From the experience of working on patriotic education of kindergarten students

From the experience of working on patriotic education of kindergarten students

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From the experience of working on patriotic education of kindergarten students First category teacher Lyaskina Natalya Nikolaevna Belogorsk

Childhood is an everyday discovery of the world, so we must make sure that it becomes, first of all, a knowledge of man and the Fatherland, their beauty and greatness. V.A. Sukhomlinsky.

Motherland, Fatherland... In the roots of these words there are images close to everyone: mother and father, those who give life to a new being. Instilling a sense of patriotism in preschoolers is a complex and lengthy process. Love for loved ones, for kindergarten, for one’s hometown and home country play a huge role in the development of a child’s personality.

Acquaintance of children with their native land: with historical, cultural, national, geographical, natural features forms in them such character traits that will help them become a patriot and citizen of their Motherland. After all, vivid impressions of one’s native nature and the history of one’s native land, received in childhood, often remain in a person’s memory for the rest of his life.

The poet K. Simonov writes in the poem “Motherland”:

“You don’t remember a big country that you traveled and got to know.

You remember the Motherland as you saw it as a child.”

And indeed, no matter how great our country is, a person connects his feeling of love for it with the places where he was born and raised; with a street that I have walked along more than once; with the yard where I planted the first tree.

The growth of scientific and technological progress, new discoveries and technical inventions have relegated spiritual values ​​to the background. The problems of educating the younger generation to love their small Motherland have fallen out of sight of scientists and practitioners for many years. With the introduction of the Russian Federation Law “On Education”, significant changes occurred in the development of the education system. This entailed a change in the content of education. One of the priority areas was the introduction of preschool children to the national and regional cultural heritage and history of the country and region.

A special place in government program documents of recent years has been given to instilling patriotism in the younger generation. After all, the formation of an attitude towards the country, the state where a person lives, begins from childhood.

We live in a small but beautiful city - Belogorsk. And they must help children find out what is beautiful and rich about the region that bears such a proud name. After all, it is the process of knowing one’s own, one’s relatives, and loved ones that is associated with the enrichment of the child’s spiritual world, his personal experiences, which provide the basis for the formation of high feelings: love for the Motherland, readiness to defend the Fatherland.

Based on the above, I set myself the following goal:

• To form the moral and patriotic feelings of preschoolers in the process of studying the history, culture, natural and economic features of their native land.

This work includes a whole range of tasks:

1. Give children an idea about the history of our region.
2. Introduce children to the symbols of Russia and the city: coat of arms, flag, anthem.
3. To foster respect for people’s work and a sense of pride in the labor achievements of fellow countrymen.
4. Expand children's knowledge about their hometown, as a part of the Russian land.
5. Develop interest in the traditions of the national culture of the Russian people. To develop tolerance and a sense of respect for other peoples.
6. Enrich children's knowledge about the natural resources of their native land, their role in the social and economic development of the region.
7. Using the example of the lives of famous people of the city of Belogorsk, cultivate a sense of civic responsibility and pride in the labor and military exploits of their fellow countrymen.
8. To cultivate love and affection, a creative attitude towards one’s hometown and native land.

The leading form of work to get acquainted with the native land and city are educational activities that activate the mental activity of children. For this purpose, I use comparison techniques (for example: comparing the cultures of different nations), search questions, and individual assignments. I teach children to analyze and draw conclusions. An important method of presenting information to children, especially of a historical nature, is an educational story. Considering that preschoolers are characterized by visual-figurative thinking, it is necessary to accompany it with visual material: photographs, illustrations, slides, diagrams, as well as ancient household items. Addressing children with questions during the story activates their attention and encourages logical thinking. For example: Why do you think people decided to build a city in this place? or Why is our region and city called that? etc.

The work of introducing the enterprises of the region and the work of fellow countrymen develops into an interesting long-term role-playing game in which children apply their knowledge and already accumulated life experience (“Motor transport enterprise”, “Library”, “Atelier”, “Construction site”, etc. . )

It should be emphasized that a preschool child is characterized by short-term interests, unstable attention, and fatigue. Therefore, I develop, produce and use in my work a variety of didactic games and aids, the content of which is consistent with the objectives of education, and the form is accessible to every child. Didactic games are an integral part of classes and routine moments in the life of a group. The knowledge acquired by children contributes to the development of their creative activity. The children enjoy drawing, sculpting, and making crafts from natural and waste materials.

The first feelings of patriotism... Are they accessible to kids? Based on experience in this area, we can give an affirmative answer: preschoolers, especially older ones, have access to a feeling of love for their hometown, their native nature, and their Motherland. This is the beginning of patriotism, which is born in knowledge, and is formed in the process of purposeful education.

A four-year-old child should know the name of his street and the one on which the kindergarten is located.

The attention of older children needs to be drawn to objects that are located on the nearest streets: school, cinema, post office, pharmacy, etc., talk about their purpose, and emphasize that all this was created for the convenience of people.

The range of objects that older preschoolers are introduced to is expanding - this is the region and the city as a whole, its attractions, historical places and monuments. The children are explained in whose honor they were erected. An older preschooler should know the name of his city, his street, the streets adjacent to it, and also in honor of whom they are named. They explain to him that every person has a home and a city where he was born and lives. This requires excursions around the city, into nature, observation of the work of adults, where each child begins to realize that work unites people, requires them to be coherent, mutual assistance, and knowledge of their business. And here, acquaintance of children with the folk crafts of the region and folk craftsmen becomes of great importance.

The task of teachers and parents is to awaken in a growing person a love for his native land as early as possible, and from the first steps to form in children character traits that will help him become a person, a citizen of society. To cultivate love and respect for one’s home, kindergarten, home street, city; a sense of pride in the country’s achievements, love and respect for the army, pride in the courage of the soldiers; develop interest in the phenomena of social life accessible to the child.

“A future citizen is growing in your family and under your leadership. Everything that happens in the country should come to the children through your soul and your thoughts,”

- this commandment of A.S. Makarenko is the motto of my work with children and their parents. An important condition for the effective implementation of moral and patriotic education is a close relationship with the families of students. In my work, I rely on parents not only as kindergarten assistants, but as equal participants in the formation of the child’s personality. Work on the thematic block “Our Native Land” is carried out with the direct active participation of all generations of the child’s family. After all, the grandparents of our students are living participants in the history of their native land. Children, together with their parents and grandparents, discuss family traditions, heirlooms, national and professional roots of their family. Old photographs and stories from older family members help children to better understand historical facts and events, to feel the connection of their family and themselves as a member of it with their native land.

Parents actively participate in creating a developmental environment: organizing photo exhibitions, decorating folklore holidays with attributes of Russian life, making elements of Russian costumes for children.

Planning of work in this direction is carried out on the following topics: “My family”, “My street”, “My kindergarten”, “My city”, “My Russia”. Work on each topic includes classes, games, excursions, unregulated activities for children, and on some topics - holidays. Thematic planning contributes to the effective and systematic acquisition by children of knowledge about their country, native land, and the area where they live. Moreover, the topics are repeated in each group. Only the content, volume of cognitive material and complexity, and therefore the duration of study, change. The main form of moral and patriotic education of children is thematic classes. Since ancient times, Rus' has loved holidays and celebrated them with special respect. Folk holidays were of a natural-agricultural nature. The holidays of the Russian people reflected the characteristic features of the way of life, way of life, and natural time. It is necessary to honor your history, to know the peculiarities of the cultural life of your great-grandfathers, so that, by reviving old traditions, you can show them to children in a new, modern sound.

The best means for this are holidays and entertainment. Currently, the main composition of the festive events that are held annually in our kindergarten has been determined. This:

• folk and folklore holidays - Maslenitsa, spring-summer games and fun, Autumn;
• state and civil holidays - New Year, Defender of the Fatherland Day, Victory Day, City Day;
• international holidays - Mother's Day, International Women's Day, Children's Day;
• Orthodox holidays - Christmas, Easter;
• household and family holidays - birthdays, school graduation, holidays that are specially invented by adults.

Holidays are always accompanied by good music, new decoration of the hall, an interesting story game, and various surprises.

Working in this direction, we have already achieved results:

• children received the necessary knowledge about their city, region of Russia;
• close cooperation with parents continues;
• teachers continue to improve their teaching skills;
• cooperation between the kindergarten and city organizations has expanded;
• group corners for moral and patriotic education are replenished with new materials;
• monitoring of children of the middle and senior groups on moral and patriotic education is carried out (Appendix 1)

Future plans:

• continue work on patriotic education;
• use the project method of work in the future;
• create mini-museums “Family Collections” and “Russian Izba”.

Citizenship, love for the Motherland, reverence and respect for folk traditions and customs, a sense of one’s roots, continuity of generations, responsibility for the fate of one’s people and their culture - all this is very important for a person, regardless of whether he is an adult or a child.

Success in patriotic education can only be achieved if adults themselves know and love the history of their country, their city. They must be able to select the knowledge that will be available to preschool children, something that can cause children a feeling of delight and pride.

But no amount of knowledge will give a positive result if the teacher himself does not admire his country, his people, his city.

Literature:

1. “Patriotic education of preschool children” N.V. Aleshina UC Perspective. Moscow 2008
2. “Patriotic education of children 4–6 years old.” N.G. Komratova, L.F. Gribova. Creative center. Moscow 2007
3. “Modern approaches to patriotic education of preschool children” Preschool pedagogy. (February 2009).
4. Magazine "Child in kindergarten".
5. Magazine "Preschool Pedagogy".

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Work experience “Moral and patriotic education of preschool children” material

Presentation of teaching experience

“Moral and patriotic education of preschool children”

teacher of MBDOU "Child Development Center - Kindergarten "Rosinka"

Meleshkina Nina Nikolaevna

1. Relevance and prospects of experience

Research in the field of preschool pedagogy and psychology indicates that it is in preschool age that the basic foundations of personality are laid, the process of formation and formation of sociocultural experience begins, and a person “takes shape.”

The education of patriotic feelings at the present stage of development of society obliges preschool educational institutions to develop cognitive interest, love for the Motherland, its historical and cultural heritage.

An ancient wisdom reminds us: “A man who does not know his past knows nothing.” Without knowing your roots, the traditions of your people, it is impossible to raise a full-fledged person who loves his parents, his home, his country, and treats other peoples with respect. One of the main tasks of educating preschoolers facing the teacher at the present stage is to instill in preschoolers a love for the Motherland, their native land, and a sense of pride in their Motherland.

Academician D.S. Likhachev said: “If a person does not like to at least occasionally look at old photographs of his parents, does not appreciate the memory of them left in the garden that they cultivated, the things that belonged to them, then he does not love them. If a person doesn’t like old streets, even bad ones, it means he doesn’t have love for his city. If a person is indifferent to the historical monuments of his country, he is, as a rule, indifferent to his country.” Therefore, I consider my main task to be to prevent such indifference among our children, to lay the foundations of a spiritual and moral personality with an active life position and creative potential, capable of self-improvement and harmonious interaction with other people.

One of the main tasks of preschool educational institutions, embedded in all general education programs, regardless of its profile, is the patriotic education of children.

Patriotism is formed in each child individually. It is connected with the spiritual world of a person, his personal experiences. And our task is to make these experiences vivid and unforgettable.

2.Conditions for the formation of experience

At different times, teachers and scientists addressed the problem of patriotic education of preschoolers: K. D. Ushinsky, L. N. Tolstoy, Ya. A. Komensky, G. N. Volkov, A. S. Makarenko, V. A. Sukhomlinsky. In our time, significant contributions to the study of this problem have been made by L. A. Kondrykinskaya, N. G. Komratova, E. Yu. Aleksandrova, Yu. M. Novitskaya and others.

Modern researchers in the patriotic and civic education of preschoolers focus on nurturing love for their home, nature, and the culture of their small Motherland.

For in-depth work in this direction, a diagnosis of the level of moral concepts of children was carried out in the main areas of the “Childhood” program. To study the interpersonal relationships of children in the group, I used the method of observation and conversation; to study the family microclimate, I used a survey of parents (“Socio-demographic questionnaire”, “Questionnaire to identify the level of pedagogical culture of parents”).

An analysis of diagnostic procedures has shown: children have formed or are in the process of forming certain moral concepts and ideas, but they are most often episodic in nature and directly depend on environmental influences (family, peer group); there is also a gap between the moral ideas of preschoolers and specific manifestations of moral qualities in activities.

An analysis of the parent survey showed that only 40% of parents are aware of the importance of moral education of children and are willing to cooperate with the teaching staff on this issue. Awareness of certain moral ideas is largely episodic; more than 60% of parents find it difficult to even describe the content of moral concepts.

Taking into account all these data, I once again analyzed the tasks and targets of moral education defined by the “Childhood” program and came to the conclusion that, along with the positive aspects (accumulation of the first experience of moral behavior, the formation of skills of organized and disciplinary behavior, the formation of humane relations between children and etc.) there are also negative aspects. This is a “gap” between theoretical knowledge and practical skills, unconscious adherence to moral rules and norms, insufficient attention has been paid, especially in recent years, to the education of patriotic and civic feelings in children.

Having studied the methodological literature on the moral and patriotic education of preschool children, analyzed the various methods of work of other teachers, and attended events on patriotic education, I came to the conclusion that this topic is relevant and interesting, the material I collected and used during classes and games helps children expand their cognitive interest and abilities, makes them inquisitive, contributes to the formation of patriotic feelings.

Speeches at teacher councils and seminars contributed to the replenishment of methodological material on patriotic education; the events of recent years in the world prompted me to choose this topic for in-depth study, and later generalization.

3.Theoretical basis of experience

The methodological and theoretical basis of the experience are the provisions

philosophy, psychology and pedagogy about the influence of the social environment on the development of personality, about the unity of the universal and national in pedagogy (G.N. Volkov), about the education of social, moral norms and

rules of conduct (A.V. Zaporozhets, Ya.Z. Neverovich, etc.);

works on the theory and methodology of pedagogical research (V.P. Bespalko, V.S. Bezrukova, V.I. Zhuravlev, M.N. Skatkin).

The logic of the study was significantly influenced by the provisions of child psychology and preschool pedagogy, revealing the patterns and principles of development of preschool children (V.G. Ananyev, L.S. Vygotsky, A.N. Leontiev, S.L. Rubinshtein, D.B. .Elkonin and

etc.).

In my practical activities, I relied on the works of such authors as R.S. Bere. “Education of moral feelings in preschool children”, Kryazheva N.L. “Development of the emotional world of children”, Proskura E.V. “Development of cognitive abilities of preschool children”, Nikitin B.P. "Steps

creativity or educational games.”

The main task in moral and patriotic education should be to select from the mass of impressions received by the child those that are most accessible to him: nature and the animal world; family, home, city, region; people's work, traditions.

4.Technology experience

Moral and patriotic education of children is a complex pedagogical process, which is based on the development of both moral and patriotic feelings.

The goal of my teaching activity is the formation of a spiritual and moral attitude and a sense of belonging to one’s home, family, and kindergarten. To achieve this goal, the following tasks were identified:

— Nurturing a child’s love and affection for his family, home, kindergarten, street, city;

— Formation of a caring attitude towards nature and all living things;

— Fostering respect for work;

— Exercise children in showing compassion, caring, attentiveness to family and friends, friends and peers, to those who care about them.

— To promote the active involvement of parents in joint activities with the child in family and kindergarten settings.

To accomplish the tasks I have developed a long-term plan

work where educational activities were planned, conversations, familiarization with fiction, games, work with parents.

I identified the basic principles that formed the basis

my teaching experience.

1. The principle of personality-oriented communication is 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, empathy and interaction are priority forms of communication between teachers and children.

2. The principle of thematic planning of material. I plan to present the material in thematic blocks: my family, my hometown, my kindergarten, my home country, my home nature, my home culture.

3. The principle of clarity. For the purpose of the material being studied, we selected

visibility: illustrations, photographs of landscapes, monuments, attractions.

4. The principle of consistency. Only sequential study of the material (from simple to complex) will allow children to master knowledge gradually, in a certain system.

5. The principle of entertainment. I believe that the material being studied should be interesting and exciting for children. This principle creates in children a desire to complete the proposed types of tasks and strive to achieve results.

6. The principle of educational and developmental education. Thanks to moral education, children very quickly learn norms and rules

behavior develop faster.

7. The principle of strength. I strive to ensure that the knowledge gained in

during training, constantly found application in everyday life.

The uniqueness of this experience lies in the comprehensive and systematic approach to moral and patriotic education, which permeates all types of activities of a preschooler, starting from a young age.

The concept of my work is to increase personal competence in the issue of moral and patriotic education of preschool children. On this basis, creating a developmental environment conducive to patriotic education, then introducing children to the concept of family, its history and present, then getting to know the kindergarten, getting to know the city, getting to know the region, getting to know the country.

I began working on instilling moral and patriotic feelings with children of primary preschool age. Having studied the theoretical foundations of the problem of patriotic education in preschool children, I began my work with diagnostics. To diagnose the level of education of preschoolers in the fundamentals of patriotism, I used the following technology:

M. Yu. Novitskaya, S. Yu. Afanasyeva, N. A. Vinogradova, N. V. Miklyaeva “Monitoring of moral and patriotic education in kindergarten and primary school.”

20 children aged 3-4 years took part in the diagnostics. Primary diagnostics showed that 50% (10 children) cannot name family members, the house and street where they live, and have a low level of speech development and attention; 40% (8 children) had an average level; 10% (4 children) have a high level of knowledge. Diagnostics made it possible to identify typical difficulties of children and design areas in which it is necessary to adjust the content of pedagogical work.

Working on this topic, I drew up a long-term plan taking into account the age characteristics of children. In order to improve the quality of knowledge

children on this topic, increase their activity, make the learning process more interesting and attractive, I used various methods and

techniques: classes; excursions; conversations; viewing illustrations, albums; use of multimedia; work in the book corner;

drawing; design of family albums.

I divided all the material on patriotic education into blocks:

1 block “My family. My house"

Role-playing play plays a leading role in the formation of positive relationships among children and the formation of positive

moral qualities of the personality of preschool children. In the course of introducing children to the family, role-playing games were organized: “Family” - children learned to take care of each other, show kindness and

sympathy, helping each other. Playing the game "Hospital", guys

We also learned to show kindness and learned a culture of communication. In the game “Builders” the children learned to work in a team. The group is equipped

The mummers corner has all the necessary attributes for role-playing games.

Properly selected fiction plays a major role in the education of moral qualities: the poem by L. Kvitko “Grandma’s Hands”, A. Yakovlev “Mother”; Dora Gabe "My Family"; L. Voronkova “What would mother say”, K.D. Ushinsky “Cockerel with his family”, etc.

When reading the fairy tale “Doctor Aibolit” by K. Chukovsky, she not only introduced children to the work of doctors, but first of all drew their attention to such qualities as sympathy and empathy, kindness and sensitivity, the desire to take care of the people around them. While reading “Fedorino’s Grief,” she placed emphasis on nurturing the desire to work and be useful, observe the rules of personal hygiene, and form the foundations of a healthy lifestyle. While playing the fairy tale “Turnip,” in addition to performing role-playing actions, the children gained knowledge about how to help each other; While acting out the fairy tale “Teremok”, children learned how to be friends. When acting out the fairy tale “Kolobok”, the children reinforced the rules of behavior with strangers, learned to be obedient and disciplined.

Together with the children we played didactic games: “Name it affectionately”, “Mom’s helpers”, “Collect a picture”. With great pleasure the children played the following games: “Shaggy Dog”, “Sparrows and the Car”, “Fox and Geese”, “Brave Mice”, “Empty Space”, “Who will reach the flag first?”, which teach children not to only to follow the rules, but also to develop such qualities as determination, discipline, responsibility, the formation of strong-willed personality traits, and the desire to help others.

We made a postcard for moms on March 8th and dads on Defender of the Fatherland Day. Conducted conversations, together with the parents they created a family photo - an album, a family tree of the family.

They drew portraits of family members and then examined them. One of the main conditions for the patriotic education of children is their involvement in work.

Working in a group, during a walk, plays an important role in nurturing friendly relationships. Throughout the year, I involved children in completing individual, joint assignments.

Block 2 “My kindergarten”.

The immediate environment is of considerable importance for instilling in children interest and love for their native land. Gradually the child gets acquainted with the kindergarten and its territory. First, I organized the children’s introduction to my group: riddles, various tasks. Together with the children, we came up with rules of behavior in each room of the group. For example: in the dining room (when I eat, I am deaf and dumb), in the play areas (played - put it away).

Then an excursion to the medical office was held in order to introduce the children to the profession of a kindergarten health worker (nurse),

show the location and equipment of the medical room, introduce some medical supplies and their purpose. Nina Nikolaevna told the children why a medical office in kindergarten is needed. During the excursion, the weight and height of the children were measured. At the end of the excursion, the children were treated to vitamins.

The excursion to the dining room made a great emotional impression on the children. During the excursion, the children met the cook and his assistant, examined the departments of the catering department (cold and hot shops), and named familiar kitchen utensils. The children saw with their own eyes where and how tasty and healthy food is prepared for them.

Conducted a tour of the territory of the kindergarten to familiarize

children with nature, with plots, to see what is there. Walked through

throughout the territory and looked at the crafts that are located in different

kindergarten places. During the excursion, I was reminded of the rules of caring for plants and animals.

Block 3 “My hometown”

It is still difficult for younger preschoolers to imagine what a city is, but they need to be introduced to this concept.

The work of instilling love for one’s hometown began with conversations during which the children’s existing knowledge about their hometown was revealed.

She showed the children an album with photographs of her hometown, where the children recognized familiar buildings. Excursions were conducted to the Memorial of Glory and the monument to fallen soldiers. We walked along the street where the kindergarten is located, and she explained that each street has its own name, and each house has its own number. In order not to get lost, you need to remember the name of your street and your house number.

The concept of “country” for children of the younger group is as difficult as the concept of “city”. Therefore, children become involved in the life of their country during holidays and any social events.

Over the course of the year, we looked at illustrations depicting the nature of our native country at different times of the year. Admiring the beauty of the landscapes, she told the children the name of the country and repeated it often. Playing folk games, reading and learning folk nursery rhymes, looking at objects of folk applied art, she constantly emphasized that all this was invented and made by the Russian people.

Introduced the children to the home of the Mordovians; explained the concept of “Mordovian hut”, talked about its structure, cultivating interest in the peculiarities of the Mordovian character and Mordovian traditions. They consolidated the acquired knowledge in the kindergarten museum, when visiting which children become familiar with the historical values ​​and cultural heritage of their country. The Mordovian cultural tradition offers a centuries-tested folk methodology of upbringing and education, as well as specific educational and educational material imbued with spirituality and morality.

The group has created conditions for the comprehensive development and education of children of primary preschool age. All corners and zones that are necessary for children of this age are decorated. Since play is the leading activity of a child in preschool age, the organization of space for the child’s development in various types of games plays an important role. In the group, each type of game has its own specific place; most of the space is given over to the organization of role-playing games.

A “Nature Corner” has been designed. In the corner of nature there are: indoor plants, natural materials, a nature calendar, books with

illustrations of the nature of the region, the sights of the native city. IN

The “Book Corner” displays children's and fiction literature according to the age of the children; there are photo albums “Our City” (coat of arms

cities, map, attractions, selected poems by local authors),

“Our parents” (professions).

Together with the parents of our students, I tried to teach children to sincerely love their home, to show a sense of compassion, caring, and attentiveness to family and friends, friends and peers. All this is a prerequisite that contributes to the education of a citizen and

a patriot of his country, the formation of moral values.

Our parents take an active part in the life of the group. We organized various competitions and exhibitions with the participation of parents:

“Colors of Autumn” (crafts made from leaves, flowers and berries); "Christmas tree green"

(making Christmas trees with your own hands); exhibition of crafts for Orthodox holidays. The parents of our students always help in decorating the group for the New Year and cleaning the area outside.

I have prepared consultations for parents: “How to play with a child at home”, “Cultivating cognitive interests and curiosity”, “Moral education of children of primary preschool age”.

Features of the manifestation of patriotic feelings in preschool children are transience and situationality. A child may be excited by the story he has just heard about a heroic deed, but then these impressions are superimposed by others, and the first feeling that arises may fade away, therefore, as psychologists note, it is necessary to consolidate this feeling in repeated experiences, specifically creating a variety of situations.

Folk holidays and traditions play an important role in introducing children to folk culture. They record the finest observations accumulated over centuries of the characteristic features of the seasons, weather changes, and the 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. Since ancient times, Rus' has loved holidays and celebrated them with special respect. Folk holidays were of a natural-agricultural nature. The holidays of the Russian people reflected the characteristic features of the way of life, way of life, and natural time. It is necessary to honor your history, to know the peculiarities of the cultural life of your great-grandfathers, so that, by reviving old traditions, you can show them to children in a new, modern sound. A national holiday is a big, bright and deeply meaningful game for a child. Therefore, by living with children on people’s favorite holidays, we influence the emotional sphere of children and leave a deep imprint in their memory.

Currently, we have determined the main composition of the festive events that are held annually in our group. This:

*folk and folklore holidays - Maslenitsa, spring-summer games and fun, Autumn Fair (Gatherings);

*state and civil holidays - New Year, Defender of the Fatherland Day, Victory Day, Knowledge Day, City Day;

*international holidays – Mother’s Day, International Women’s Day, Children’s Day;

*household and family holidays – birthdays, “School graduation”, etc.

Holidays are always accompanied by good music, new decoration of the hall, an interesting story game, and various surprises.

It is also very important to introduce children to folk arts and crafts. This can be done through almost all types of children’s activities. Products of folk craftsmen help to instill in children an attentive and caring attitude towards the environment, since decorative and applied art is close in its motives to nature. Handicrafts help to understand and feel that man is a part of nature, and this is the basis for the harmonious development of a child. Russian folk decorative and applied art is closely connected with folklore, customs and rituals, folk holidays and folk music. This helps children feel part of the Russian people, feel proud of their country, rich in glorious traditions.

In our work, we widely use all types of folklore (fairy tales, epics, songs, proverbs, sayings, round dances, etc.) In folk art, like nowhere else, the special features of the Russian character, its inherent moral values, ideas about goodness, beauty, and truth have been preserved , courage, hard work, loyalty. By introducing children to sayings, riddles, proverbs, and fairy tales, we thereby introduce them to universal moral values. Thus, works of oral folk art not only form a love for the traditions of their people, but also contribute to the development of personality in the spirit of patriotism.

The theme “Defenders of the Fatherland” is of particular importance within the framework of moral and patriotic education. There are warriors and defenders of the Fatherland in almost every family, so the holiday - Defender of the Fatherland Day is considered a national holiday. The preparation and holding of holidays, entertainment, and activities dedicated to the Days of Military Glory has the greatest influence on the patriotic education of children. The organization and holding of such holidays are the main directions of patriotic education of children, contributing to the development of the citizen’s personality and instilling the duty of a defender of the Fatherland. These holidays glorify and raise to a new level courage and bravery, patience with needs and endurance of the people, the heroism of adults and youth who defeated a mortal enemy.

Speaking about the defenders of our Motherland, we cannot ignore the topic of the Great Patriotic War. Based on specific facts from the lives of older family members (grandparents, participants in the Great Patriotic War, their labor and front-line exploits), it is necessary to instill in children such important concepts as “duty to the Motherland,” “love of the Fatherland,” etc. It is important to bring the child to understand that we won because we love our Fatherland, the Motherland honors its heroes who gave their lives for the happiness of people. Their names are immortalized in the names of cities, streets, squares, and monuments have been erected in their honor. Our main task is to expand children's understanding of the Great Patriotic War. Fostering respect and gratitude for the warriors who defend the Motherland. A continuation of this work is to introduce children to the cities of Russia, the capital of our Motherland, the anthem, flag and emblem of the state.

Our group works closely with parents, relationships with whom are built on the principles of trusting partnership, moral support and mutual assistance. We rely on parents not only as assistants to the children's institution, but as equal participants in the formation of a child's personality. “Open Days”, sports and folklore festivals with the participation of parents have proven themselves positively. Parents take part in excursions, provide assistance in decorating the group’s interior, veranda, and landscaping the kindergarten grounds. We also advise parents on such forms of involving children in social life as walks and excursions to get acquainted with historical places, monuments, and museums.

The importance of citizenship education is enormous, not only for the individual, but for the entire society as a whole. And the task of the educator, despite the difficulties, is to raise a worthy person, a citizen of the Russian Federation, who loves and is proud of his Motherland, the city in which he lives.

Analysis of the effectiveness of the experience

The relationship with other components of the pedagogical process in all directions and various pedagogical areas makes it possible to achieve positive results and talk about how the use of pedagogical potential can contribute to the formation of moral qualities of preschoolers.

The work done could not but affect the success of the children. Thanks to the targeted use of fiction and theatrical games in the moral and patriotic education of children, a positive change is noted in the formation of the moral qualities of the personality of preschoolers. Children have become kinder, more attentive, and more responsible. Children have developed a positive attitude towards the world around them and other people.

This work helped me establish close contact with the families of pupils, organize work to strengthen the mental and physical health of the family, and find ways to optimize the interaction between teacher - child - family.

The work done has influenced the upbringing of a child’s spiritually developed personality, which can confront the realities of our reality, creating and increasing goodness around him, striving for moral self-improvement. The process of self-discovery of a child and focus on his individual characteristics is the basis for the high quality of implementation of the standard of preschool education.

Labor intensity of experience

The difficulties in implementing this experience are as follows:

1. Low cognitive development of children.

2. Low parental interest.

3. Not high professional competence of individual teachers in the patriotic education of preschool children.

4. Certain areas of patriotic education may be missed due to the large volume of material being studied.

Targeting of experience

This pedagogical experience can be applied in the work of children's educational institutions that implement a general education program for preschool education.

Visual applications are presented on the website of the MBDOU “Child Development Center - Kindergarten “Rosinka” - www.rosinkakov.edurm.ru

Experience as a preschool teacher. Patriotic education. Presentation

Work experience of a preschool teacher on the topic: “Moral and patriotic education of preschool children”
Relevance Currently, we are increasingly seeing examples of children’s cruelty, aggressiveness towards each other, towards loved ones. Under the influence of far from moral cartoons, children have distorted ideas about moral qualities: kindness, mercy, justice. From birth, a child is aimed at the ideal of good, therefore I believe that from early preschool age it is necessary to show the child the moral essence of each action, because from this age the formation and development of a person’s moral qualities begins. Knowing the age characteristics of children in the 5th year of life, I noticed that not all children know how to communicate with each other, some show a tendency towards hostility, reluctance to share toys, or help a friend in a difficult situation. Children have poorly developed skills of sympathy and empathy. To solve this problem, I chose the topic of self-education “Moral and Patriotic Education of Preschool Children” and decided to build my work with children using fairy tales. Since I believe that fairy tales have firmly entered into a child’s everyday life, and in its essence a fairy tale fully corresponds to the nature of a small child; close to his thinking and ideas. Also, the use of fairy tales for the formation of patriotic feelings is relevant at the present time, since it is folk tales that raise a child in the traditions of the Russian people. Based on this, I set myself a goal: To increase my professional level in raising a citizen and patriot of my country. To achieve the goal, I identified the following tasks: - To form feelings of attachment to your home, kindergarten, friends in kindergarten, and your loved ones. - Create a subject-development environment conducive to this education. — To cultivate, based on the content of Russian folk tales, respect for the traditions of folk culture. — To develop interest in Russian folk culture and love for the traditions of the Russian people. — To cultivate interest and desire to learn the life history of Russian heroes — To form and develop a personality with the qualities of a citizen - a patriot of the Motherland. In my work I used RUSSIAN FOLK TALES - “Sister Alyonushka and Brother Ivanushka” - “Geese-Swans” - “Teremok” Purpose:
To arouse interest in Russian traditions: helping neighbors, respect for elders.
To cultivate kindness, love for each other, the world around us, a sense of responsibility for everything that surrounds us. - “Winged, furry and buttery” - “Zhikharka” - “Hen, mouse and black grouse” Goal:
Show children the power of collectivism (“where it’s difficult for one, we’ll do it with friends”) To foster friendliness, mutual assistance and a sense of camaraderie.
- “A fox with a rolling pin” - “A little fox-sister and a gray wolf” - “A fox and a crane” - “The golden spindle” Purpose:
To introduce children to objects of Russian everyday life (a rolling pin, a tub, a rocker, etc.).
Cultivate honesty, decency, hospitality. - “Porridge from an axe” Goal:
To captivate children with the brightness, beauty, enthusiasm, wisdom and resourcefulness of the Russian people.
- “Khavroshechka” - “Snow Maiden” - “Morozko” Purpose: To give children an idea of ​​the role of parents in the fate of each child. Teach children to listen, respect and honor their parents, loved ones and old people. Cultivate hard work and humility. - “Bragging Hare” - “Fear has big eyes” Goal:
To cultivate in children courage, bravery, and the ability to come to the rescue in difficult times.
- “The Frog Princess” - “Sivka the Burka” Purpose:
To teach empathy for the trials that befall the hero.
To contribute to the emergence in the child’s soul of a thirst for achievement. - “The Man and the Bear” Purpose:
To teach how to use courage, resourcefulness and ingenuity in difficult situations.
- “Two Frosts” Goal:
To cultivate strong-willed character traits in children (to fight and not give up, to stand until the last).
TRADES AND EPICS OF THE RUSSIAN PEOPLE - “The Legend of the City of Kitezh” - “The Healing of Ilya Muromets” - “Ilya Muromets Idol” - “About Dobrynya Nikitich and the Serpent Gorynych” - “Alyosha Popovich” - “Alyosha Popovich and Tugarin the Serpent” Purpose:
To form a concept "the unity of all people living on earth."
Cultivate interest and desire to learn the life history of Russian heroes. Made a work plan. September. Topic “My Family” Goal: education of mercy and compassion. Formation of respect and obedience to elders. Learning the proverb “When the sun is warm, when mother is good” Tasks
: to cultivate a respectful and grateful attitude towards your parents.
Invite the children to write a story about their mother. October. Topic: Hard work and mercy. NOOD. Reading Works: “The Dragonfly and the Ant” Objectives:
Talk about what it means to be merciful.
Testify of doing good deeds. Cultivate a conscious attitude towards heartlessness and lack of mercy. Watch the cartoon “Oh and Ah.” Goal:
to teach children to be friends and sympathize, help comrades and protect the weak.
November. 1. Project “There is no sweeter friend than your own mother” Goal:
to form in children a holistic image of the mother - the keeper of the hearth, who plays a big role in the life of every person.
2. Reading thin. pr: - “Khavroshechka” - “Snow Maiden” - “Morozko” Purpose:
To give children an idea of ​​the role of parents in the fate of each child.
Teach children to listen, respect and honor their parents, loved ones and old people. Cultivate hard work and humility. December. Theatrical activity 1. The game “Sound Producers” will help you “sound out” your favorite picture from a fairy tale. To do this, we will read the fairy tale, look at the illustrations and focus on the most striking one for the child. We invite the child to remember what the heroes were saying at the moment 2. Playing out the familiar fairy tale “Mitten” (dramatization game) January. 1. Open integrated lesson “Journey to Bogatyr Russia” Goal:
Formation of children’s understanding of the heroic past of the Russian people of Ancient Russia and the great Russian heroes - defenders of the Russian land.
February. 1. Project “Glorious day of the calendar - February 23” Goal:
Formation of ideas about the Russian Army among middle-aged children.
March. Holiday “And we have March 8th” NOOD CHHL. “Sister Alyonushka and brother Ivanushka” “Let’s sit in silence” E. Blaginina “What do you have?” S. Mikhalkov" "Mom's Hands" Z. Voskresenskaya "Cinderella" G.Kh. Andersen" "Nenets fairy tale Cuckoo", Objectives: To foster a respectful, caring and grateful attitude towards your parents, to promote the development of a positive image of the family NOOD (paper design) "Let's grow flowers for mothers and grandmothers" April. “Cosmonautics Day” Goal: to continue to acquaint children with the history of the development of astronautics and pioneers. “Easter Holiday” goal: enriching children’s knowledge of Orthodox holidays. preparation for the matinee on May 9. NOOD. “No one is forgotten, nothing is forgotten” - Goal: To promote the development of a sense of patriotism in children through familiarization with the heroic feat of the older generation during the Great Patriotic War. May. Matinee “We will never forget those who fell in a valiant battle” Reading fiction: L. Kassil “Your defenders”, A. Mityaev “Dugout”, S. Baruzdin “A soldier was walking down the street”, I. Dilaktorskaya “Why was mom called Grishka”. Excursions to the monument to the fallen soldiers of the NOOD. Drawing “My Family” Goal
: To foster a respectful attitude towards parents.
Talk about why it is necessary to be obedient. The work was carried out both in specially organized classes and during evening periods. Each type of activity pursued the solution of its own tasks and goals. With the help of specially selected conversation topics, I solved problems such as: Introducing children to the traditions of Russian culture. With the places of residence of our ancestors. About the life of Russian people. About national holidays. About folk signs. About the heroism of the Russian people. The content of the conversations and the questions posed were taken primarily from Russian folk tales. For example: after introducing the children to a fairy tale, Nikita Dobrynich organized and conducted a conversation about the traditions of Russian culture and the heroism of the people. With the help of the stories told, the children learned the basic principles of life. • What is good • Good always wins • Respect elders • Listen to parents The content of fairy tales was specially selected in such a way that everyday stories echoed heroic deeds. During creative activities classes, children drew, sculpted, and made appliqués based on fairy tale plots. Thus , it is necessary to educate a patriot through specific heroic examples, historical events, folk traditions and rules by which mighty Russia has lived for centuries.
It is necessary, together with children, to constantly trace the connection between the past and the present day, to make it clear to the child that he is the master of his homeland. - This is my home, my near and dear people. I love this Earth, my native land, everything that lives and rejoices with me. I want to learn how to take care of them! — I dance, sing, listen to the music of my people! “I’m learning to craft and draw from the best masters of my Earth!” - They read me fairy tales, legends, epics about heroes, their exploits, about kindness and courage, about the eternal victory of good over evil! This is all my Motherland! Summing up, I concluded that the fairy tale contributes to the moral education of children. The heroes of the works aroused sympathy for themselves in children, helped them to demonstrate in the simplest forms a sense of duty, respect for parents, and the ability to sacrifice their desires. All this was a factor ensuring the moral development of preschool children. But the formation of patriotic feelings is more effective if the kindergarten establishes a close connection with the family. The need to involve the family in the process of familiarizing preschoolers with the social environment is explained by the special pedagogical capabilities that the family has and which cannot be replaced by a preschool institution: love and affection for children, emotional and moral richness of relationships. Touching the history of your family evokes strong emotions in a child, makes you empathize, and attentively pay attention to the memory of the past, to your historical roots. Interaction with parents on this issue promotes respect for traditions and the preservation of family ties. All this creates favorable conditions for the development of higher moral feelings. In its work with families, a kindergarten should rely on parents not only as assistants to the child care institution, but as equal participants in the formation of a child’s personality. Presentation on the topic: Moral and patriotic education of preschool children

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