Features of the formation of patriotism in preschool children
The main stage in the formation of patriotism in children should be considered the accumulation of social experience of life in their homeland and the assimilation of the norms of behavior and relationships accepted there.
The concept of patriotism includes cognitive (knowledge, ideas), emotional (feelings) and behavioral components (skills, abilities), which are realized in the sphere of society and nature.
The cognitive component provides the content of patriotic education.
The behavioral component performs a diagnostic function.
The emotional component is in the lead at this age.
Feelings play a certain role in the patriotic education of children, but the moral feelings of preschoolers are characterized by specificity, insufficient strength and stability.
Preschoolers' ideas gradually expand. A system of generalized knowledge about the phenomena of social life is formed only at the end of higher preschool age. This is facilitated by the mastery of moral judgments, assessments, concepts, as well as children’s cognitive interest in the world around them.
A characteristic feature of raising children in the spirit of patriotism is the unity of moral feelings and knowledge.
Knowledge influences the moral development of a child only when it is colored by feelings and experiences. A feature of the manifestation of patriotism in preschool children is that moral experience is limited to the practical activities in which they are involved (communication with children and adults, work).
In preschool age, the formation of will and moral ideals, which are important for patriotic education, begins.
Instilling in preschoolers a love for their native land
Venera Masalimova
Instilling in preschoolers a love for their native land
Instilling in preschoolers a love for their native land
Masalimova V.V.
MADOU Kindergarten No. 9 “Alyonushka”
, Birsk city
What attractive force lies in what surrounds us since childhood? Even after leaving his native place for many years , a person remembers them with warmth and constantly proudly tells the 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. Adults pass on their love for their native places , their idea of what they are famous for, what nature is like, what kind of work people do - all this is passed on to children.
The main source of impressions of preschoolers is their immediate environment, the social environment in which they live. Not everything that surrounds a child is educationally . Therefore, the correct choice, from my point of view, of objects that children should be told about is very important.
Every corner of our country is unique. One city has many plants, factories, tall buildings, wide avenues, the other is famous for its past, ancient monuments. One village stands on the banks of a large river, and another is located in the remote taiga, the third is located in the steppe or on the seashore. Each locality has its own artists, athletes, painters, poets, advanced workers. Preschoolers should have an idea of the heroes of the Civil and Great Patriotic Wars who defended their native land .
In the older age group, it is already possible to organize work in such a way that each student is imbued with the glory of their native land and feels involved in local social events.
However, it would be wrong to introduce children to their native land to limit themselves to showing only its features. In this case, preschoolers may not have a correct idea of their native land as part of the large country in which they live - Russia. It must be emphasized that no matter how special the native land , it certainly reflects what is typical and characteristic of the entire country:
— here, as elsewhere in the country, people work. They work for the good and happiness of everyone, are always ready to help each other; their work, like the work of all people, is honorable;
- in the hometown , district, village, as in other places, folk and military traditions : honoring the memory of fallen heroes, seeing off recruits to serve in the Army, traditionally honoring labor veterans, celebrating harvest day, etc.;
-here, as throughout the country, they take care of children;
- people of different nationalities can live in their native land , their joint work, friendship, mutual assistance becomes an illustration of the fact that in our country, as in a single family, people of different nationalities live;
-here, as throughout the country, people must take care and protect nature.
So that children, having learned some specific facts, observing the life around them, can, through simple analysis and generalization of impressions, better imagine that their hometown or village is part of the country, one of many similar to it, it is necessary to give them some initial information from the history of the country, republics - talk about what they cannot see in their immediate environment. In this case, you should focus on the education program in kindergarten .
In accordance with the program of education and training in kindergarten, taking into account local conditions, age and individual characteristics of children, the teacher plans all educational material evenly over time, so that children acquire knowledge gradually over the course of the year, in a certain system.
It is most advisable to plan material by topic. Broad, voluminous topics correspond to the content of the program: “My Bashkortostan”
,
“Nature
of the native land ” ,
“In a united family”
,
“About the work of people”
, etc. Work on each topic includes activities, games, work, free activity of children, and on some topics - holidays.
Studying the native land makes a certain contribution to the development of independent thinking, memory, and imagination of the child. The beauty of the native land , national life, and art are a powerful source of a child’s mental development, a means of humane, moral and aesthetic education .
The task of every teacher is to awaken the child’s soul and develop the abilities inherent in him by nature.
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 . The position of the parents is the basis for the family education of the child .
Everyone knows that the Motherland begins with one’s home , street, city, village. Studying with your children the places where you live, you like to walk along familiar streets, and knowing what they are famous for is a task that is quite within the capabilities of any family. Parents can also be advised such forms of involving children in public life as walks and excursions to get acquainted with historical places, monuments to fallen soldiers, visiting a local history museum, etc.
The family is the child’s first collective and in it he should feel like an equal member. Gradually, the child understands that he is a part of a large team - a kindergarten, a school, and then our Republic, our country. The social orientation of actions gradually becomes the basis for the education of civic feelings , the ability to love one’s native land , country, the ability to protect nature, and become familiar with the culture of one’s native land .
Literature:
1. How to teach children to love their homeland: A guide for educators . Comp. Yu. E. Antonov. M.: ARKTI, 2003.
2. Aleshina N.V. Patriotic education of preschool children . M.: TsGL, 2005.
3. Aleshina N.V. Introducing preschoolers to their hometown and country (patriotic education )
.- M.: UC
“Perspective”
, 2011.
Goals of patriotic education of preschool children
- the formation of a system of children’s knowledge about their homeland, which can be presented as follows: Natural geographic information (geographical features of the Motherland, climate, nature of the country), information about people’s lives (features of life, work, culture, traditions), social information (knowledge of attractions hometown, capital, country, knowledge of the name of the country, its capital, other cities, state symbols), some historical information (about the lives of people in different historical periods, about the exploits of people during the Great Patriotic War, knowledge about the historical monuments of the city, streets) .
- nurturing preschoolers’ interest in the world around them and emotional reactions to events in public life.
It involves the activation of the emotional sphere of the individual, the formation of such feelings as love for native and close people, hometown, respect for the history of the people, admiration for works of folk art, love for nature, hatred of enemies.
Involving children in practical activities to apply acquired knowledge. This requires the development of certain abilities and skills in children: the ability to reflect accumulated knowledge in play, art and work activities, the ability to participate in socially oriented work, the ability to take care of nature and the results of the work of others, the ability to reflect knowledge in language, communication with adults and peers .
When solving the problems of patriotic education, each teacher must build his work taking into account local conditions and the characteristics of children, taking into account the following principles:
- “Positive centrism” (choice of knowledge that is most relevant for a child at a certain age);
- continuity of the pedagogical process and subsequent activities
- differentiated approach to each child with maximum consideration of his psychological characteristics, abilities and interests
- a meaningful combination of different types of activities and an age-appropriate balance of intellectual, emotional and motor activity;
- Activist approach;
- the nature of education based on children's activity.
Formation of a sense of citizenship and patriotism in older preschoolers through nurturing love for their native land
Preschool childhood is an important stage in the development of a person’s moral character. During these years, children lay the foundations of morality and patriotism, form initial aesthetic ideas, and begin to develop an interest in the phenomena of social life.
Modern pedagogy considers it possible and necessary to begin acquaintance with the traditions of one’s people from early childhood.
The main task in this direction is to arouse the child’s interest in folk art, art, and some historical events related to his native land, and it is very important that this interest is maintained from early childhood until school years.
The basic stage in the formation of patriotic feelings in children should be considered their accumulation of social experience of active interaction with the outside world in an emotional and practical way, i.e. through play, objective activity, communication, work, learning, various types of activities characteristic of preschool age.
For many years, we have been working purposefully and in depth on the civic and patriotic education of children. Our activities include various forms of work with children, teachers and parents.
The main direction of our work can be formulated as follows: nurturing patriotism in preschoolers as the most important spiritual, moral and social value through nurturing love for their native land.
Patriotic education from preschool age is the only true path to successful early socialization of the individual, the formation of a stable connection between generations and ensuring a person’s connection with his native roots, his love for the Fatherland, which begins with a conscious and responsible attitude towards his small Motherland. In the process of working on the topic “Formation of a sense of citizenship and patriotism in older preschoolers through nurturing love for their native land,” we became acquainted with the work experience of many teachers and analyzed various programs for civic-patriotic education. This helped determine the main objectives of our activities.
Work on this topic is especially difficult because it requires a lot of work and patience, since in young families the issues of instilling patriotism and citizenship are not considered important, and often only cause bewilderment.
A survey of kindergarten parents shows that 50% of respondents, whose average age is 25-27 years, are not able to answer the question: “What is patriotic education?” Involving families in the moral and patriotic education of children requires special tact, attention and sensitivity from teachers to each child.
In addition, when we started working on this topic, we were faced with the fact that children have a small amount of knowledge: about the culture, about customs, about the peculiarities of life of the Kuban Cossacks.
When planning work with preschoolers on the topic “Formation of a sense of citizenship and patriotism in older preschoolers through nurturing love for their native land,” we set certain tasks:
- Increase children's interest in the history of their people.
- To develop children's ideas about the history of the development of the region and the Cossacks.
- Enrich children's knowledge about the way of life of people in Kuban in the old days, their work activities.
- To introduce the history of the home of the Kuban Cossacks, their household utensils.
- To introduce the symbols of the Krasnodar Territory, the Kalininsky district, and the village of Starovelichkovskaya in modern and ancient times.
- Develop knowledge about Kuban clothing, its purpose, name, decoration.
- To form ideas about various types of labor in folk crafts.
- Introduce children to the origins of folk culture: folklore, songs, dances.
- Introduce children to folk art and handicrafts.
- Promote the development of cognitive abilities and curiosity in children.
- To cultivate a sense of pride for one’s people, respect for traditions, patriotism and love for one’s native land.
To implement these tasks, we made great efforts to organize the subject-spatial environment.
The central link in the macroenvironment of a preschool educational institution is the regional cultural center.
When creating it, the priority of the regional cultural heritage of Kuban was taken into account: information was systematized both about the historical past and about the modern cultural appearance of the village of Starovelichkovskaya. The content is reflected in photographs, layouts, albums and special literature (art and reference information). All this material enriches children’s ideas about their small Motherland. There are maps, booklets, diagrams, models, symbols of Russia, the region, the region.
In older preschool age, children enjoy listening to stories about the history of the Kuban Cossacks, about the first settlers, playing Cossack games, and singing Cossack songs. During the classes, they get acquainted with visual material about the life of the Cossacks, the history of their homes, everyday life, and folk crafts.
The museum of Kuban life has a certain significance for the perception of the historical past
. The “Cossack Hut” presents Cossack household items and elements of interior decoration.
The regional cultural center has an ecological and recreational area,
including an information department (library with a selection of works by Kuban poets and writers, collections of grain crops and minerals), an educational department with a selection of didactic games, and a nature corner. The presence of this zone allows children to develop cognitive interest and a caring attitude towards those objects of the natural world that are located next to the child.
Availability of the artistic and creative zone “Folk Craftsmen”
allows you to introduce preschoolers to national and regional art, cultural traditions of the people: embroidery, wickerwork, straw products, etc. Children are given the opportunity to demonstrate their talents in musical, literary, and artistic activities.
Also, for the pupils of the group, authentic Cossack costumes are sewn, which the children happily wear for holidays and special events of various levels held in kindergarten, village, or district.
Special design is being carried out for the corridors, the museum, and the territory of the preschool institution.
The group has created conditions for the manifestation of children's imagination and initiative. Children can reflect their impressions of their native land in drawings, crafts and present them at creative exhibitions. The subject-development environment creates optimal conditions for the formation of a holistic picture of the world in children, cultivating a sense of patriotism, the foundations of citizenship, as well as cognitive interest in their native places.
We developed a long-term work plan, which included conversations, excursions, a series of educational activities, as well as productive activities (drawing, appliqué, manual labor) and entertainment.
All work was planned in sections.
Section 1: Me and my family. The house I live in. The concept of “me” and my family. Awareness of one’s belonging to a family: family relationships, common surname, one place of residence, joint leisure and work. Family history and traditions. Family heirlooms.
Section 2: History and traditions of my people. The history of the formation of Kuban, the emergence of Cossack villages and the Velichkovsky kuren (now Starovelichkovskaya). Life and traditions of the Cossacks. The history of the defense of the small Motherland.
Section 3: My small Motherland. Children's idea of their small homeland: Krasnodar - the capital of Kuban, Kalininsky district, Starovelichkovskaya village. Sights of the village. Famous people who glorified the Krasnodar region, Kalininsky district, and the village of Starovelichkoskaya.
Section 4: Nature of the native land. Climatic features of the native land. Flora and fauna, water space. Attitude of village residents to nature
Section 5: Labor activity of residents of the region, district. Socio-economic features of the small Motherland. Kuban is the breadbasket of Russia. The work of plant and livestock breeders. Familiarity with the work activities of parents. Acquaintance with musical, literary and artistic works of local poets, writers, composers and artists.
When organizing joint activities with preschoolers, we use a variety of forms of work, as well as modern educational technologies: design, research, museum-pedagogical, visual, pedagogical technology for mass holidays, health-saving technology, ICT.
The entire educational process is built around one central theme. This provides great opportunities for children's development. When conducting ECD, the emphasis is on the development of cognitive and speech activity, on the formation of moral feelings, consolidation of ideas, skills and abilities on the planned topic of this period.
The study of each topic is completed by evenings of entertainment, folk festivals, holidays, meetings with interesting people, and performances by creative groups. Holidays give positive results and sum up all previous work only when children themselves prepare a holiday together with adults in different types of activities.
When organizing and conducting work, we try to pay special attention to the interaction of the educational institution with the family.
It is necessary to help parents realize that, first of all, the moral and spiritual customs of the people must be preserved and passed on in the family.
When organizing interaction with the family, the following forms of work were used:
- parent meetings on patriotic, spiritual and moral topics;
- lecture hall for parents;
- open demonstrations of the educational process;
- question and answer evenings;
- conducting joint educational events (exhibitions, competitions, parent seminars and interviews on a dialogue basis);
- extracurricular activities together with parents;
- surveying and testing parents in order to identify errors and correct the process of civic, patriotic, spiritual and moral education in the family;
- individual consultations with specialists;
- visual types of work: information stands for parents, moving folders, exhibitions of children's works, educational games, literature;
- excursions;
- joint holidays with parents, performances, children’s name days;
- parental assistance to the kindergarten (improving the territory, participating in the preparation of holidays, minor repairs, chores).
Through these forms, we wanted to convey to parents that both children and parents are carriers of folk culture.
In our preschool institution, great attention is paid to civic and patriotic education. The educational process is organized in the “kindergarten – family – society” system. In the process of education, we try not only to trace the connection between generations in the family, but also involve social partners in cooperation. We work closely with the local Cossack society, the village children's library, the cultural center, the children's sports school, and the local local history museum.
I would also like to note the active search and cognitive activity of all teachers; we discussed this problem at pedagogical councils and seminars. Teachers have acquired new experience in conducting joint activities with preschoolers based on local history material.
The results of the work carried out on “Formation of a sense of citizenship and patriotism in older preschoolers through the cultivation of love for their native land” can be considered an expansion of the pupils’ range of cognitive interests, an increase in the level of general and artistic culture is noted, interest in the historical past is growing, and children are becoming more active.
The main result of the work done is to increase children’s cognitive interest in the history of their ancestors, their traditions, way of life, and customs. At first, the children were only passive listeners, but after a short time they began to strive on their own to find answers to emerging questions, and they themselves actively asked questions about what interested them. In addition, the topic of the work made it possible to develop the cognitive and creative abilities of children.
To identify the level of knowledge of children in civic-patriotic education, diagnostics were carried out in the preparatory group (September, May). Monitoring showed that at the beginning of the year, the level of children’s knowledge of patriotic education was not deep enough, but at the end of the year it was high.
Thus, we have completed the assigned tasks, and children leave our kindergarten with a sufficiently developed level of knowledge on patriotic education.
Whether our children will be able to continue the traditions of their fathers, how close the historical roots of the people will be to them - all this depends on their upbringing in the family and on how we develop in them a thirst for knowledge of the history of their ancestors.
Contents of work on getting to know children’s hometown.
The work of nurturing love and affection for one’s own city requires enormous support for the child’s cognitive sphere, his imagination and memory.
In the basic program “Proleska. Education and training of preschool children" states that a four-year-old child should know the name of his street and the name of the street on which the kindergarten is located.
The attention of older children should be paid to objects located on the nearest streets: School, cinema, post office, pharmacy, etc. They talk about their purpose, emphasizing that all this was created for the convenience of people.
The range of objects with which older preschoolers are introduced. expanded - this is the area and the city as a whole, its attractions, historical places and monuments. This is explained by the children in whose honor they are erected.
An older preschooler should know the name of his city, his street, adjacent streets and in honor of whom they are named. They explain to him that every person has a hometown and the city in which he was born and lives. This requires travel to the city and the countryside.
Adults should talk about the city and show it. It is necessary to show the child that his hometown is famous for its history, traditions, sights, monuments, and best people. Children and adults travel around the city. Sometimes excursions are organized by the kindergarten. Adults tell children about their favorite places.
A kindergarten teacher can give lectures about monuments, theaters, etc. It is important that the educational material is understandable to children and arouses their interest. It is necessary that children take part in the celebration of the city day. Their impressions should be reflected in the drawings and designs. You can make gifts for the holiday.
The range of objects that older preschoolers become acquainted with is expanding - this is the region and the city as a whole, its attractions, historical places and monuments. The children are told in whose honor they were erected. An older preschooler should know the name of his city, the street and adjacent streets after which they are named. He is taught that everyone has a hometown and a city in which he was born and lives. To do this, they need to travel to the city, visit nature, watch adults at work and learn that work unites people, requires them to be united, mutually assisted, and knowledgeable about their activities. And here it is of great importance to familiarize children with the folk crafts of the region, with folk craftsmen.
To instill in children a love for their city, it is necessary to let them understand that their city is part of the Motherland, because all places, large and small, have much in common.
-Wherever people work for everyone (teachers teach children; doctors treat the sick; workers make cars, etc.);
-Wherever traditions are respected: The Motherland remembers the heroes who defended it from enemies;
-People of different nationalities live everywhere, work together and help each other;
-People protect and preserve nature;
-Regular professional and holidays, etc.
MAGAZINE Preschooler.RF
Raising love for the native land in preschoolers as a pedagogical problem- Vorozheikina Anastasia Aleksandrovna Teacher, MBDOU No. 12 “Baby”
- Maltseva Anna Olegovna Musical director of MBDOU No. 12 “Baby”
“... They love their homeland not because it is great, but because it is their own”
Seneca Lucius Annaeus
The ability to see nature is the first condition for cultivating a worldview of unity with it, the first condition for cultivating love for one’s native land through nature. It is achieved only through constant communication with the surrounding nature. In order to feel part of the whole, a person must not occasionally, but constantly be in a relationship with this whole. That is why the harmony of pedagogical influences requires constant communication with nature.
If a family lives in a village or small town, then communication with nature seems to present no difficulty. Well, what if the child lives in a large industrial city, on some 12th floor? Well, here too there is the sky and the sun and the stars. We need to teach the child to see them. After all, looking does not mean seeing. Not everything that is imprinted on the retina of the eyes is perceived, but only what attention is focused on. We see only when we are aware. Children need to be taught to see. This means not only to show, but also to describe verbally. Describe the colors and shades of the sunset sky and dawn, describe the shape of the clouds and their color, describe the starry sky or the moon, showing it all. If residents of high floors can see the sky from a window or balcony, then others will see it when they go out into the courtyard. The sky is extremely varied and always beautiful. You cannot get tired of contemplating it every day, throughout your entire life, just as you cannot get tired of breathing.
It is impossible to imagine a cultured and comprehensively educated person who would not know the history, traditions and rituals, and language of his people. “Interest in the history of the native land,” writes R.M. Pontelei, love and respect for one’s language must be cultivated from childhood. This means cultivating a caring attitude towards one’s past, an interest in acquiring historical, ethnographic, and speech knowledge. This is especially true for children aged 5-7 years. At this age, it is possible to evoke a certain emotional mood in children when becoming acquainted with individual phenomena and actions of the past. This will be the basis that will allow us to acquire more and more meaningful knowledge in the future .
By introducing a child to the shrines of our people - the native language, national clothing, folk art - we contribute to the development of cognitive and intellectual capabilities, knowledge of Russian culture. Since the most precious thing in life is what is laid in the heart from an early age. The culture of the Russian people is most clearly manifested in traditional types of folk art: games, rituals, fairy tales, songs, dances, music, clothing, works of art and decorative arts.
One of the principles of educational work is the principle of a close relationship between national and universal education. It consists of a broad appeal to folk pedagogy, national traditions, folklore, and familiarization with national and universal culture. Among the many tasks is the formation, in the process of familiarization with culture (national and world), a value-based attitude towards it, respect and gratitude for its creators, the desire to creatively assimilate it, preserve it, create it ourselves, and increase it.
Today, many scientists express the idea that it is necessary to return to their sources. The main direction of work is introducing preschoolers to Russian national culture, in-depth acquaintance with their native land, Russian traditions, folklore, and instilling love for the Motherland.
Analyzing folk art, A.P. Usova convincingly and specifically shows that native speech, heard in fairy tales, expressive intonations of Russian songs, bright folk toys are an indispensable means of nurturing love for the Motherland, for the surrounding nature, which a child encounters from an early age. It is difficult to find more valuable material for the development of artistic perception than fascinating folk tales, expressive songs, and colorful objects of decorative and applied art.
When cultivating love for one’s native land, from an early age it is important to teach a child to balance his own desires with the interests of others. Anyone who, in the name of his desires, throws aside the laws of conscience and justice will never become a real person and citizen.
Patriotic feelings develop in children in the process of their relationships with adults and peers, i.e. Inextricably linked with developing a child’s self-confidence and the formation of social norms.
The feeling of the Motherland... Raising it in a child begins with the relationship in the family, with the closest people: mother, father, grandmother, grandfather. These are the roots that connect him with his home and immediate environment. The feeling of the Motherland is also connected with admiration for what the child sees in front of him, what he is amazed at and what evokes a response in his soul... This plays a huge role in the formation of the personality of a patriot.
From infancy, the child hears his native speech. Each nation has its own fairy tales, and they all pass on from generation to generation the basic patriotic values: kindness, friendship, mutual assistance, hard work. All of their immediate surroundings are of great importance for instilling in children interest and love for their native land. Gradually, we introduce the child to the kindergarten, his home street, city, and then to his country, its capital and symbols.
Getting to know the yard, the street on which the children live, the microdistrict begins the formation of children's ideas about their hometown, its structure, history, and attractions. A highlight will be trips together with parents, during which children not only have the opportunity to get acquainted with the area in which the microdistrict is located, but also, together with their parents, admire the most beautiful places of their small homeland. When selecting material, it is necessary to take into account what exactly makes a given region, region or even a small village unique. The selection of appropriate material will allow preschoolers to form an idea of what their native land is famous for: history, traditions, sights, monuments, best people.
The amount of information offered to children at each age is not the same. 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.
Thus, familiarizing preschoolers with the history of their native land is an important and pressing pedagogical problem. Through it comes the development of cognitive processes, imagination, and the formation of a sense of pride in one’s country. Education of a citizen also occurs when we introduce the child to the art of the country, folk art, when we talk about the people who glorified our Motherland. It is necessary for the preschooler to gradually form the idea that the main wealth and value is Man.
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