Work program for patriotic education of preschool children
Elena Kondratyeva
Work program for patriotic education of preschool children
1. Target section 1.1. Explanatory note
According to the Federal Law “On Education in the Russian Federation”
dated December 29, 2012 No. 273-FZ (hereinafter referred to as the Federal Law
“On Education in the Russian Federation”
),
preschool education is the level of general education along with primary general, basic general and secondary general education. It is in preschool childhood that the value systems for the development of the child’s personality, the foundations of his identity, attitude towards the world, society, family and himself are laid. Therefore, the mission of preschool education is to preserve the uniqueness and intrinsic value of preschool childhood as the starting point for inclusion and further mastery of various forms of life activity in a rapidly changing world, to promote the development of various forms of child activity, and to convey social norms and values that promote positive socialization in a multicultural, multinational society.
Patriotic education of preschoolers is not only the education of love for one’s home, family, kindergarten, city, native nature, the cultural heritage of one’s people, one’s nation, and a tolerant attitude towards representatives of other nationalities, but also the education of a respectful attitude towards the worker and the results of his work, native land, defenders of the Fatherland, state symbols, state traditions and national holidays.
The concept of modernization of Russian education defines priority tasks, the solution of which requires the construction of an adequate system of psychological and pedagogical support. One of these tasks is the patriotic education of the younger generation.
The federal state educational standard for preschool education sets goals for patriotic education : creating conditions for the formation of the foundations of patriotic consciousness of children , the possibility of positive socialization of the child, his comprehensive personal, moral and cognitive development, development of initiative and creativity based on activities appropriate for preschool age .
The transformation of Russia into a post-industrial society, the processes of informatization, the increasing importance of the media as an institution of socialization, a wide range of information and educational resources open up new opportunities for the development of a child’s personality, but at the same time they carry various kinds of risks. In this regard, the problem of patriotic education of children and youth becomes one of the most pressing. At the same time, it acquires new characteristics and, accordingly, new approaches to solving it as an integral part of the holistic process of social adaptation, life self-determination and personality formation.
Patriotism is love for the Motherland, devotion to one’s Fatherland, the desire to serve its interests and readiness, even to the point of self-sacrifice, to defend it. Patriotic education of a child is the basis for the formation of a future citizen.
The work program for the patriotic education of children of senior preschool age (hereinafter referred to as
the Program ) was developed on the basis of the requirements of the Federal State Educational Standard for Preschool Education to the structure of the main general educational program of preschool education , an approximate basic general educational program of preschool education “From birth to school”
edited by N. E, Veraksa, T. S. Komarova, M. A. Vasilyeva, lesson systems by Aleshina N. V. “Familiarization
of preschoolers with the surrounding and social reality.”
Addressee of the Program . The program is intended for children 5-7 years old .
Timing of the Program . The program lasts two years.
Implementation time (organized educational activities)
for
children of the senior group - 10 hours, for children of the preparatory group - 12 hours.
The form of organization is full-time.
Features of the organization of activities - The program is implemented in the form of projects not only in organized educational activities, but also in the joint activities of the teacher with children, during regime moments, in independent children's activities, in interaction with families, which contributes not only to the patriotic education of children , but also formation of relationships with adults and peers, comprehensive development of the child’s personality.
1.2. Relevance of the Program .
Childhood is a daily discovery of the world. It is necessary that this discovery becomes, first of all, knowledge of man and the Fatherland, so that the beauty of a real person, the greatness and incomparable beauty of the Fatherland enters the child’s mind and heart.
Childhood is a crucial stage in the development of personality and its moral sphere.
The content of the Federal State Educational Standard notes the urgent need to intensify the process of instilling patriotism in preschoolers . Children at this age are very inquisitive , responsive, and receptive . They easily respond to all initiatives and are able to sincerely sympathize and empathize. For the educator , this is a time of fertile soil. Indeed, at this age great opportunities arise for the systematic and consistent moral education of children . The formation of the child’s spiritual foundation, emotions, feelings, thinking, processes of social adaptation in society takes place, and the process of realizing oneself in the world around us begins. It is this period of a person’s life that is most favorable for the emotional and psychological impact on a child, since his images are very bright and strong, and therefore they remain in memory for a long time, and sometimes for a lifetime, which is very important in the education of patriotism .
A favorable pedagogical environment created in a timely manner helps to instill in children the foundations of patriotism and citizenship . The concept of patriotism is diverse in its content - it is respect for the culture of one’s country, and a feeling of inseparability with the outside world, and pride in one’s people and one’s Motherland.
From the first years of life, a child must love his native land, culture with his heart and soul, experience a sense of national pride, which is called “putting roots in his native land”
.
The feeling of the Motherland... it begins in a child with his relationship to his family, to close people - to his mother, father, grandmother, grandfather. These are the roots that connect him with his home and immediate environment. The feeling of the Motherland begins with admiration for what the child sees in front of him, what he is amazed at and what evokes a response in his soul... And although many impressions are not yet deeply realized by him, but, passed through children's perception , they play a huge role in the formation of the personality of a patriot . of considerable importance for instilling in children interest and love for their native land. Gradually, the child gets to know the kindergarten, his family, his street, the city, and then the country, its capital and symbols. Hometown... We must show the child that his hometown is famous for its history, traditions, sights, monuments, and best people. To be a citizen, a patriot , is certainly to be an internationalist. Therefore, nurturing love for one’s fatherland and pride in one’s country must be combined with the formation of a friendly attitude towards the culture of other peoples, towards each person individually, regardless of skin color and religion.
Preschool age , according to psychologists, is the best period for the formation of love for one’s small homeland.
1.3. Goal and objectives of the Program
Goal: Development in preschoolers of citizenship , patriotism as the most important spiritual, moral and social values, readiness for active manifestation in various spheres of society.
Objectives: - formation of love for the native land (involvement in one’s home, family, kindergarten, city)
;
— formation of spiritual and moral relations;
— formation of love for the cultural heritage of one’s people;
- nurturing a love of respect for one’s national characteristics;
— self-esteem as a representative of one’s people;
- to form a cognitive interest in the world and, based on comparison, expand ideas about one’s homeland;
- a tolerant attitude towards representatives of other nationalities, peers, parents, neighbors, and other people.
1.4. Pedagogical principles and approaches to the formation of the Program . The basis for the education of moral and patriotic feelings in preschool children is the following principles:
the principle of person-oriented communication is the individual-personal formation and development of a person’s moral character. During the learning process, children act as active explorers of the world around them together with the teacher, and do not just passively adopt experience. Partnership, participation and interaction are priority forms of communication between teachers and children;
the principle of thematic planning of material involves presenting the studied material in thematic blocks: native family, native nature, native culture, native city, native country;
the principle of visualization is a broad presentation of visuals corresponding to the material being studied: illustrations, photographs of landscapes, monuments, attractions, etc.
The principle of consistency involves planning the cognitive material being studied sequentially (from simple to complex, so that children acquire knowledge gradually, in a certain system.
Principles of moral and patriotic education .
Interpenetration of educational tasks .
Coordinated, purposeful work of all participants in the educational process (family, child, teaching staff)
in a specially organized development environment.
A targeted approach to project participants, involving the use of forms and methods of work taking into account age and individual characteristics.
Using the social experience of past generations (national and family traditions)
.
Consistency in the moral and patriotic formation of personality: from close to distant, from small to great (my house - my street - my city - my country - my planet)
.
1.5. Targets at the stage of completion of the Program
By age seven:
• the child masters the basic cultural methods of activity, shows initiative and independence in play, communication, construction and other types of children's activities. • the child has a positive attitude towards the world, other people and himself, and has a sense of self-esteem. Actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;
• the child has imagination, which is realized in various types of activities and, above all, in play. Knows different forms and types of games, distinguishes between conditional and real situations, follows game rules;
• the child has a fairly good command of oral speech, can express his thoughts and desires, use speech to express his thoughts, feelings and desires, construct a speech utterance in a communication situation, can highlight sounds in words. The child develops the prerequisites for literacy;
• the child is capable of volitional efforts, can follow social norms of behavior and rules in various types of activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;
• the child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions. Tends to observe, experiment, build a semantic picture of the surrounding reality, has basic knowledge about himself, about the natural and social world in which he lives. Familiar with works of children's literature, has basic understanding of wildlife, natural science, history, etc. Capable of making his own decisions, relying on his knowledge and skills in various activities.
1.6. Planned results of mastering the Program :
Child 5–6 years old:
• Knows his home address, name of the city, district, region.
• Has an idea of the symbolism of the city, district, region.
• Knows the names of nearby streets.
• Has an idea about the life and way of life of the people living in their hometown.
• Recognizes city sights in photographs and be able to talk about them.
• Knows the professions of his parents.
• Knows the rules of behavior in nature.
• Able to talk about the inextricable connection between man and nature, the importance of the environment for a healthy lifestyle of people.
• Distinguishes between some types of troops.
Child 6–7 years old
• Has brief information about the history of the city, district, region.
• Knows his date of birth, his patronymic, home address, telephone number; parents' names and patronymics; kindergarten address.
• Knows the coat of arms and flag of the Russian Federation and the Moscow region.
• Has an understanding of the President and the Government of Russia; about warriors-defenders of the Fatherland, about WWII veterans.
• Knows poetry, works of art by local poets and artists.
• Knows the rules of safe behavior in nature and on the streets.
• Has a basic understanding of nature conservation, nature reserves, and wildlife sanctuaries in the Moscow region.
• Understands involvement in the social and environmental environment, and recognizes himself as a full member of society.
• Has an idea about his native land; about people of different nationalities, their customs, traditions, folklore, labor, etc.; about the Earth, about people of different races living on our land; about the work of adults, their business and personal qualities, creativity, public holidays, school, library, etc.
Forms for tracking and recording results.
Monitoring is carried out in accordance with the Child’s Individual Development Cards at the beginning of each school year (October)
and at the end
(May)
.
Form for recording results – Child’s individual development map.
* Workshops, consultations for parents, open screenings, exhibitions of products of project activities are organized. A section is being maintained on the website.
work plan for the group is maintained , which reflects the work on patriotic education .
1.7. Logistics of the Program .
To implement the Program it is necessary :
— Corners for patriotic education in groups ;
— Cabinet of Patriotic Education ;
— Visual and demonstration material: presentations, illustrations, photographs, paintings, slides on the problem;
— Library of books with patriotic content ;
Methodical:
— theoretical and methodological literature,
- periodicals,
— materials on best teaching practices.
Materials for classes on patriotic education 1 . Reproductions of paintings
2. Methodological literature
3. Visual and teaching aids
4. Illustrations of various types of troops, portraits of heroes
5.Electronic educational resources: laptop projector, presentations, films
6. Audio recordings
7. Maps, atlas, globe
8. Fiction
9. State symbols
2. Organization of activities under the Program :
To implement the Program, it is necessary , first of all, to create a social situation for the development of children in kindergarten . The social situation of development is the social conditions in which the psychological and behavioral development of a person occurs according to the following indicators:
1. organizing the life of children in a group
2. style of relationship between the teacher and children
3. social qualities and cooperation skills in children
4.involvement of parents in the educational process.
Organization of children's life in a group .
1. The children's life and routine .
A rationally designed daily routine contributes to the formation of “dynamic stereotypes”
.
It is important to remember that inadequate stress on the child’s body leads to slow development and deviations in social life. development. The same consequences result from a reduction in the duration of walks , time for independent activities, and a lack of physical activity.
2. Constant emotional and practical interaction with adults and peers.
3. A developing subject-spatial environment has been created.
4. The group environment is psychologically comfortable for children .
Style of relationships between teachers and children .
Democratic style - the teacher , using various arguments, convinces the child of the advantages of a particular action. In this case, the choice is left to the child. This type of relationship requires an individual approach to children. It is this kind of unobtrusive care that children need most.
Developing social qualities and cooperation skills in children.
1. fostering in children a conscious attitude towards the norms of behavior in the society of their peers.
2. assistance in the exercise of rights by each child among his peers.
In professional activities, it is necessary to rely on age-related norms of behavior for children .
Interaction with parents.
It is necessary to involve parents in the educational process: consultations, workshops, information about the development tasks and achievements of the child, participation in projects.
Methods of patriotic education - One of the priority tasks of modern education is the transition to new technologies of training and education . One of the main and, probably, the most difficult tasks of a preschool educational institution is the development of the creative abilities of children and teachers . In my opinion, the source of interaction and co-creation between children and adults is design technology. The project method, as a form of organizing educational space, is innovative for preschoolers . It allows the child to act as a full partner in the pedagogical process based on the principles of cooperation. This is a method of pedagogically organized development of the environment by a child in the process of step-by-step and pre-planned practical activities to achieve the intended goals. — Targeted walks , excursions to places of military glory, to monuments, to the local history museum, etc.
— Stories from the teacher , conversations with children about the glorious history of their native country and hometown
— Observation of how people work on the territory of the kindergarten and in the city, how its appearance changes thanks to this work
— Demonstration of thematic slides, videos, illustrations
— Listening to thematic audio recordings, these could be the voices of birds of the Russian forest or the anthem of the Russian Federation
— Acquaintance with Russian folklore - fairy tales, proverbs, sayings, songs, games
— Acquaintance with folk art, embroidery, painting
— Acquaintance with the work of domestic writers, composers and artists
— Visiting thematic exhibitions or organizing them independently
-Participation in holidays
— Participation in feasible community service work
Forms of patriotic education
1. Various kinds of educational activities, studying state symbols of the Russian Federation, children gaining knowledge about the location, climate of their hometown, and its history. Various activities on the topic “Our native land”
2. Acquaintance of children with the culture and traditions of their native land, with the rituals of the Russian people, holding ritual holidays, excursions to the local history museum, organizing thematic leisure activities.
3. Fostering in children love and respect for their native nature, developing in them a sense of responsibility towards nature. It is necessary to strive to ensure that nature becomes clearer and closer to children . This is one of the important components of patriotism .
4. Introducing children to the heroic past of the Fatherland. Communicating to students the idea that people will always remember the terrible military events, honor the memory of those who died, and surround the people who defended their Motherland with attention and care. Conducting an annual month of military-patriotic education , organizing a drawing competition “Defenders of the Fatherland”
, conducting classes
“Heroes of War”
,
“Children-Heroes”
, as well as
“Courage Classes”
, in which children will address the exploits of Russian soldiers who showed unparalleled courage in those terrible times for the Fatherland.
Conducting a “Week of Remembrance”
with classes, conversations, arranging gifts and greeting cards for veterans, a
Victory Day
, and excursions to monuments.
5. Interaction with parents. Holding exhibitions of crafts and drawings with their participation on the theme “My Family”
,
“My mother is the best,”
etc., improvement of preschool educational institutions, holding competitions, holidays and matinees, joint work on the site.
Contact with parents and family is of great importance in solving the problems of moral and patriotic education . “Family Projects”
method is relevant .
Its essence is that each family, taking into account its own educational interests and priorities, prepares material on a pre-selected topic. The joint activities of adults and children contribute to their rapprochement and the emergence of common interests. Communication between parents and children is filled with cognitive, emotionally rich content.
Project for children 6-7 years old. Patriotic education
Project for children of the preparatory group of a preschool educational institution.
Topic: “Our Motherland - Russia” Author: Amirova Galina Rinadovna Description: In this publication, I offer you the project “Our Motherland - Russia”, aimed at instilling patriotism in older preschoolers. The publication is aimed at an audience of teachers working with older preschoolers and primary schoolchildren. Purpose of publication: dissemination of teaching experience. Project “Our Motherland - Russia”. Preparatory group for school Prepared by: Antonova T.G. Amirova G.R. Introductory conversation with children: Children, today we are talking about our country. What is it called? (children's answers). And we, living in Russia, are Russians. Our Motherland is a very ancient state; it arose many, many years ago. Ancient legends tell. that on a beautiful land, where there were many rivers, forests and valleys, long ago the Slavs lived. • Slavs – means a glorious, worthy people: proud. handsome, brave. Children, remember this word - Slavs. They were our ancestors (showing illustrations). Now tell me what the word “ancestors” means? (children's answers) These are people who lived on this land, where you and I live now, many, many years ago, that is, before us, before, in front of us. The teacher draws the children's attention to the map. “Which country do you think is on the board? (children's answers) That's right, this is a map of our Motherland. Look at the huge territory our Motherland, Russia, occupies. (I show the borders of Russia, the children follow the pointer) • I read the poem: “How great is my land! How wide are the spaces! Lakes, rivers and fields. Forests, and steppe, and mountains! My land stretches from north to south, When in one region it is spring - In the other there is snow and blizzard.” • Russia is a large country and it is inhabited by many peoples. What language do you think most of the population speaks? (children's answers) That's right, in Russian. • There are many mountains in our country. Ural, Caucasian, Altai. The highest mountain in our country is called Elbrus, the deepest lake is Baikal. And the longest Russian river has a beautiful female name - Lena. (the teacher shows the named places on the geographical map of Russia) • In the summer, children and their parents go on vacation to the Black, Azov, and Caspian • In Russian forests there are wolves, brown bears, hares, foxes and moose. The taiga is home to squirrels - flying squirrels, lynxes and tigers. And in the north live walruses, seals and polar bears (show illustrations). • Russia is also rich in natural resources - coal, oil, gas, iron, copper, gold and platinum. This is how beautiful and rich our country is! Children, what is the name of the capital of Russia? (children's answers) What is the name of the main square of the country where special events take place: parades, demonstrations, concerts? (children's answers, showing illustrations). • A huge number of people live in Moscow - there are many avenues, squares, parks, theaters, and museums. Buildings in Moscow are high-rise, multi-story. There is a metro underground. There are also many other attractions in Moscow: the Kremlin, the Tsar Bell, the Tsar Cannon, the Bolshoi Theater, St. Basil's Cathedral, the Historical Museum (the teacher demonstrates color illustrations and postcards depicting the sights of Moscow.). Project topic: "Our Motherland - Russia" Project type: Information - research - creative. Implementation timeframe: long-term. Relevance of the topic: It is very important that children understand as early as possible that the big Motherland is Russia, the Russian Federation, it is one for everyone who was born in its vastness, loved it, who makes efforts to make it even more beautiful, richer, mighty power. And each of us needs to be able to be useful to her. And for this you need to know and be able to do a lot; From childhood, do things that would be for the benefit of your home, kindergarten, city, and in the future - for the benefit of the whole country. Acquaintance with the great Motherland - Russia - is the third main stage of moral and patriotic education of children. If a person cares about the Motherland, it means that he is its son, and that means Russia is the Motherland for him. Hypothesis: Love for the Motherland is the greatest and dearest, deepest and strongest feeling. To become a patriot, a person must feel a spiritual connection with his people, accept their language and culture. Native culture, like father and mother, should become an integral part of the child’s soul. With this in mind, we strive to instill in children love and respect for the capital of the Motherland, for folk traditions, folklore, and nature. Goal: To educate children to love their large, multinational Motherland - Russia. Creating conditions for the emergence of citizenship and patriotic feelings towards one’s homeland. Objectives: 1. Replenish, clarify and consolidate children’s ideas about the country - Russia, its symbols, capital, natural resources, culture, peoples, traditions, holidays. 2. Give an idea of the concept - Small Motherland. Teach to love your parents, home, village, country. 3. To foster love and respect for one’s nationality, a tolerant and respectful attitude towards representatives of other peoples inhabiting Russia, to contribute to the formation in children of the concept that we are all united, despite the shape of our eyes and the color of our skin, we all have one, indivisible Fatherland. 4. Foster a sense of pride for your homeland; 5. Contribute to the emergence of patriotic feelings. Project participants: 1. Children of the preparatory group. 2. Educators. 3. Parents. Expected result: After completing the project, children will know: - symbols of Russia (flag, coat of arms, anthem of Russia). - The nature of your native places, admire nature, treat it with care. - Four to five peoples living on Earth, their way of life, traditions, -Climatic and natural conditions. Questions guiding the project : Fundamental question: - What is Russia? Problematic questions on the topic: - What is nature like in Russia? — Location of Russia on the map? — Symbols of Russia? — People of different nationalities live in Russia. Methods: 1. Method of problematic questions; 2. Method of analysis; 3. Game modeling method; 4. Method of conversation, etc. Interaction with specialists: Musical director - Anikina L. M.; Speech therapist - Degtyareva A.Sh. Project products: Center for Patriotic Education in a group, Interactive folder - Lapbook “Russia - we know, we love, we are proud of!”; Thematic illustrated albums. Collection of thematic slide presentations. Stages of project implementation Stage 1
– Preparatory 1.Introduction to a game situation (invitation to travel around Russia).
2. Formation of the problem: “What do we know about Russia?” 3. Leading up to the formation of tasks: - acquaintance with the natural areas of Russia; -introduce the flora and fauna of central Russia; -introduce folk traditions and culture of Russia; -learn about the features of Russian costume; -have an idea of crafts and basic elements of patterns; folklore; -take part in Russian folk games and competitions; -reflect impressions in products in your activities; -introduce you to natural resources and the main city of Russia; -introduce the concept of “Small Motherland” Stage 2
- Basic Organization of children’s activities in accordance with the long-term plan for the implementation of the project;
Collaboration with parents; Setting up a center for patriotic education in the group; Making a lapbook “Russia – we know, we love, we are proud!” Stage 3
- Final Presentation of the project.
Awarding certificates of gratitude to children and parents who took the most active part in the work on the project. Relaxation. Implementation of the project through various activities. Cognitive development Direct educational activities, conversations with the display of slide presentations or illustrations:
“Our country is Russia”;
“Moscow is the capital of our Motherland”; "History of the Moscow Kremlin"; "Peoples of Russia"; "Day of National Unity"; “Climatic zones of Russia”; "Nature of Russia"; "Blue Rivers of Russia"; “State symbols of Russia: coat of arms, flag, anthem”; "Victory Day"; "Our Army"; “Tashla is my little homeland”; “Flora and fauna of central Russia”; “Fauna of central Russia”; “White birch is a symbol of Russia.” Didactic games:
“Find the flag of Russia”, “Find out our coat of arms”, “Find the coat of arms of Russia among the coats of arms of different countries”, “Whose suit”, “World of profession”, “What tree is the leaf from”, “When does this happen”.
Speech development Teaching storytelling
“The main city of our country”;
"Cities of Russia"; “What peoples live in Russia”; "The Wealth of Russia"; “Heroes of the Russian Land” “Russian Folk Crafts”; "My little Motherland"; Reading stories, fairy tales, poems:
“What I saw” B. Zhitkov;
“Motherland” by Alexandrov; “History of Russia in stories for children” (separate chapters) by A. Ishimov; "Yolka" V. Suteev; “Two Birches” by T.A. Shorygin; “Walk” S. Mikhalkov; “The Little Humpbacked Horse” Ershlov; “As it comes back, so it will respond” r.n.s.; “Bragging hare” r.s.; “The Frog Princess” r.s.; “Sister Fox and Gray Wolf” r.s.; “The Snow Maiden and the Fox” r.s.; “Sivka-burka” r.s.; "Khavroshechka" r.s.; "Spikelet" r.s. Memorizing poetry:
“Kremlin Stars” by S. Mikhalkov;
“There is no better native land” P. Voronko; “Native Land” by G. Ladonshchikov; “Motherland” by V. Semerin; “Native Land” P. Sinyavsky Learning proverbs, sayings, fables. Artistic and aesthetic development Drawing:
Spasskaya Tower of the Kremlin”;
"Flag of Russia"; "White-trunk birch"; "Gorodets painting"; “Dymkovo. Elegant young lady"; "Russian national costume"; "Our decorated Christmas tree." "Rowan Branch"; "Portraits of Family Members"; "Gzhel" “Doll in national costume”; "Khokhloma"; "My house"; "Victory Salute". Modeling:
“Gifts of the Russian forest.
Basket with mushrooms and berries"; “Fairy-tale image of the Snow Maiden”; "Animals of Russia"; “Border guard with a dog” “Birds” Application and artistic work.
Postcards for those closest to you for the holidays.
Doll “Kuvadka” “Wonderful transformations of a cone”; "Blooming garden"; Listening to songs and music:
“There was a birch tree in the field”, “Autumn song”, “Harvest”, “Beautiful Christmas tree”, “Farewell winter”.
“Anthem of Russia”, “Russian folk music”. Physical development. Russian folk outdoor games: “Geese - Swans”, “Colors”, “Tag”, “Bear the Bear in the Forest”, “The Magic Wand”, “Day - Night”, etc. Social communicative development. Excursions:
Excursion through the streets of your native village;
Excursion to the local history museum. Excursion to the monuments of the military glory of our fellow countrymen; Role-playing games: “Family”; “Traveling around the country by bus”; "City streets"; “Professions”, etc. Dramatization of Russian folk tales:
“Kolobok”, “Three Bears”, “Geese and Swans”, “Teremok”, etc.
Participation in regional events
Forum-festival “Milk 2016”;
Patriotic song competition “Duty! Honor! Motherland! District "Children's Day"; Action "Victory Waltz"; Action "St. George's Ribbon"; Participation in the district parade dedicated to Victory Day Interaction with parents Consultation for parents “Project activities in kindergarten.” Help in selecting material for the lapbook “Our Motherland – Russia”. Consultation “The role of parents in the formation of patriotic feelings.” Consultation “What Russian folk tales should children read?” Consultation “The Child and His Homeland”. Help parents in choosing cartoons and board games about Russia. Reading books about Russia with children. Long-term planning of work with children according to the project in the preparatory group September
1. Conversation “Our Motherland-Russia” (Appendix No. 1);
2. Conversation “The main city of our country” (Appendix No. 2); 3. Conversation “Moscow is the capital of Russia” (Appendix No. 3); 4. Conversation “Nature of Russia” (Appendix No. 4); 5. Reading of Alexandrova’s poem “Motherland”; 6. GCD “Cities of Russia” (Appendix No. 5); 7. Examination of illustrations “The Main City of Our Country”; 8. Reading a chapter from B. Zhitkov’s book “What I Saw”; 9. Excursion through the streets of your native village; 10. Drawing “Spasskaya Tower of the Kremlin.” October
1. Conversation “State symbols of Russia: coat of arms, flag, anthem” (Appendix No. 6);
2. NOD “History of the Moscow Kremlin” (Appendix No. 7); 3. Conversation “Tashla is my little homeland”; 4. Examination of illustrations “Nature of the Orenburg Region”; 5. “White birch is a symbol of Russia” (Appendix No. 8); 6. Reading fiction. Reading T.A. Shorygina “Two Birches”; 7. Memorizing the poem “Kremlin Stars” by S. Mikhalkov; 8. Excursion to the local history museum. 9. Drawing “Russian Flag”; 10. Drawing “White-trunk birch”. November
1. NOD “What peoples live in Russia” (Appendix No. 9);
2. Holiday “National Unity Day”; 3. Reading “History of Russia in stories for children” (separate chapters) by A. Ishimov; 4. Reading the Russian folk tale “The Boasting Hare” 5. Acquaintance with Gorodets painting. Techniques for performing floral pattern elements in Gorodets painting; 6. Introduction to the Dymkovo toy (Appendix No. 10) 7. Decorative drawing “Elegant young lady”; 8. Acquaintance with ancient toys, making a “Kuvadki” doll; 9. Telling the Russian folk tale “The Frog Princess”; 10. Modeling “Gifts of the Russian forest. Basket with mushrooms and berries"; December
1. Conversation “Climatic zones of Russia” (Appendix No. 11);
2. Conversation “Russian national costume” (Appendix No. 12); 3. Drawing “Russian national costume”; 4. Examination of illustrations “Blue Rivers of Russia” (Appendix No. 13); 5. Reading fiction “Walk” by S. Mikhalkov; 6. Reading the fairy tale “Yolka” by V. Suteev; 7. Educational conversation “New Year’s traditions”; 8. Memorizing the poem “There is no better native land” by P. Voronko; 9. Drawing “Our decorated Christmas tree”; 10. Modeling “Fairytale image of the Snow Maiden”; January
1. Reading “Folk holidays in Russia”;
2. Conversation “Russian Wealth”; 3. Modeling the fairy-tale image of the Snow Maiden; 4. Fauna of central Russia (Appendix No. 14); 5. Reading fiction “History of Russia in stories for children” (separate chapters) by A. Ishimov; 6. Telling the Russian folk tale “Little Fox Sister and the Gray Wolf”; 7. Didactic game “Whose costume?”; 8. Finger gymnastics “Hello, my Motherland”; 9. Drawing “Rowan Branch”; 10. Modeling “Animals of Russia”. February
1. Educational conversation “Our Army”.
2. Craft from natural material “Wonderful transformations of a pine cone”; 3. Reading the Russian folk tale “Sivka-burka”; 4. “Bogatyrs of the Russian Land” (Appendix No. 15); 5. Memorizing the poem “Native Land” by G. Ladonshchikov; 6. Drawing “Portraits of family members”; 7. Modeling “Border Guard with a Dog”. March
1. NOD “Russian folk crafts” (Appendix No. 16);
2. Conversation “Russian folk instruments” (Appendix No. 17); 3. National holidays in Rus': “Maslenitsa”; 4. Reading fiction: P. Ershov’s fairy tale “The Little Humpbacked Horse”; 5. Introduction to the art of Gzhel painting. Decorative drawing “Gzhel patterns” 6. Memorizing the poem “Motherland” by V. Semerin; 7. Learning poems for mother’s holiday; 8. Modeling “Birds”. April
1. Conversation “My small Motherland”;
2. Conversation “Flora and fauna of central Russia (Appendix No. 18)”; 3. Memorizing the poem “Native Land” by P. Sinyavsky; 4. Reading fiction. History of Russia in stories for children" (separate chapters); A. Ishimova; 5. Telling the Russian folk tale “Khavroshechka”; 6. Quiz “My Motherland”; 7. Didactic game “Recognize our flag (coat of arms)”; 8. Introduction to Khokhloma painting Decorative painting “Golden Khokhloma” (Appendix No. 19); 9. Drawing “Doll in national costume”; 10. Collective application “Blooming Garden”. May
1. Holiday “May 9 – Victory Day”;
2. Drawing on the theme “Spasskaya Tower of the Kremlin”; 3. Conversation “Hero Cities”; 4. Excursion to the monuments of the military glory of our fellow countrymen; 5. Reading fiction; 6. Reading the Russian folk tale “Spikelet”. 7. Drawing “My House”; 8. Drawing “Victory Salute”. 9. Presentation of the project. Active, didactic, plot-based role-playing games, dramatizations of fairy tales throughout the year. Results of the project 1. During the course of the project, the children became interested in the history of their country and were proud of Russia. The children got acquainted with the history of Russia, the formation of the state, the children’s knowledge about the peoples living on the territory of Russia expanded, and they consolidated knowledge about the symbols of the Russian Federation and its meaning. The children's knowledge about the capital of Russia, cultural monuments expanded, they studied the Kremlin and its towers in more detail - from which they got their name. The children enjoyed studying the map of Russia, looking for various cities, studying animals living on the territory of the Russian Federation; with the help of the Red Book of Russia, the children became acquainted with endangered species of animals. We enjoyed studying Gzhel painting, Khokhloma painting, Dymkovo painting, and expanding our knowledge about the matryoshka doll. We continued our acquaintance with oral folk art and Russian folk instruments. Reinforced knowledge about Russian folk holidays and public holidays in Russia. Introducing children to the history and culture of the Russian people opens up to them the amazing, wonderful world of antiquity, which helps to instill in children patriotic feelings, instill respect for the traditions and culture of their people and a tolerant attitude towards the traditions and culture of other peoples. The formation of a citizen’s personality depends on the eyes with which the child saw his surroundings, on what struck his imagination, on what lessons he learned from explanations about contemporary events and the historical past of the country. That is why we need to help the child, discover the historical past and present of our Motherland. Our guys took part in regional events. Forum-festival “Milk 2016”; Patriotic song competition “Duty! Honor! Motherland! District "Children's Day"; Action "Victory Waltz"; Action "St. George's Ribbon"; Participation in the regional parade dedicated to Victory Day. All our performances were well prepared, the children were not shy to perform in front of a large audience. Excellent preparation of musical numbers is the merit of the musical director of the Kindergarten “Talent” by L.M. Anikina for the performances of our pupils at district events, we received a lot of positive reviews from parents, from the organizers of events, from ordinary residents of the village of Tashla. In the implementation of the project, the parents of the group acted as reliable partners, we boldly relied on their support in all the events of the project. Thanks to such cohesive work of teachers, parents and children, it was possible to solve all the tasks of the project and achieve its goal. Thank you for your attention!
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Conversation “Big and Small Motherland” in the preparatory group
Patriotic education in the preparatory group in accordance with the Federal State Educational Standard
Irina Vladimirovna Chistyakova
Patriotic education in the preparatory group in accordance with the Federal State Educational Standard
One of the components of the educational areas “Social and communicative development”
of the Federal State Educational Standard for Education is the patriotic education of preschool children , positive socialization of preschool children, familiarization of children with sociocultural norms, traditions of the family, society and state. Patriotism is love for the Motherland, devotion to one’s Fatherland, the desire to serve its interests and readiness, even to the point of self-sacrifice, to defend it.
Patriotism presupposes pride in the achievements and culture of one’s homeland, the desire to preserve its character and cultural characteristics and self-identification (a special emotional experience of one’s belonging to the country and one’s citizenship, language, traditions) with other members of the people, the desire to protect the interests of the homeland and one’s people. Love for your homeland, country, people, attachment to your place of birth, to your place of residence. Patriotic education is a process of interaction between educators and students , aimed at developing patriotic feelings , the formation of patriotic beliefs and stable norms of patriotic behavior .
The goal of patriotic education is to educate a convinced patriot who loves his Motherland, devoted to the Fatherland, ready to serve it with his labor and protect its interests.
Much has been written about the importance of introducing a child to the culture of his people, since turning to the paternal heritage fosters respect and pride for the land on which you live. Therefore, children need to know and study the culture of their ancestors. It is the emphasis on knowledge of the history of the people and their culture that will help in the future to treat the cultural traditions of other peoples with respect and interest.
Patriotic education of children is one of the main tasks of a preschool educational institution. It should be emphasized that quite a lot of methodological literature on this issue is currently being published. Often it covers only certain aspects of the patriotic education of children in specific types of activities, and there is no coherent system that reflects the entirety of this issue. Apparently, this is natural, since the feeling of patriotism is multifaceted in content. This includes love for one’s native places, pride in one’s people, a sense of inseparability with the outside world, and a desire to preserve and increase the wealth of one’s country.
Based on this, in this area of educational work a whole range of tasks can be identified:
- nurturing in a child love and affection for his family, home, kindergarten, street, city;
— formation of a caring attitude towards nature and all living things;
— instilling respect for work;
— development of interest in Russian traditions and crafts;
— formation of basic knowledge about human rights;
— expanding ideas about Russian cities;
— introducing children to the symbols of the state (coat of arms, flag, anthem)
;
-developing a sense of responsibility and pride for the country’s achievements;
- formation of tolerance, a sense of respect for other peoples and their traditions.
These tasks are solved in all types of children's activities: in classes, in games, in work, in everyday life, as they instill in the child not only patriotic feelings , but also form his relationships with adults and peers. Patriotic education of a child is a complex pedagogical process. It is based on the formation of patriotism as a personal quality.
In a broad sense, patriotism is interpreted as the personification of love for one’s Motherland, active involvement in its history, culture, nature, modern life, its achievements and problems.
At each age stage, manifestations of patriotism and patriotic education have their own characteristics. Patriotism in relation to a child of senior preschool age is defined by us as his need to participate in all matters for the benefit of the people around him, representatives of wildlife, the presence of such qualities as compassion, empathy, self-esteem; awareness of oneself as a part of the surrounding world.
During the period of senior preschool age, high social motives and ignoble feelings develop. How they are formed in the first years of a child’s life largely determines his entire subsequent development. During this period, those feelings and character traits begin to develop that already invisibly connect him with his people, his country. The roots of this influence are in the language of the people that the child learns, in folk songs, music, games, toys, impressions about the nature of his native land, about the work, life, morals and customs of the people among whom he lives.
By patriotic education of children, we understand the interaction of an adult and children in joint activities and communication, which is aimed at revealing and forming in the child universal moral qualities of the individual, familiarization with the origins of national and regional culture, the nature of the native land, nurturing an emotionally effective relationship, a sense of belonging, affection to others.
Patriotism is a moral feeling. It is formed gradually, in the process of accumulating knowledge and ideas about the environment, and will grow out of love for loved ones and native land. Patriotic feeling , feeling of the Motherland... It begins with the attitude towards the closest people - mother, father, grandfather, grandmother, brother, sister. The child discovers his homeland in the family. This is his immediate environment, where he draws concepts such as “labor”
,
"debt"
,
"Motherland"
.
The development of love and affection for one’s home is the first stage of civic and patriotic education of preschool children.
What should be kept in mind when instilling in a child the first sense of citizenship? How to reveal to him the content of such a complex and multifaceted concept as “home”
?It includes:
- attitude towards oneself as an individual;
- the family where the child was born and raised, the atmosphere of the home, which is largely determined by family traditions and native culture;
- the house in which he lives;
- home street.
Gradually the concept of “home”
is expanding.
The second stage is already your hometown, your native land. The third stage is only a small one (the native land, but also a large, multinational Motherland - Russia, of which the child is a citizen, planet Earth is our common home. The child receives his first ideas about his native country in kindergarten, including information about nature, folk culture, life of people of different nationalities. Any region or region is unique, each has its own nature, people, but no matter how special the region is, it is part of the big beautiful country of Russia. In the process of patriotic education , respect for the symbols of the country, pride in belonging to one’s country and its people, a positive and caring attitude towards people’s work and nature is formed.
Love for the Motherland becomes a real feeling when it is expressed in the desire and need to work for the good of the Fatherland, therefore it is necessary to encourage the child’s activities, which are based on the desire to do something for others children, relatives, for kindergarten, city.
education are also solved .
Preschool educational institutions use a variety of methods and forms of work, taking into account the age-related worldview of children ;
– excursions and targeted walks (laying flowers at the monument to those killed in the Second World War, excursion to the “Park of Patriots ”
);
- teacher's ;
- conversations about your hometown, country, its history;
- monitoring changes in the appearance of your hometown;
- the work of people in kindergarten and in the city, village;
— display of illustrations, films, slides;
Listening to audio recordings (national anthem, patriotic songs about the Motherland )
;
- use of folklore works (proverbs, sayings, Russian folk games, fairy tales, songs, nursery rhymes, chants);
– introduction to Russian folk arts and crafts (painting, toys, embroidery)
;
— acquaintance with the work of poets, artists, composers);
-organization of thematic exhibitions;
— participation in public and national calendar holidays;
- reading competition;
- participation of children in feasible socially useful work.
Patriotic education is an integral part of the general educational process and represents a systematic and purposeful activity, instilling in children a sense of pride, deep respect and veneration for the symbols of the Russian Federation - the Coat of Arms, Flag, Anthem, other Russian symbols and historical shrines of the Fatherland;
Patriotism needs to be cultivated from early childhood. Currently, many ways and methods are proposed, but we must not forget that patriotism is formed individually in each child. It is connected with the spiritual world of a person, his personal experiences. And the task of teachers and parents is to make these experiences vivid and unforgettable. When starting work on patriotic education , the teacher himself must know the natural, cultural, social, and economic features of the region where he lives. He must think about what to tell the children about, especially highlighting what is characteristic only of a given area, and clearly show the connection between his hometown or village and the whole country. And most importantly, it is necessary that the teacher loves the Motherland, his land, the city and always remembers the words of Academician D.S. Likhachev: “The feeling of love for the Motherland must be carefully cultivated, instilling spiritual settledness, since without roots in a small area, a person is like dried tumbleweed plant."
Patriotic education should be carried out in close cooperation with parents:
— questioning; consultations (information)
for parents;
-parent meetings;
— round table discussions;
— visual information in the locker room; participation of parents in excursions and craft competitions; at laying flowers, etc.
Success in patriotic education can only be achieved by those teachers who can achieve interaction with children “from the heart”
, to be sincere and deeply convinced not only of the correctness of their positions, but also to believe in the healing power, to realize the spiritual wealth of their people.
Teachers who can captivate their students with their thoughts and feelings, and inspire them with their ideals and beliefs.
Passion for one's profession, professional skills, pedagogical literacy, active life position, high patriotic qualities and feelings - this is the set that a real teacher should have.
Currently, one of the most pressing problems is the education of patriotism . Preschool educational institutions, being the initial link of the education system, are called upon to form in children a first understanding of the world around them, an attitude towards their native nature, their small Motherland, their Fatherland. Obviously, for this it is necessary to define moral guidelines that can evoke feelings of self-respect and unity.
The education system plays a leading role in the civic and patriotic formation of the younger generation.
A child’s sense of homeland begins with love for the closest people - father, mother, grandmother, grandfather. And his home, the yard where he walked more than once, and the view from the windows of the apartments and kindergarten, where he gets the joy of communicating with his peers, and his native nature - all this is the Motherland. How many discoveries does a child make every day? And although many of his impressions are not yet realized by him, it all begins with admiration for what the little man sees in front of him.
Very important for the education of patriotic feelings and historical knowledge. Knowledge of history is necessary for the formation of the civic position of a growing person, cultivating love for the “small”
Motherland and Fatherland, pride in the people whose works and talents Russia is famous for, a sense of belonging to the past, present and future of its people.
Preschoolers turned out to be the most ideologically unprotected. Due to age characteristics, their upbringing depends entirely on the adults around the child. According to educators, sociologists and doctors, it is precisely lack of spirituality that often leads to such a child being unprotected by the internal emotional intellectual barrier.
The educational traditions of Ancient Russia date back more than two thousand years. The historical elements of patriotism in the form of attachment to the native land, language, and traditions began to form in ancient times. Pedagogical thought in Russia of the X-XIII centuries puts forward an individual personality as the goal of education , instilling faith in victory , in the invincibility of Russian heroes.
Proverbs and sayings occupied an important place in Russian folk pedagogy.
The core of all Russian education is patriotism . The concept of " patriotism "
includes love for the Motherland, for the land where one was born and raised, pride in the historical achievements of the people.
Drawing a parallel with our time, it is worth remembering that “love for your native land, native culture, native speech begins small - with love for your family, for your home, for your kindergarten. Gradually expanding, this love turns into love for the native country, for its history, past and present, for all humanity.” This is what Academician D.S. Likhachev wrote.
To carry out this work with preschool children, the teacher must correctly use the sources of pedagogical skill, experience accumulated over centuries.
of patriotic education of Russian people include :
1. The concept of patriotism , heroism and their manifestations.
2. Views on patriotism in the chronicles .
3. Russian folk epics as a means of instilling patriotism (love of the Motherland, hatred of enemies, readiness to defend the native land).
4. The role of Russian fairy tales in the process of developing love for the Motherland, for one’s people, for the nature of one’s native land; tales about soldiers' friendship and so on.
5. Heroic and patriotic songs of the Russian people and their educational role
6. Russian proverbs and sayings about patriotism , heroism, courage, cowardice, betrayal. Their use in educational work with children .
Russia is the homeland for many. But in order to consider yourself her son or daughter, you need to feel the spiritual life of your people and creatively assert yourself in it, accept the Russian language, history and culture of the country as your own. However, national pride should not degenerate into stupid conceit and complacency. A true patriot learns from the historical mistakes of his people, from the shortcomings of his character and culture. Nationalism leads to mutual hatred, isolation, and cultural stagnation.
Spiritual, creative patriotism must be instilled from early childhood. But like any other feeling, patriotism is acquired independently and experienced individually. It is directly related to a person’s spirituality, its depth. Therefore, without being a patriot himself , a teacher will not be able to awaken in a child a feeling of love for the Motherland. It is to awaken, and not to impose, since the basis of patriotism is spiritual self-determination.
“The Russian people should not lose their moral authority among other peoples - an authority worthily won by Russian art and literature. We must not forget about our cultural past, about our monuments, literature, language, painting. People’s differences will remain in the 21st century if we are concerned with the education of the soul , and not just with the transfer of knowledge.” (D.S. Likhachev)
.
That is why the native culture, like father and mother, should become an integral part of the child’s soul, the beginning that continues the personality.
Based on the above, the following priorities have emerged:
1 Surrounding objects that awaken a child’s soul for the first time, cultivating in him a sense of beauty and curiosity, must be national. This helps children from a very early age understand that they are part of the great Russian people.
2. We widely use all types of folklore (fairy tales, songs, proverbs, sayings, round dances, etc.)
. In oral folk art, the peculiarities of the Russian character, its inherent moral values, the idea of goodness, beauty, truth, courage, hard work, and loyalty have been preserved like nowhere else. By introducing children to sayings, riddles, proverbs, and fairy tales, we thereby introduce them to universal moral values. In Russian folklore, words, musical rhythm, and melodiousness are combined in some special way. Nursery rhymes and jokes addressed to children sound like a gentle talk, expressing care, tenderness, and faith in a prosperous future. Proverbs and sayings aptly evaluate various life positions, ridicule shortcomings, and praise the positive qualities of people. A special place in works of oral folk art is occupied by a respectful attitude towards work and admiration for the skill of human hands. Thanks to this, folklore is a rich source of cognitive and moral development of children.
Folk holidays and traditions occupy a large place in introducing children to folk culture in the work of patriotic education They focus on the finest observations accumulated over centuries of the characteristic features and behavior of birds, insects, and plants. Moreover, these observations are directly related to labor and various aspects of human social life in all their integrity and diversity.
4. Another important area of our work is to familiarize children with folk decorative painting. She, captivating the soul with harmony and rhythm, is able to captivate children with national fine arts.
5. Nature is one of the most important factors in folk teaching. She is not only a habitat, but also a native side, the Motherland. By introducing us to the nature of the region, we solve not only environmental problems, but also cultivate love for every object in nature.
6. Getting to know the historical past of Russia is a new, but very interesting direction in the work of educating patriotism in children . Why do preschool children need knowledge about the history of the country? After all, a systematized history course is the task of the school. Yes, sure. But in order for children to learn this course well, it is necessary to form in them, even before school, initial reliable ideas about the history of our Motherland, and an interest in studying it in the future.
In recent years, many pages of history have been rethought, so we are correct in the selection of educational material, taking into account the age-related characteristics of perception and the social preparedness of the child .
Step-by-step work in this area of patriotic education is being implemented in three areas:
1. Working with children
2. Working with parents
3. Methodological support.
Each of the areas is interconnected and includes:
1. Getting to know your hometown and its history
2. Getting to know your native land and Russia
3. Acquaintance with the most significant historical events of your country and people.
4. Acquaintance with epic heroes and their exploits.
5. Acquaintance with the state symbols of the city, republic, countries.
In the process of implementing a project to work with children, the following are used: games - activities, games - entertainment, holidays, excursions, excursions to village enterprises, reading fiction.
The formation of patriotic feelings takes place effectively in close connection with the family. It is the parents who, through vivid, accessible examples of life, their work, and the attitude of the state towards children, demonstrate to the child that not only his family, but also the whole society, the whole country has hopes for him. For our part, we provide pedagogical support to the family in these matters through meetings, consultations and conversations, joint holidays and excursions.
Parents can also be advised such forms of involving children in social life as walks and excursions and the purpose of getting to know historical places (close history, monuments to fallen soldiers; visiting a local history museum, etc.
This project involves a great return from the teacher himself, whose task is not just to tell facts from the life of an individual person - a hero and a country, but to rethink the significance of each individual event, its role in the development of the state, carry it through the heart and soul and involve the little citizen in this process.
The teacher organizes a subject-development environment taking into account this project, conducts a selection of fiction, prepares presentations dedicated to memorable dates, develops notes on game-activities and entertainment scenarios
What attractive force lies in what surrounds us in childhood? Why is it that even after leaving his native place for many years, a person remembers them with warmth, and when living in a city or village, he constantly proudly tells a guest about the beauty and wealth of his native land? I think this is an expression of deep affection and love for everything that has entered the heart as the most precious from an early age. Our love for our native places, the idea of what they are famous for, what nature is like, what kind of work people do - we pass all this on to children in our work, which is extremely important for the education of moral and patriotic feelings .
What we can be proud of is our history. I want to awaken in children a sense of pride in the Russian people, who gave the world great commanders and thinkers, liberators of the world from fascism and space pioneers.
Our children have something to be proud of; they should not grow up as “Ivans” who do not remember their kinship.
Conclusion
Motherland, Fatherland. The roots of these words contain images close to everyone: mother and father, parents, those who give life to a new being. The feeling of love for the Motherland is akin to the feeling of love for one’s home. These feelings are united by a single basis - affection and a sense of security. This means that if we cultivate in children a sense of affection, as such, and a feeling of attachment to their home, then with appropriate pedagogical work, over time it will be complemented by a feeling of love and affection for their country.
In my opinion, the essence of patriotic education is to sow and cultivate in a child’s soul the seeds of love for the native nature, for the native home and family, for the history and culture of the country, created by the labors of relatives and friends, those who are called compatriots .
“Perspective plan for moral and patriotic education among preschool children”
Developed by:
teacher of MBDOU No. 26 “Fairy Tale”. .Iskitim
1 qualification category
Sharonova E, V
Long-term work plan for moral and patriotic education in the senior group, taking into account the Federal State Educational Standard for Education
SEPTEMBER
"My favorite kindergarten"
1. A tour of the kindergarten and an introduction to the work of the employees.
Goal: to introduce children to the premises and staff of the kindergarten.
2. A conversation about the importance of the work of all people working in kindergarten.
Goal: to deepen children’s knowledge that there are many people working in kindergarten who care about them.
3.Singing songs and reading poems about kindergarten.
Goal: develop children's speech
4. NOD “Our Kindergarten”
Goal: to consolidate, deepen, expand knowledge about the work of a teacher, assistant teacher, cook, doctor.
5. Conversation: “Where there is neatness, there is neatness”
Goal: to consolidate children’s knowledge and skills about etiquette.
6. GCD “Let’s play together”
Goal: to clarify children’s knowledge about a friendly attitude towards peers, about the need to play together.
7. Exhibition of children's drawings on the theme “My favorite kindergarten.”
Goal: to arouse in children a desire to reflect their impressions and ideas in drawings, to cultivate love for their kindergarten; friendly attitude towards peers; cultivate respect for kindergarten employees, a desire to help them, and bring joy.
OCTOBER
"Our Motherland-Russia".
- NOD “All kinds of mothers are important, all kinds of mothers are needed”
Goal: to consolidate knowledge about the work of a mother at home and at work, to cultivate feelings of love, respect and care for women; expand ideas about professions
- Excursion around the Voronezh region by “bus” (based on photographs).
Goal: to introduce children to the sights of the Voronezh region, to cultivate love for their native land.
- NOD "State Flag of the Russian Federation".
Purpose: to introduce the State Flag of the Russian Federation, the purpose, symbolism of colors and their relative positions.
- Conversation “Whoever wishes good for people gets it himself”
Goal: to teach to understand oneself through knowledge of one’s feelings, to promote the development of the ability to guess the feelings and mood of another person, to cultivate a sense of compassion and mercy.
- Reading competition “Poems about Mom.”
Goal: to cultivate feelings of love, respect and care for mother.
- NOD "National Anthem of Russia"
Purpose: to introduce the national anthem of Russia and the rules for its use, talk about its origin, purpose, content; identify its features that are similar to those of other musical works and different from them.
- Conversation “House, street, address.”
Goal: continue to introduce children to their hometown and develop communication skills.
- Conversation “Nature of Russia”
».
Goal: to form children’s understanding of the beauty of Russia’s nature, to cultivate a sense of pride that they live in such a beautiful country.
9
.
Holiday “Mom, you are the best in the world!”
Goal: to instill feelings of love and care for mom.”
10.Drawing on the theme “My Motherland”.
Goal: to arouse in children the desire to reflect their impressions and ideas in the drawing. Foster love and respect for the Motherland.
NOVEMBER
"My family"
1.NOD “My Family”.
Goal: to form an idea of the composition of the family, to cultivate love and respect for close relatives.
2. Conversation “Our Motherland-Russia”.
Goal: to clarify, deepen knowledge and ideas about Russia (territory, president, capital, language).
3. Entertainment “You are Voronezh, you are a beloved land...”
Goal: to expand children’s knowledge about their native land, to instill love for our small Motherland and pride in it.
4. Children's stories about family members based on personal experience.
Goal: to instill love and respect for close relatives, respect for their work.
5. Conversation “Respect your father and mother - there will be grace in your life.”
Goal: to cultivate love and respect for parents.
6. Drawing on the theme “My family”
Goal: to arouse in children the desire to reflect their impressions and ideas in the drawing. Cultivate love and respect for your family members.
7. GCD “Bake, bake some bread.”
Goal: to introduce children to the process of growing bread; give an idea of how bread came to our table; to cultivate a caring attitude toward bread, respect for human labor, and an understanding that everyone’s work makes our life and country better and richer.
DECEMBER
“According to the New Year’s card” (or “New Year at the gate.”)
1.NOD “What kind of holiday is New Year?”
Goal: to expand and deepen children’s knowledge about the New Year holiday, family, kind, fun.
2. Conversation: “What is good and what is bad?”
Goal: to reveal to children the meaning of the words “impossible”, “possible”, “must”; learn to evaluate actions and correlate them with words good and bad.
3. NOD “My native country!”
Goal: continue to introduce the native country (cities, anthem, flag of Russia); develop a sense of pride for the country. Create a desire to study more about Russia.
4. Making the album “Native Side”.
Goal: to instill love and respect for nature, to expand children’s knowledge about their native Voronezh region.
5. Entertainment “Me and my rights.”
Goal: to introduce the Convention on the Rights of the Child in a form accessible to preschoolers.
6. Conversation “The fauna of our region.”
Goal: to form an idea of the environmental conditions to which animals and plants have adapted in our region; develop in children a cognitive interest in the life of animals in our region; cultivate a caring attitude towards animals.
7. Holiday "New Year's Carnival".
Goal: to create a joyful mood in children.
8. Conducting the “Best New Year’s Toy” competition (together with parents).
Goal: to cultivate in children and parents a desire to invent and create something together.
JANUARY
"Folk Holidays"
1.NOD “Folk holidays in Rus'. Christmas"
Goal: to introduce children to the tradition of celebrating the Orthodox holiday of the Nativity of Christ; cultivate interest in national traditions. Expand children's knowledge about folk holidays in Rus'.
2. Entertainment “Carol has come to visit”
».
Goal: to cultivate interest in Russian folk holidays.
3. GCD “Get the job done.”
Goal: to teach children to finish what they start, not to quit their work halfway, to teach them to foresee the result.
4. Conversation “History of my city.”
Goal: to introduce children to the history of the city; develop the ability to understand the inextricable connection between “past” and “present”.
5. Looking at photographs depicting the most famous places in the area or city.
Goal: to instill interest and love for one’s hometown and region.
6. Exhibition of children's drawings "Miracle, miracle Christmas."
Goal: to arouse in children the desire to reflect their impressions and ideas in the drawing.
FEBRUARY
“Strong and mighty are the heroes of glorious Rus'” (for Defender of the Fatherland Day).
1. Examination of Vasnetsov’s painting “Three Heroes”.
Goal: broadening your horizons.
2. Listening to the recording of epics about Ilya Muromets, Mikita Selyaninovich, Nikita Kozhemyak.
Purpose: to introduce the exploits of heroes.
3. Excursion to the winter park.
Goal: to develop a sense of empathy and involvement in the fate of birds in winter, love and interest in native nature, in the symbol of Russia - the birch tree.
4. Conversation “My friends.”
Goal: to form in children the concept that people are not alike, but they are all equal; to instill in children respect and tolerance for people, regardless of their social origin, race and nationality, appearance, or physical disabilities.
3. GCD “State Emblem of Russia”.
Purpose: to introduce the image of the State Emblem of the Russian Federation, to form elementary ideas about the origin and function of the coat of arms of Russia, about the symbolic meaning of the color combination and images in it.
4. Maslenitsa holiday.
Goal: to cultivate interest in Russian folk holidays, interest in the history of Russia, and national pride.
5. Making gifts for fathers and grandfathers.
Goal: to instill a desire to take care of your close relatives.
6. GCD “Who guards the silence?”
Goal: expand children’s understanding of the Russian army, consolidate knowledge about various military professions and branches of the military; talk about the people who glorified our country during the war, about how people honor their memory.
7. Sports entertainment “The boys want to serve in the army.”
Goal: to develop speed, endurance, strength, and attention in children.
MARCH
"My mom"
1.NOD “About mothers of relatives and very important
».
Goal: to cultivate a kind, attentive, respectful attitude towards mother, the desire to care and help her.
2. Making a gift for mothers and grandmothers.
Goal: to cultivate a desire to please mothers and grandmothers.
3. Holiday “We congratulate mothers on March 8th.”
Goal: to cultivate a desire to congratulate mothers and grandmothers and take care of them.
4. Game – travel “Moscow – the capital of Russia”.
Goal: to introduce children to the sights of Moscow. To form in children the concept of Moscow - the capital, the main city of Russia; cultivate patriotic and civic feelings.
5. The plot-role-playing game “Daughters - Mothers”.
Goal: to promote the emergence of games on themes from the surrounding life, to develop the ability to get along with each other in a joint game.
6. Game - gatherings “Ladushki visiting grandma.”
Goal: to form in children an understanding of Russian folklore: songs, games, nursery rhymes, and to cultivate a love for oral folk art.
APRIL
"Our Cosmonauts"
1.NOD “Conquest of Space”.
Purpose: to give an idea of outer space; about the nearest star - the Sun, about the earth's satellite - the Moon; to cultivate respect for the difficult and dangerous profession of astronaut. Learn to fantasize and dream
2. Conversation “Coat of arms, flag and anthem of the Voronezh region.”
Goal: to introduce the image of the flag and coat of arms of the Voronezh region, to introduce the anthem of the Voronezh region; introduce children to the meaning of symbols and the symbolism of flowers.
3. Holiday “Russia is famous for its miracles - masters.”
Goal: to introduce people to folk crafts, to instill love and interest in Russian antiquity and folklore traditions.
4. Conversation “Me and my name.”
Purpose: to introduce the meaning of the names of children and parents; explain the concept of first name, patronymic, last name; consolidate the ability to understand and explain the meaning of Russian proverbs about family.
5. NOD “Easter Holiday”.
Goal: to develop interest in the culture of your people; develop the ability to apply knowledge about national culture in various activities.
6. Entertainment “Holiday of the Motherland - Russia!”
Goal: to cultivate love for our Motherland - Russia, to consolidate children’s knowledge about the flag, coat of arms and anthem of Russia; about the history of Russia.
MAY
"Spring Festival"
1. Entertainment “Vesnyanka”.
Goal: to clarify and systematize children’s ideas about spring; develop interest in the culture of your people.
2. Conversation “Victory Banner”.
Goal: to form a basic understanding of the history of the Fatherland, consolidate and generalize knowledge about the types of flags and their purpose; give brief information on the history of banners.
3. NOD “This Victory Day”.
Goal: to introduce children to life during the Great Patriotic War; to form patriotic feelings and interest in Russia’s past.
4. Excursion to the eternal flame with laying flowers at the obelisk of fallen soldiers.
Goal: to convey to children the idea that after many years people remember the events of the terrible war and honor the memory of those who died.
5. Design of the stand “My dad and grandfather are defenders of the Fatherland.”
Goal: to cultivate love and respect for close relatives as defenders of the Motherland.
6. Conversation “Grandparents together.”
Goal: to expand the idea of family, to teach how to navigate family relationships, to cultivate in children a kind, attentive, respectful attitude towards elders, and a desire to help them.
7. ECD "Children's Day"
Goal: to continue to introduce the Convention on the Rights of the Child in a form accessible to preschoolers.
8. Drawing competition “My favorite city”. (Together with parents).
Goal: to cultivate love and respect for our small Motherland.
