exercise children in showing compassion, care, and attentiveness to family and friends, friends and peers, to all living things.
4. Promote the active involvement of parents in joint activities with the child in family and kindergarten settings.
5. Foster respect for work.
6. Develop interest in Russian traditions and crafts.
7. Update children’s knowledge about the symbols of the state (coat of arms, flag, anthem), etc.
These tasks must be solved in preschool educational institutions in the process of carrying out all types of children's activities: direct educational, play, work, household, joint creative, as well as in project activities.
Work on patriotic education should also be implemented through the integration of educational areas: “socio-communicative development”, “cognitive development”, “speech development”, “artistic and aesthetic development”, “physical development”.
Kindergarten is a place where a child gains experience of broad emotional and practical interaction with adults and peers in the most significant areas of life for his development. By directing the activities of children, we, educators, form such important traits for a Russian person as love for their native land, the Motherland, the Russian Army, history, and respect for people of other nationalities. We introduce children to the symbols of the state, historical figures, and develop an interest in Russian traditions and crafts.
The system of patriotic education can be implemented through the following forms
of work
:
— creation of a developing subject-spatial environment for civic and patriotic education. These are centers of patriotic education, in which, according to the requirements and age characteristics, the necessary material and benefits should be provided;
— conducting scientific and educational activities on this topic. It is important that these activities increase mental activity. This is helped by the technique of comparison “before and now,” questions, individual assignments, and appeal to the experience of children. It is necessary to teach children to independently analyze what they see, make generalizations and conclusions. You can suggest looking for the answer in the illustrations, asking your parents. Hence the following form of work -
— interaction with the families of pupils, where, using specific facts and examples from the lives of older family members (great-grandfathers and great-grandmothers, participants in the Second World War, their exploits), it is necessary to instill in children respect for heroes, a sense of duty to the Motherland, love for the Fatherland, etc. Despite all the difficulties, parents should become indispensable participants in the work on the patriotic development of children, help in collecting and promoting materials in their native land. Family excursions to museums, inspections of historical and cultural monuments are of great importance in this regard;
— interaction with society (excursions with teachers around the city, region, to a museum, exhibition hall, monuments, etc.).
The system and sequence of work on patriotic education of preschoolers in kindergarten is built according to the following scheme:
You need to go from near to far. The teacher gradually leads the child to the understanding that each person has his own small homeland - a town (city, village, to which he has felt affection since childhood, and at the same time - a large Motherland - Russia, the Russian Federation).
And the teacher’s task is to select from the mass of impressions received by the child those that are most accessible and interesting to him, and the facts to which the children’s attention is drawn must be vivid, imaginative, and concrete. The teacher must think through what is appropriate to show and tell the children, especially highlighting what is typical only for this area, this region, what is only here.
So, speaking about the education of citizenship and patriotism, we must first of all take care that the little person becomes a Man with a capital P, so that he can distinguish bad from good, so that his aspirations and desires are aimed at creation, self-determination and development in himself those qualities and values thanks to which we can firmly say about him that he is a patriot and a citizen of his Motherland.
2. “The role of music in the moral and patriotic education of preschool children.”
The works of Russian musical and oral folk art used in working with preschoolers are simple, imaginative, and melodic, so children quickly learn them. The intonation advantages of songs allow children to use them both at a younger and older age. These songs promote the development of initial singing skills in young children. At an older age, they are very effective as chanting. Russian songs are becoming more understandable and accessible, and the same applies to playing children's musical instruments. Folk music must be included to learn dance movements, dramatizations, round dances, dances, etc.
When working with children, it is necessary to ensure that they are not only active listeners and spectators, but also active performers of songs, dances, round dances, musical games, etc., and are actively involved in work and preparation for holidays and entertainment.
In some cases, the relationship between musical and visual arts can be used. Folk music is included in art classes, when children create decorative compositions based on folk crafts. The inclusion of oral folklore: fairy tales, nursery rhymes, proverbs, sayings, riddles, tongue twisters enriches the content and figurative side of speech and stimulates the emotional responses of children, making the process of perception of folk art more vivid, deep and conscious.
Thus, by introducing children to the musical heritage of our people, we instill in them a sense of patriotism, and it is inseparable from instilling a sense of national pride.
3.Ways, means and methods of patriotic education of preschool children in the context of the transition to the Federal State Educational Standard.
The problem of educating a patriotic citizen is as old as the world. She stood before humanity when the first state arose. Patriotic education creates certain prerequisites for civil behavior. However, these are just premises. Love for the Motherland begins with love for one’s Small Motherland - the place where a person was born. In this regard, determining the goals, objectives, content and means of patriotic education of preschool children becomes of great importance.
The main tasks of patriotic education of older preschoolers include:
— 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;
- a tolerant attitude towards representatives of other nationalities, peers, parents, neighbors, and other people.
Patriotic education of preschoolers should solve a wide range of problems. This is not only the education of love for one’s home and family, but also the education of a respectful attitude towards a person - a worker and the results of his work, his native land, defenders of the fatherland, state symbols, state traditions, and national holidays.
Methods of educating preschoolers ensure that they acquire knowledge about their native people, their homeland and, on this basis, the development of national traits and qualities of the younger generation.
It is impossible to achieve a high-quality level of patriotic education of preschoolers without taking into account the specifics of individual regions and their national characteristics.
Fostering love for the Motherland, for one’s Fatherland, is an extremely difficult task, especially when it comes to preschool children. However, to a large extent, this difficulty arises when trying to transfer “adult” indicators of manifestations of love for the Motherland to children. Preschool age, as a period of personality development, has its own potential for the formation of higher moral feelings, which include the feeling of patriotism.
In order to determine the specifics of the process of forming love for the Motherland in children, there is a need to determine the nature of the patriotic feeling itself, its structure, content, and also to trace its birth, sources (on the basis of what feelings it is formed or, more precisely, without any emotional educational
basis, this complex integral feeling cannot appear). Indeed, if patriotism is a feeling of affection, devotion, responsibility, etc. to his homeland, then the child, even in preschool age, must be taught to be friendly (to something, to be responsible in his small affairs, actions). Before a child learns to empathize with the troubles and problems of the Motherland, he must learn empathy in general as a human feeling. Admiring the vastness of the region, its beauty and natural resources arises when a child is taught to see the beauty directly around him. Also, before a person learns to work for the good of the Motherland, it is necessary to teach him to conscientiously carry out work assignments and instill a love of work. Thus, the basic stage in the formation of love for the Motherland in children should be considered the accumulation by the child of social experience of living in his Fatherland and the assimilation of established norms of behavior and relationships.
Patriotic feeling is multifaceted in nature. It unites all aspects of the personality: moral, labor, mental, aesthetic, as well as physical development and involves influencing each side to obtain a single result. The concept of patriotism includes cognitive, emotional, and behavioral components that are realized in the sphere of society and nature. At the same time, for preschoolers the leading one is the emotional component. The cognitive component provides content, and the behavioral component performs a control and diagnostic function.
If we consider patriotism through the concept of “attitude,” several directions can be distinguished:
1) attitude towards the nature of the native land, native country;
2) attitude towards people who live in their native country;
3) attitude towards moral values, traditions, customs, culture;
4) attitude towards the state structure.
Each of these areas can become the content of educational activities with children, and each will contribute to socialization
the child’s personality, subject to taking into account the developmental characteristics of children. It is impossible to talk about education and love for the Motherland without children receiving certain knowledge about it.
The content of classes can also be determined in several directions.
A child of preschool age can and should know the name of the country in which he lives, its main city, capital, hometown or village, what is the nature of his native land and the country where the child lives, what kind of people by nationality and personal qualities inhabit it the country, how they glorified their native country and the whole world, what the art, traditions and customs of the country are.
This is a scheme for the content of knowledge about the native country, on the basis of which it is possible to form an effective attitude towards it already at preschool age.
There is an opinion that the path to fostering love for the Motherland is formed according to the logic
“from close to distant” - from love for parents (more precisely, one’s home), for the street,
the city, love for the native country. You need to think about whether this is really
The “territorial approach” is effective in educating such a complex and
multifaceted social feeling, like love for the Motherland. Obviously, the point is not to expand the “territory”, but to create conditions for solving the problems of patriotic education, for developing in children the feelings that ultimately make up patriotism: friendship, loyalty, a sense of ownership and the awareness that you belong, that you are needed .
Preschoolers gradually form an “image of their own home” with its way of life, traditions, communication, and style of interaction. The child accepts his home as it is and loves it. This feeling of “parental home” forms the basis of love for the Motherland, the Fatherland.
The task of the teacher, together with parents, is to form love and friendship for one’s home, the desire to take care of, to do better. It is important that the child has his own responsibilities in the family - this helps strengthen the “sense of family”.
4. “Patriotic education of preschool children through physical education.”
7. The formation of moral feelings in preschoolers, such as patriotism, is also possible through the organization of specially designed physical education and sports festivals, entertainment and outdoor games. Since physical education is closely connected with moral education, with education in the spirit of patriotism.
8. In order to achieve positive results in the formation of personality through the motor sphere of the child, the teachers of our preschool institution have set themselves a number of tasks, as a result of their solution, children develop the ability to show reasonable courage, determination, and self-confidence. Conditions have been created for performing physical exercises aimed at overcoming physical difficulties. Developing patience and endurance in children, as well as showing positive emotions.
9. Physical exercises should be selected according to the age and individual characteristics of children.
10. The preschool educational institution has developed a system of work in this area. To develop the patriotic feelings of preschool children, we use various forms and methods of working with them: in physical education classes, in the process of outdoor games, relay races, sports tournaments and leisure activities.
11. Games of “Zarnitsa”, “military”, sports festivals dedicated to the Day of the Russian Army are held. In this area, work is carried out as an integration of various types of children’s activities. The center of such work are the holidays dedicated to Defender of the Fatherland Day and Victory Day - “We will serve in the Army!” and “Victory Day”, which have the greatest impact on the education of patriotic feelings in children.
12. Such events evoke sympathy for the military and a desire to imitate them. Children want to be like the defenders of the Motherland, they try to be hardy, courageous, persistent in carrying out this or that task in the game. It’s gratifying that the guys have the quality of being ready to always come to the aid of a friend.
Of course, sports activities take place with the obligatory participation of parents. After all, when mothers and fathers next to their children demonstrate their ability to run, jump, and compete, this is instructive for everyone. This creates a positive emotional mood, gives great joy, develops a sense of pride in the successes of their parents, which is an important factor in the formation of patriotic feelings.
13. Work with children in physical education and health is carried out systematically and consistently; such events as “Fun Starts”, “Young Firefighters”, “We are future cosmonauts” are traditional in kindergarten. Children, parents, teachers and other categories of kindergarten employees take part in their preparation.
14. Folk games are an integral part of the moral and patriotic education of preschool children. The peculiarity of folk games is that adults, not intrusively, but purposefully introduce children into the world of folk culture. Based on folk games, we have developed scenarios for such holidays as “Heroic Fun”, “Broad Maslenitsa”, “Folk Games Fair”. Children develop a stable, interested, respectful attitude towards the culture of their native country.
15. By itself, a patriotic feeling does not appear in people. This is the achievement of a long-term, targeted educational influence on a person, starting from a very early age. We hope that thanks to the joint work of the teaching staff, a graduate model is formed - a physically developed personality with valuable, moral qualities and the need for a healthy lifestyle, with creative potential and the ability for self-development.
5. Discussion on the topic “Moral and patriotic education of preschool children.”
Teachers are invited to break into four teams of 2-3 people.
Each team needs to comment on the pedagogical situation and find a way out.
Pedagogical situations.
1. In February, kindergartens traditionally hold classes dedicated to Defender of the Fatherland Day. At one of the classes in the senior group, the teacher asks the boys who they would like to serve in the army. The guys name various military professions: pilot, sailor, tanker, border guard, submariner, artilleryman.
Misha does not take part in the conversation. The teacher encourages him to speak out too: “Misha, who would you like to be?”
Misha: “I won’t go into the army. Dad said there’s nothing to do there!”
2. On the eve of Victory Day celebrations, the teacher tells the children that tomorrow the whole group will go on an excursion to the Tomb of the Unknown Soldier, and invites the kids to bring flowers from home.
The next day, all the children come to kindergarten with bouquets of tulips, carnations, and daffodils.
The teacher takes the children outside, the children line up in pairs, show each other their bouquets, and tell how they will lay flowers at the foot of the monument. Several children turn to the teacher: “But Vanya didn’t bring flowers!”
3. Dads and grandfathers are invited to the festive matinee dedicated to Defender of the Fatherland Day. Various competitions were organized for the guests, in which the child and father (or grandfather) had to take part.
Anya, Dima and Ira did not take part in a single competition during the entire holiday, although they sang and danced along with all the children. It turned out that the parents were busy at work and could not come to the matinee.
4. The teacher invites the preparatory group students to take part in organizing the mini-museum exposition. The theme of the exhibition is “Our grandfathers – glorious victories.” For a whole month, the guys brought letters and photographs from the war years, photo albums, and military uniforms from home. They enthusiastically laid out these items on the shelves, several times a day they approached the location of the exhibition exhibits, looked at them, and discussed them.
One day, the teacher heard a phrase dropped by one of the children: “And Irina Andreevna (this is the nanny of the group in which the exhibition was organized) said that we brought all sorts of things and now it is not convenient for her to wipe the dust on the shelves!”
Questions for discussion:
1. In your opinion, on what conditions does the awakening of a feeling of love for the Motherland depend?
2. Why, in your opinion, should the formation of moral and patriotic feelings begin from preschool age?
3. What is the role of the teacher in the patriotic education of a preschooler?
4. What role can parents play in raising a preschooler?
5. What methods and techniques do you consider the most successful in the patriotic education of preschool children?
"Brainstorm"
(moral and patriotic education in the development of preschool children)
Target:
to clarify and consolidate the knowledge of teachers on the moral and patriotic education of preschool children.
Tasks:
— increase pedagogical competence in matters of moral and patriotic education;
— generalize the knowledge of teachers about the goals, objectives and means by which the moral and patriotic education of preschool children is determined;
- develop a way of analyzing your own activity and the activity of another participant during the game, showing pedagogical tact;
- promote the acquisition of teamwork experience.
Progress of the game.
Leading.
Dear colleagues, I invite you to take part in the brainstorming game.
"Brain workout"
A document that covers all the main aspects of children’s life, in other words, is it a model of the educational process in a preschool educational institution?
(Educational program of preschool educational institution).
1. A system of material objects of a child’s activity, functionally modeling the content of his moral and patriotic education. What is this? (Subject-spatial development environment).
2. The land where you were born? (Motherland).
3. The ancient name of Russia? (Rus).
4. A person who belongs to the permanent population of a given state and enjoys all the rights and fulfills all the duties of that state? (Citizen).
5. Preservation of past values in the present? (Cultural heritage).
6. Originality, difference from others? (Identity).
7. Devotion and love for your fatherland, for your people? (Patriotism).
8. A large territory that has definite boundaries and enjoys state sovereignty? (A country).
9. Historical science that studies the culture and life of the peoples of the world, their origin, ethnic history and cultural interactions? (Ethnography).
10. A special political institution that ensures social security of the population, defense and security of the country? (State).
11. Who is responsible for raising a child? (Parents).
12. Symbol of the state, its sovereignty: a cloth of established sizes and colors attached to a tree or cord? (Flag).
13. Official emblem of the state? (Coat of arms).
14. What was passed on from one generation to another, what was inherited from previous generations? (Tradition).
"Pedagogical erudition."
1. Explain the concept.
Moral and patriotic education is...
2. List the tasks of moral and patriotic education:
3. The purpose of moral and patriotic education:
2. When solving the problems of moral and patriotic education, each teacher must build his work taking into account the following principles:
"Brain attack".
Coat of arms
Hymn
Russia
Honor
Motherland
Moscow
War
Victory
Reflection “Everything is in our hands”
Leading.
There is a cube on your tables. Based on the game, I suggest you choose and write down on the faces of the cube what you consider most important in instilling moral and patriotic feelings in preschoolers.
Take them in your hands. We see that the cube does not hold on itself, but only thanks to our hands.
“Proper upbringing is our happy old age, bad upbringing is our future grief, these are our tears, this is our guilt before other people, before the whole country.” A.S. Makarenko
Parable. “Once upon a time there lived a wise man who knew everything. One man wanted to prove that the sage does not know everything. Holding a butterfly in his hands, he asked: “Tell me, sage, which butterfly is in my hands: dead or alive?” And he himself thinks: “If the living one says, I’ll kill her; if the dead one says, I’ll release her.” The sage, after thinking, replied: “Everything is in your hands.” I didn’t take this parable by chance. After all, everything is really in our hands, don’t be afraid to create, look for something new, learn the unknown. Raising moral and patriotic feelings in children is also in your hands!!!
I would like to add as recommendations that in your centers
patriotic education materials appeared dedicated to the 300th anniversary of Kuzbass, such as
- memorable places of our region
— cities celebrating their anniversaries
-nature and animals of Kuzbass, etc.
As well as materials related to the 75th anniversary of the Great Victory and the anniversary of our hometown of Kiselevsk.
Dear colleagues, thank you for your attention, we hope that our pedagogical advice was useful to you.
Literature and Internet resources used:
1. For preschoolers about defenders of the fatherland: a methodological guide to patriotic education in preschool educational institutions / ed. L. A. Kondrykinskaya. - Moscow: Sphere shopping center, 2006.
2. My country. The revival of national culture and the education of moral and patriotic feelings in preschool children: a practical guide for educators and methodologists of preschool educational institutions / author.-comp. IN AND. Natarova and others - Voronezh: Teacher, 2005.
3. Moral and patriotic education of preschool children. Toolkit. /ed. M.D. Makhaneva. – Moscow: Sfera shopping center, 2009.
4. Zelenova, N.G. We live in Russia. Civic and patriotic education of preschool children: A manual for preschool teachers. – Moscow: Publishing House Scriptorium 2003, 2008.
5. https://nsportal.ru
6. https://zanimatika.narod.ru
Moral and patriotic education
in kindergarten is a set of civic-oriented activities that contribute to the formation of common values in the child and his family.
Patriotic education of preschool children according to the Federal State Educational Standard is quite relevant in modern conditions. This is due to the establishment of priority for material values over spiritual ones in our society. However, raising the younger generation within the framework of respect and love for the Motherland forms a morally healthy, viable population
Objectives of moral and patriotic education
: Formation of a spiritual and moral attitude, a sense of belonging and love for the family, city, country, the nature of the native land, the cultural heritage of one’s people, interest in folk crafts and traditions. Instilling self-esteem in a child as a representative of his people. Cultivating a caring attitude towards all living things, the surrounding world, the nature of one’s native land - and nature in general. Cultivating love for one’s hometown, street, home, and one’s family. Expanding the child’s knowledge about the cities of the republic. Fostering love and respect for work Fostering a child’s basic understanding of human rights Familiarity with state symbols - the coat of arms, flag, anthem Fostering in children a tolerant attitude towards the traditions of other nations Developing a sense of pride in the achievements of the homeland These tasks in kindergarten are solved in games, classes and in everyday life, not only instilling patriotic feelings in children, but also forming their relationships with friends and adults. Moral and patriotic education is a complex pedagogical process.
The goal is moral
- patriotic education of preschool children - to instill love for the Fatherland in the “Small Motherland”, to educate patriots of their region, citizens of a legal democratic, social state, respecting the rights and freedoms of the individual, possessing high morality and showing national and religious tolerance.
moral and patriotic education, each teacher must build his work in accordance with local conditions and characteristics of children, taking into account the following principles:
— “positive centrism” (selection of knowledge that is most relevant for a child of a given age);
-continuity and continuity of the pedagogical process;
— a differentiated approach to each child, maximum consideration of his psychological characteristics, capabilities and interests;
- a rational combination of different types of activities, an age-appropriate balance of intellectual, emotional and motor stress;
-activity approach;
-developmental nature of education based on children's activity.
To implement the moral and patriotic education of preschoolers, it is necessary:
-creation of favorable material, technical and social conditions;
-updating the content of education, selecting the most interesting and accessible material based on the experience and feelings of children;
-consistent orientation towards cultural conformity of education, designed to ensure the formation of a person’s spiritual world;
- close contact on this issue with the family, relying on its traditions and experience.
Downloaded from www.znanio.ru
Forms of work on patriotic education with older preschoolers
Bibliographic description:
Gromilina, L.V. Forms of work on patriotic education with older preschoolers / L.V. Gromilina, L.V. Kamyzina. — Text: direct // Innovative pedagogical technologies: materials of the VI International. scientific conf. (Kazan, May 2021). — Kazan: Buk, 2021. — pp. 21-23. — URL: https://moluch.ru/conf/ped/archive/214/12271/ (access date: 12/19/2021).
In preschool age, a sense of patriotism begins to form:
- love and affection for the Motherland;
- devotion to her;
- responsibility for it;
- the desire to work is not her good;
- protect and increase wealth.
Love for the Fatherland begins with love for one’s Motherland - the place where a person was born.
In this regard, it is of great importance to familiarize preschoolers with the historical, cultural, national, geographical, natural and ecological uniqueness of their native land.
The basic stage in the formation of love for the Motherland in children should be considered their accumulation of social experience of life in their city, assimilation of the norms of behavior and relationships accepted in it, and familiarization with the world of its culture.
Patriotic education of preschoolers is most successfully carried out through play, object-based activities, communication, work, learning, and various types of activities characteristic of preschool age.
General forms of work with children on patriotic education can be:
- targeted walks;
- excursions;
- child labor;
- visual activity.
How are the tasks of patriotic education solved in educational activities, in games, in work activities? Children gain knowledge about their native country mainly in classes, which can be roughly divided as follows:
‒ activities aimed at giving children specific ideas about their native country based on direct perception (observations, excursions, targeted walks) or indirectly (stories from the teacher, reading works of fiction);
‒ activities that help deepen and systematize children’s knowledge (conversations, didactic games, etc.);
‒ activities during which children use the acquired knowledge and express their attitude to the phenomena of social life (visual activities, creative storytelling),
Their active, varied activities are of great importance for the patriotic education of children, since being a patriot means not only knowing and loving your country, but also actively acting for its benefit. Therefore, when planning work on patriotic education, the teacher certainly outlines what games (role-playing, construction) he can play with children, what he can invite them to do themselves, what themes to give for drawing, appliqué, and design.
Patriotic education includes solving problems not only of moral, but also of labor, mental, aesthetic, and physical education.
Future citizens of the country must grow up strong, agile, and healthy.
Qualities such as strength, courage, and dexterity, necessary for a warrior-defender of the Motherland, are best developed in sports games, as well as in games with military-patriotic content. Interest in them may be aroused by stories about soldiers who showed heroism.
Love for the Motherland becomes a real deep feeling when it is expressed not only in words, knowledge, but also in the desire to work for the good of the Fatherland and take care of its riches.
The child’s work is small and not complicated, but it is necessary for the formation of his personality. It is necessary to encourage the independent work of children, which is based on the desire to do something for the team, for the city, for the kindergarten. Work on landscaping a kindergarten plot, your own street, making toys for kids, repairing books, working in the garden - all these are activities accessible to preschoolers that help to develop civic feelings in children.
The emotional atmosphere in classes and games plays a big role in nurturing children’s feelings. Bright, living words, music, and visual arts help children emotionally perceive their surroundings.
Older children already know about their hometown. They remember the main streets, they are told about the heroes or famous people after whom they are named.
Children's ideas about administrative buildings are being clarified and expanded. The teacher briefly explains why a library, a department store, and a consumer services plant are needed. Excursions to monuments and the obelisk of fallen soldiers are accompanied by a more detailed commentary. During walks, children observe the construction of new houses, the improvement of the city, and can take part in community cleanups as much as they can (help plant seedlings, water flowers, rake leaves).
The teacher should not limit the range of interests and ideas of children of the sixth year of life only to their close geographical surroundings. In accordance with the program, children in the senior group are given fairly broad knowledge about their native country. For this purpose, new topics are proposed that deepen and expand knowledge about our native country - “Russia is my homeland”, “Cities of Russia”, “Moscow is the capital of our Motherland”.
In senior preschool age, the study of the topic “City - Village” continues. Along with these concepts (village, city), children must learn the new concepts of “capital”, “region”, “country”; they must know what is bigger - a village or a city, a country or a region.
At an older age, knowledge about Russian cities expands. Children’s ideas about the cities of our country make it possible to organize interesting games, “Travels around the native country.” These games include children's construction and independent artistic activities, and are therefore interesting and exciting for children. Stories and conversations about the climatic and natural zones of our country will help deepen interest in your native country. Interest in classes on the geography of their native country increases if the teacher tells them about their peers - boys and girls living in the north and south - in the tundra, taiga or desert. These stories about children instill in children goodwill and sympathy for peers living far away from them.
An interesting form of work is the correspondence of children with peers from other cities.
Older children are interested in events that occur not only in their hometown, but throughout the country, discuss some of them with their peers, and ask adults numerous questions. Such events that interest children are space flights.
The children, under the guidance of adults, collect photographs of astronauts, badges, newspaper clippings and magazines that talk about space flights. The teacher must support and deepen children's interest in astronauts and their work.
The group library should have several books about space heroes, as well as albums made by the children’s hands, and children’s drawings on this topic.
Children’s sense of involvement in the events taking place in their native country is also formed during the teacher’s stories about the high moral qualities of Russian people. The material for such stories can be essays from newspapers and magazines.
In older preschool age, children's knowledge of great Russian writers, artists, and composers deepens. Children should know certain works written by A. S. Pushkin, L. N. Tolstoy, P. I. Tchaikovsky, recognize them in portraits; know some facts of their biography.
Children also continue to get acquainted with the works of great masters of the brush. Children of this age can perceive rather complex works of art and understand the mood conveyed by the artist.
The classes are very interesting, where reproductions of Vasnetsov’s paintings “Alyonushka”, “Bogatyrs”, “The Frog Princess”, “The Snow Maiden” are examined. The children are familiar with fairy tales based on which these works were written, and they immediately recognize their heroes.
All this enriches the thoughts and souls of the children and teaches them to be proud of the culture of their great country.
In the patriotic education of preschoolers, it is recommended to use the following forms of work:
- extracurricular activities (conversations, games);
- all types of artistic creative activities;
‒ holding joint holidays (Maslenitsa, Christmas, Easter);
‒ watching films, using audio recordings and technical teaching aids;
- excursions, targeted walks around the city;
- children's charity;
- theme evenings;
‒ organization of exhibitions (joint activities of children and parents);
Thus, the program traces several areas of work:
- Spiritual and educational (classes, conversations, reading);
- Educational and recreational (holidays, outdoor activities, role-playing, construction games, walks, excursions, hikes);
- Cultural and educational (meetings, concerts, watching filmstrips);
- Moral and labor (self-service work, cleaning the group and territory, work based on interests, productive activity, making gifts for the holidays).
The following forms of work with parents are offered:
- Parent meetings.
- Consultations.
- Open classes.
- Carrying out joint events (exhibitions, competitions, holidays).
- Visual types of work (information stands for parents, moving folders, exhibitions of children's works, educational games, literature).
Literature:
- Magazine “Preschool Education” No. 6 2003, No. 5 2004
- Zhukovskaya R.I. Native Land - 3rd ed., revised. and additional - M.: Education, 1990. - 176 p.
- https://raguda.ru/sk/patrioticheskoe-vospitanie-doshkolnikov-po-fgos.html
- Yaseva N. Yu. Education of the fundamentals of patriotic feelings in preschool children. — Mogilev: Moscow State University named after. A. A. Kuleshova, 2000. - 132 p.
Key terms
(automatically generated)
: home country, child, game, patriotic education, city, activity, kindergarten, visual activity, hometown, older age.
