The general focus of this project is to organize an educational innovation space in preschool educational institutions, focused on the development, creation and implementation of educational renewal projects in pedagogical practice that develop educational technologies, quality improvement preschool education, his status in society.

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Municipal preschool educational institution"Kindergarten in the village of Gremyachka, Novoburassky district, Saratov region"

PROJECT OF INNOVATION ACTIVITIES IN THE PRECEPTION OU "MY SMALL HOMELAND"

2015

Introduction

The general focus of this project is to organize an educational innovative space in preschool educational institutions, focused on the development, creation and implementation of educational renewal projects, developing educational technologies, improving the quality of preschool education and its status in society into pedagogical practice.

Implementing innovative activities in kindergarten guarantees high results in working with children. The use of non-traditional methods and types of educational activities with children, new methods and forms of organizing the upbringing and education of children, modern educational technologies makes it possible to ensure the personal and professional self-realization of teachers, as well as the self-development of the personality of students.

The main direction of innovative activity of the preschool educational institution "Kindergarten in the village of Gremyachka" is the implementation of the regional component in its activities kindergarten. The project “My Small Motherland” is being implemented in the kindergarten - the project was compiled taking into account age characteristics young children and preschool age. Every psychological age includes qualitatively special, specific relationships between a child and an adult (social situation of development); The project involves working with children of primary, middle and senior preschool age (from 3 to 6 years old).

This project involves a combination of various methods and techniques: conversation, teacher's story, work with illustrative, audio and video material, with texts that evoke a strong emotional reaction, drawing, presentations, meetings, excursions, replenishment of a mini-museum, information and communication technologies (ICT).

1. Project topic: "My little homeland"

2 . Relevance of the project topic: We are burning with the desire to instill in a child a love for the Motherland, but we find ourselves unable to instill in him a love for what is closest to him - his home and kindergarten. But this is the basis of moral and patriotic education, its first and most important stage. A preschooler must first recognize himself as a member of the family, an integral part of his small homeland, then as a citizen of Russia, and only then as a resident of planet Earth. You need to go from near to far.
Based on a personality-oriented approach to training and education, we strive to develop cognitive interest in various areas of knowledge, to the phenomena of social life accessible to the child, to develop cooperation skills, to cultivate love, respect for the native land and a sense of pride in it.

Project problem:

Is it possible, through studying one’s NATIVE LAND, to instill a sense of citizenship and patriotism, to introduce innovative methods and techniques in educational educational process.

In their practice, educators often face the following problems:

• lack of accessible information on the history of their region;
• Children lack the skills to independently search for information on a topic of interest; poor ability to present the acquired knowledge to others.

3. Goals and objectives of the project.

3.1. Objective of the project: Creating a model of innovative educational space for preschool educational institutions as one of the conditions for improving the quality of education. Formation of a moral and patriotic attitude and a sense of belonging to the family, to the village, native land, to nature and culture through knowledge of the historical, national and natural features of the village and region. Raising a citizen of Russia, a patriot of his small homeland, who knows, loves his native land, village, honors its traditions, feels proud of the contribution of his small homeland to the life of a huge state.

3.2. Project objectives:

• To increase the level of professional skills of the head and teachers of preschool educational institutions.
• Stimulate and intensify experimental scientific research by teachers aimed at developing promising technologies for teaching and raising children.
• Create the necessary conditions for the creative activity of students.
• Promote innovations and experience of innovative activities in mass teaching practice.
• To carry out methodological design of innovations, making it possible to use them on a mass scale.
• To introduce children to a multinational culture, to form a personal culture in children, to introduce them to the rich cultural heritage.
• Introduce children to the historical past and modern life of their native village.

Project participants:teachers, pupils of preschool educational institutions, parents of children.

Leading activity: creative, search, research.

Information and technical equipment: rural library, Internet, mini-museum of folk life, school archival materials.

4. Expected results:

• Improving the quality of organization of educational work in preschool educational institutions (transition to an innovative work model).
• Forming a positive image of a preschool educational institution focused on sustainable development, increasing its competitiveness in relation to other preschool educational institutions, which will allow establishing and expanding partnerships.
• Improving the innovative model of the educational space in the context of the implementation of priority areas of work of preschool educational institutions.
• Active participation of teachers in the generalization and dissemination of innovative pedagogical experience at the district level.
• Positive change in the professional competence of preschool teachers and their attitude towards work.
• Increasing the level of teachers in mastering modern educational technologies.
• Prompt and positive response of teachers to the introduction of innovative activities in the educational activities of a preschool educational institution.
• Preserving heritage and using it in the education and formation of the personality of the younger generation will lead to an improvement in the quality of the social environment.

5. Project implementation principles:

• Humanism (creation in a preschool educational institution of an emotional field of relations that ensures respect for the personality of the teacher, searching for means of an individual approach with the aim of optimal inclusion of each student in the educational process).
• Democratization (intensifying the participation of all subjects of innovation activity in the process of selecting and planning the content of innovations).
• Scientific, analytical activities.
• Systematic approach (balanced planning of innovation activities in preschool educational institutions).
• Perspective (focus on the final result).
• Rhythm (even distribution of all actions during school year between members of the teaching staff participating in innovation).
• The reality of the goals set.
• Dynamism (changeability under the influence of external and internal factors).
• The mastermind principle (selection of main goals at certain time periods and stages of innovation)

Activities of project participants at various stages

6. PLAN – SCHEDULE FOR PREPARATION AND IMPLEMENTATION OF THE PROJECT.

Long-term work plan for the project “My Small Motherland” for September 2015-May 2016.

September:

Target:
Form an idea of ​​your native village; cultivate pride in being a resident of your village.

• A targeted walk along the nearby streets: there are several streets in the village, each street has its own name, there are many houses, the houses have their own numbers.
• Conversation about home addresses.
  Learning home addresses with individual children.
• Didactic games: “Where do I live?”, “Where do you live?”
• Conversations: “About street names”, selecting material for creating the album “Native Land Forever Beloved”.

October:

Target:
To form children’s ideas about the village in which they live, to clarify knowledge about their street, to cultivate love for their village.

A targeted walk along a nearby street. Remember the name of the street on which the kindergarten is located.
Give the task on the way home to note the names of the streets, what houses are located, what shops.
A conversation about what people have done that is useful. Remind that everything is made by human hands and everything must be taken care of.
Didactic games: “Who works where?”, “Where people live?»,
Conversations: “About home addresses”, about professions (where parents work and who they work for)
Continue collecting material to create the album. Quiz “Native land forever beloved.”

November:

Target:
To form an idea of ​​one’s native village, its attractions, its cozy corners, to consolidate skills of behavior on the streets of one’s native village, to cultivate love for one’s native land.

Lesson "City-village".
Excursion to the monument of our village.
Remember with the children their home address, remind that there are many streets in the village with different names. Replenishment of the album with material.
Didactic games: “Guess where and who I work for?”
Examination of illustrations, collection of photographs about the buildings of our village to create a model of “Gremyachka 20-21c.”
Conversation: design educational situation“Where cities, towns, villages are built” (in fertile areas, where there is a lot of water; at water sources; at the intersection of roads; next to the forest, since wood can be used to heat houses, cook food; on the hills, for protection from enemies; next to mines, ports - working cities and towns; where people prefer to relax, resort towns and villages; where the government of the country is located, the capital of our Motherland - Moscow).
December:

Target:
To form the idea that our village is a small part of our big Motherland, Russia, to introduce us to the historical past of our village.

Talk to the children about who was where in their native village, what they saw, what they liked, look at the photographs.
Problem situations on the topic of why you need to know your home address: street name, house number, last name.
Remember the name of the street on which the kindergarten is located and the names of the streets where the children live.
Invite parents to look at the exhibits in the mini-museum of the preschool educational institution with their children and help replenish our museum.
Didactic games: “Guess who I work?”, “What the subject will tell about itself.”
Conversation: “Who takes care of us in kindergarten”, “About helping adults.”
Creation of the model “Gremyachka in the 20-21st century.”
January:

Target:
To give an idea of ​​the Motherland-Russia, to develop the ability to navigate the map, to find one’s country, one’s village, to cultivate love for one’s Motherland and a sense of pride in one’s country.

Looking at illustrations, photographs, paintings about our nature in the corner.
Show beautiful buildings.
Conversation with children about the rules of traffic on the streets of the village.
Reading poems about our village will introduce you to the writers who wrote these poems.
Children's stories about the streets on which they live.
Didactic games: “Where is the monument?”, “Who should I be?”
Conversations: “Me and adults”, “Me and my family”, “Life and main activities of Russian people”. Educational message “Nature and cities of Russia.”
Working with the diagram “How to get to the kindergarten and along which streets.”
February:

Target:
To form an idea of ​​the Great Patriotic War, of military operations, to cultivate love, a sense of gratitude for war veterans, and love for one’s native village.

A targeted walk along the street on which the kindergarten is located, examining the building of the kindergarten, what material the kindergarten is made of.
Examination of the monument to the heroes who died defending the Motherland, photographs and illustrations.
Invite parents to visit with their children the monument to those who died defending their homeland.
Conversation with children who were with their parents at the monument to heroes who died defending their fatherland, invite them to tell what they saw.
Didactic game: “Where do I live”, “Find out by description.”
Conversation “Kindergarten is my second family,” Traditions of our village.”
Work with parents: tell children about their service in the army, in which units, in which city they served. Holiday "Day of Defenders of the Fatherland".

March:

Target:
To cultivate love for our native Fatherland, a sense of pride for our country Russia, continue to introduce symbols: the Russian coat of arms, flag, anthem, develop interest in the historical past of Russia, our village.

Conversation with children about their native village, what it is called, what the children like, where they have been.
A conversation about the work of those who build houses.
Conversation with children about what the inhabitants of their native village are called. What its residents do to make their native village more beautiful, what children can do.
Examination of illustrations about the city and the village. Consolidation of knowledge. Reading a chapter from L. Voronkova’s book “Sunny Day.”
Didactic games: “Who works where”, “What is made of what”.
Conversations: “Our first and last names”, “Me and my family”, “How many mothers are there in your family?”
Looking at photographs of modern buildings in our village.
Working with a map of the Saratov region.
April:

Target:
Continue to introduce children to our huge country, cultivate love for our small Motherland, where we were born and where we live.

Clarification of children's home addresses; remind you that there are many streets in the village, and each has its own name.
Didactic games: “Who should I be?” “Do you know your village?”
Conversations: “There is no happiness without a family”, “About helping elders”, “A man without a homeland is like a nightingale without a song.”

Photo competition “Nature and people are more visible in the village.”

May:

Target:
To consolidate children's knowledge about their small homeland. To instill in children a love for their Motherland, to arouse admiration for the beauty of Russian nature. To evoke in children a sense of admiration for the talent of the Russian people and pride in their people.

Lesson “Our small Motherland”
A conversation with children about how village residents try to make it beautiful in the spring.
Consolidating knowledge about our village, about our small Motherland, consider illustrations and photographs.
Summing up the work on the project “My Small Motherland”
Didactic games: “Where do I live”, “Who needs what for work”, “Give me your address”
Conversations: “My home is my fortress”
Looking at an album about my native village.
Exhibition of children's works

SUMMARY OF NODE ON COGNITIVE AND RESEARCH ACTIVITIES AND APPLICATIONS

TOPIC: “MY SMALL HOMELAND IS THE VILLAGE OF KRASNOARMEYSKOYE.”

Target:
Shape elementary representations pupils about their small homeland - the village of Krasnoarmeyskoye.

Tasks:
1.Formation of patriotic feelings.
2.Acquaintance with the sights of the village. Krasnoarmeyskoe
3. Updating the dictionary on the topic.
4. Improvement grammatical structure speeches:
a) formation of relative adjectives;
b) formation of adjectives from nouns;
c) agreement of adjectives with nouns.
5. Improving the syntactic side of speech.
6. Development visual perception, attention, memory, thinking.
7. Development of verbal communication skills, ability to perceive
audibly readable text.
8.Development creativity, imagination.
9. Enrichment of the dictionary with formulas of verbal politeness.
10.Improving phonemic hearing.
11.Improving the ability to create a collective composition through appliqué
12. Education of patriotism, love for the Motherland.

Materials and equipment:
Multimedia equipment, slides with a view of his native village, a ball, a phonogram of the song “Where the Motherland Begins,” a phonogram of “Waltz of the Rain” by F. Schubert, a phonogram of a Russian folk melody of a calm tempo, a “Dunno” doll, whatman paper, glue, photographs with views of Krasnormeisky, brushes, napkins for each child.

The teacher enters the hall. Draws children's attention to the “magic ball” lying on the floor.
V. - Look, what an unusual guest. Let's use it to remember our first and last names. How can you do this? (Children's hypothetical answers)
V. - Come on, we will pass the ball to each other and say our first and last name. But first, let's remember what words we can greet each other with? (hello, good afternoon).

Game "Let's get to know each other."

IN. - Guys, each of you said your first and last name.
-Who gave you your first and last name? (parents, mom, dad)
-When did your parents give them to you? (when were born)
IN.- Right. Every person has a birthday, and what else can have a birthday? (near books, cars, cities, towns)
IN. - Right. A book, a toy, a house, a village, even an entire city has its own birthday. They, like people, are given “names”.
IN.- Guys, every person has a Motherland - the country where he lives. What is the name of our country? (Russia)
-What are the people of our country called? (Russians)
IN.– Guys, our country is the largest in the world (show map on slide). There are many cities, rivers, lakes, seas, mountains and plains in it. But for every person, the place where he was born, goes to kindergarten, school, works and lives is closer and dearer. This is his small homeland. Guys, do you know poems about your homeland? (Yes)

Reading a poem by Tatyana Bokova. Motherland

V. - Wonderful. Guys, what is the name of the village in which we live? (Krasnoarmeyskoe)
V.- Our village is our small homeland. But a long time ago, our village had a completely different name, and it was called Koldyban, and now I’ll tell you why. (teacher's story)

Over the long history of our village, people of different nationalities came here to live. Russians, Tatars, Chuvashs, Mordovians, Ukrainians and many other nationalities live together in our village. Each nation has its own traditions, culture and, of course, its own language. I am Russian and speak Russian, but do you know what languages ​​other peoples speak?

Game "Name the national language."

IN.– Every nation has its own national games, and I suggest you now play the Russian folk game “Zarya”.

(The game is played to a Russian folk melody. Children recite the poetic text and perform the action.)

IN.- Well played, well done. Now I invite you to forest clearing near our village. (Slide show)
IN.- Let's close our eyes and imagine that we are not in a kindergarten, but in this clearing. (A moment of relaxation to the sounds of nature)
Dunno appears.
N. - Hello! Guys, where did I come? (Children's answers)
- What is the name of your village? (Children's answers)
N.- I live in the Flower City, we have a lot of flowers. You know how beautiful it is there! We have many different buildings in our city, but I forgot what they are called. Can you help me remember their names? (Yes)
N. - Then listen to my riddles.
There are doctors in this house
They are waiting for people to treat them.
They are ready to help everyone -
Only healthy people are released.
(hospital)
There is a cheerful, bright house.
There are a lot of agile guys there.
They write and count there,
Draw and read.
(school)
What kind of wonderful house is this?
A hundred children in that house
The kids are very happy at home.
What is this?…
(kindergarten)

You can buy an envelope here.
Send the parcel urgently.
Say hello to everyone.
After all, this building is...
(mail)
If someone gets sick.
Everyone goes to get treatment
To city, regional,
Children's...
(hospital)
If the refrigerator is empty,
We've run out of food.
Come here quickly.
And take the basket
Buy what tastes better.
In our…
(store)
N. - Well done. All my riddles were solved. Oh! What miracles! (Draws attention to the screen)
Are these buildings in your village? (Children's answers)
N.- Come on, guys, now let’s warm up a little and do some physical exercise:
Physical exercise “We are walking through the streets.”
N.- Do you know the names of the streets in your village? (Children's answers)
N.- Do you know your home address? (Children's answers)

Game "Name your home address."

N. – What great fellows you are, you know so much about your village. But I always forget everything. Znayka says that the wind is blowing in my head. I really want to tell my friends about your village. Help me please. Make me a newspaper. You have pictures here, paper, and glue. Do you agree? (Yes)
N.- Then let’s get to work.

Collective work “MY NATIVE VILLAGE”.
N. - Thanks guys. It turned out great. Just remind me, please, what interesting things there are in your village.
(Children comment on the image on the newspaper.)
N. - I will return to my Flower City and tell my friends about your village of Krasnoarmeyskoye, Krasnoarmeysky district, Samara region. And you, Yulia Viktorovna, please guide me so that I don’t get lost again.
V. - Guys, say goodbye to Dunno. (Goodbye!)

APPLICATION:

It fits exactly half the world:
Mom and dad, neighbors, friends.
Dear city, dear apartment,
Grandma, school, kitten... and me.

Sunny bunny in the palm of your hand
Lilac bush outside the window
And on the cheek there is a mole -
This is also the Motherland.

Russian folk game"Zarya":
Everyone stands in a circle, holds their hands behind their backs, and one of the players - Zarya - walks behind with a ribbon and says:
Zarya-lightning, sister of the sun
Walked across the sky, dropped rays,
Golden rays, blue ribbons,
One, two is not a crow
Run like fire!
With the last words, the driver carefully places the ribbon on the shoulder of one of the players, who, noticing this, quickly takes the ribbon, and they both run in different directions in a circle, their task is to be the first to take the vacant place in the circle. The one who is left without a place becomes the dawn. The game repeats itself.

Physical education lesson “We are walking through the streets.”
Children stand in a circle. They pronounce the words in chorus, accompanying them with movements:
We are walking around the city (marching)
We sing a song loudly (clap our hands)
We are walking down the street (marching)
We raise our legs straight (marching, stretching out the toes)
Take a step - one, two (marching)
Wave your arms - three, four
Turned the head (turn the head right - left)
Arms up and legs wider
Let's jump high together (they jump)
And let's run easily (running in place)

Item: The world, speech development.

Type of lesson: combined, a lesson in consolidating previously acquired knowledge (about the “Small Motherland”; about the native village of Okhotsk) with a lesson in the creative use of skills (drawing using stamps).

Topic: “My small Motherland”

Age: 6 years

The lesson “My Small Motherland” was developed in the direction of “Education of moral and patriotic feelings” with the integration of educational areas:

– socialization;

– cognition;

– communication;

- artistic creativity.

I conducted the lesson in the music room in a group of 6-year-old children. open lesson on moral patriotic education of children, for parents ( legal representatives) students and colleagues. The group consists of 10 people. The children of the group have a fairly even psycho- emotional development; according to ongoing diagnostic examinations They are distinguished by a good level of development of cognitive, mental, and intellectual abilities.

Target: Fostering moral and patriotic feelings for the native land and small Motherland.

Main objectives of the lesson:

1. Activate:

− nominative vocabulary in children’s speech on the topics: “The Small Motherland is...”; "Our Okhotsk"; "Call me kindly"

Knowledge about the world around us

1. Teach children:

– distinguish between coats of arms and flags;

– have an idea of ​​the importance of the right to a name;

- instill love and kindness towards others.

1. Shape:

Ability to draw conclusions independently;

Civil-patriotic feelings.

1. Develop:

– emotional-volitional sphere of pupils

- need for knowledge.

1. Train memory, attention, logical thinking.
2. Foster independence, self-discipline, and concentration.
3. Help relieve psychomotor stress in preschool children.
4. Stimulate children's creative activity.

Materials for the lesson:

1.Handouts:

– Russian flag;

Ball, colorful flower;

Paper for each child;

– stamps for each child;

1. Demo material:

- map of Russia;

– image of the flag and coat of arms of the village of Okhotsk;

Equipment:(laptop, projector, pull-out screen, stereo system)

Progress of direct educational activities:

Educator: Guys, look how many guests we have today. Let's welcome them:

Hello, golden sun.

Hello, the sky is blue.

Hello, free breeze.

Hello, little oak tree.

We live in our native land, I greet you all!

Educator: Guys, today we will talk about our small Motherland and family.

Now listen to this wonderful poem:

In the wide open space before dawn

Scarlet dawns have risen over our native country,

Every year the dear lands become more and more beautiful,

There is no better Motherland in the world, friends!

Educator: What about, guys? Did I read you a poem? Every person on earth has a small homeland.

Exercise“Small Motherland” (children pass the flag to each other and say...)

– the small Motherland is the place where we were born and live;

Small Motherland is the land on which our grandfathers and grandmothers lived and worked;

Malaya Rodina is our village of Okhotsk;

– the small Motherland is a place. Where do people close and dear to us live: dad, mom, brother, sister;

Small Motherland is the place where our kindergarten is located;

Small Motherland is a place that people miss when they are in a distant land, on a foreign side.

Educator: Now look at the map, how huge our country is, how vast its borders are! All this is our big Motherland, but there is a place in our country where we were born and grow. This is our native village in which you and I live. Okhotsk (show on map)

Each city has its own flag and coat of arms, let's remember and find the coat of arms of Okhotsk.

A game“Be careful” (choose from the proposed flags and coats of arms, the flag and coat of arms of our village of Okhotsk, children tell what is depicted on the coat of arms and flag.)

Educator: Guys, I know that you love to travel and I suggest you take a walk around our village of Okhotsk. You are ready? Yes!

Diana: My Okhotsk! I'm happy that I was born here, you might find me useful

My grandfather and father were proud of you, and now I’m proud of you too!

The clouds are jumping like white valanches dissolving in this blue

I sit and look at the dandelions, it’s so easy and joyful for me here!

I haven’t fully grown up yet, I’m still going to kindergarten,

But this village is wonderful, anyway, guys, I love it!

Educator: Guys, what city did Diana read us a poem about? (about Okhotsk), where is our village located, what is the name of our region?

– (Khabarovsk)

A game: “What is our Okhotsk” (the teacher throws the ball, the children catch it and answer the question “what is our Okhotsk”

(big, beautiful, magnificent, green, best, clean, with wide streets, low houses....) Well done!

Educator: Well, let's go for a walk further. (come to the screen) presentation “My dear Okhotsk” is shown

Ball game"Give me your home address!" (children say their home address and pass the flag to each other)

Educator: Okay, guys, you see how different the streets and houses are in our village, but together they make up our little Motherland, our native village of Okhotsk. What are the main streets in our village? (Lenin St., Lunacharskogo St., Gagarin St., Partizanskaya St.)

Educator: And what administrative buildings are located on these streets (Sberbank, post office, creative arts center, shops, kindergarten, cultural center, administration building, pharmacy, Atlant...)

Masha Pushkarskaya: We live, we grow, in our native city,

For some it is big, but for us it is huge,

Let it live, let it grow, our modest town!

1. House-house 5. Town-town
2. Street-street 6. Road-path
3. Street-street 7. Lawn-lawn
4. Square 8. Garden
5. Bridge-bridge 9. Village-village

Educator: And now I, guys, suggest we go back to kindergarten (they sit down at the table, the teacher lights a candle)

Forests grow like families in the mountains, seagulls fly in flocks,

Fishes in schools in the seas, clouds in a flock in the skies...

Egor: It is very difficult to live alone, everyone needs a family,

I feel bad without mom and dad, mom and dad without me!

Educator: My dear guys, right now I want to talk to you about family, about respect and love for loved ones. Remember, some of you said that the small Motherland is where people dear to you live, mom, dad, all your relatives. Guys, tell me how you understand the expression -

Educator: “Loving your family - what does it mean”? (respect everyone, help mom, dad, put away your toys, respect elders, don’t be rude, don’t quarrel...)

Educator: Well done, guys! You correctly understand respect and love for your family.

Slide number 1 SUN, MONTH, STARS

- Yes, all the heavenly bodies are one big family. The sun shines during the day, like a mother who never knows rest. Always in care.

A month on guard at night. He can be compared to the man of the family, the father, because he is not afraid of the dark. The stars are their children who burn

Sometimes they are bright, sometimes they fade, like children whose behavior either upsets or pleases their parents. Old people say that every person has his own star.

Educator: Guys, put your hand to your heart, can you hear how it beats? What a blessing to live and enjoy life.

Educator: I have cards in my hands - this is the number 7 and the letter “I”, I will add “I” to the number seven, what will happen? Children: (FAMILY)

– Educator: A family where everyone loves me and caresses me, and there is nothing better than a family.

That's all. The ones I love so much have the right to a family!

Educator: In every family, everyone should love and respect each other, adults take care of the little ones. Now I invite you to feel how nice it is to take care of someone and what a responsibility it is.

Psycho-gymnastics: “Warm the kitten”

Educator: Imagine that you picked up a small kitten on the street. It's cold outside, snowing. Here

The kitten is frozen and shivering from the cold! Take him in your hands! To warm it up, breathe in your palms. (Pause).

Hold him to your chest... Now, look at your kitten, is he warm? Look at him with tenderness and love. Smile at him and he will smile back at you. Now, let go! Look, he ran home to his family.

Educator: So you and I gave our love, warmth and affection to the little kitten. He warmed up and ran to his mother.

– It’s so good when everyone has their own family, where they love, wait, take care and come to the rescue. I really want you guys to value your loved ones, never upset them, and take care of them the same way they take care of you.

(The Brownie comes in. He has a sad face and sits down on a chair)

Brownie: I am a brownie. They don’t call me anything, they just call me brownie! Nobody gave me a name. I heard you playing merrily here, so I wandered in to see you.

Educator: Children from birth receive the right to a name: imagine that all names disappear, only boys and girls, men and women, grandparents remain, but no one has a name. We won't even be able to communicate with each other. You see how a person needs a name. Your parents give you a name at birth.

Brownie: And I am a fairy-tale hero. That's why no one gave me a name.

Educator: Brownie, don’t be upset. The guys and I will come up with a name for you. Really, guys, let's figure out what to call our hero? (Kuzya)

Educator: Brownie, do you like the name Kuzya?

Brownie: I really like it. Thanks guys.

Educator: They know, everyone in the world knows, adults and children know -

Everyone is given a name, and everyone has one!

Vera Kim: Everyone has a different name: the cat Purr, the dog Barbos,

Even our goat’s beautiful name is Rose.

Nastya, Vika and Danila all have their own name!

Educator: Guys, who wants to tell you about their name?

Diana: I am Diana. My name means Divine

Diana is a kind soul, charming, open and pretty, maybe I’ll be famous!

Yura Rud: I am Yuri - my name means “sunny”

Look, Yurochka, in the radiant mirror,

I’ll definitely see a sunny face there!

Dima Nurzhanov: I am Dmitry, what does “great” mean?

This is my strength! Even to work for three, even to love for four -

There is enough strength for everyone, apparently the name helps!

Educator: You know, Kuzya, at birth all children in our country receive a document. It is called

"Birth certificate"

- Every little girl has this little book.

And at any time of the day, everything will tell about you!

(Shows “Birth Certificate”) This document secures the child’s right to a name. Kuzya, the guys and I want to give you a gift. Now the guys will draw beautiful certificates, and you will choose the one you like best. And I will write your name in it.

(Drawing)

Children use stamps to create a “Birth Certificate” frame. Brownie Kuzya chooses the certificate that he liked best.

Educator: Our beloved Kuzya, we give you this certificate. Now you have a fabulous testimony.

Kuzya: Thank you guys, I’m very glad. I'll go show this testimony to my friends. Guys, can I take all the evidence that you drew. I have many friends, but they also do not have a “Birth Certificate”. They will be delighted with the gift. (Picks it up and leaves)

Educator: It’s nice that our little brownie left happy. And we had an extraordinary lesson, where you talked a lot and know about your small homeland, and also know that you need to love and respect your family. And now I will give out “medals” for your knowledge and skills. Thanks guys. For an interesting activity.

G. Biysk

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Implementation deadlines: one year

Issues

The problem of patriotic education of the younger generation is one of the most pressing today. The country has adopted a state program “Patriotic education of citizens of the Russian Federation”, aimed at all social strata and age groups of Russian citizens. In this regard, the work of researchers and preschool educational institutions has noticeably intensified; scientific and practical conferences on the issues of patriotic education of children began to be held one after another.
Meanwhile, the debate continues in the media about whether it is necessary to cultivate love for the Motherland. And the voices of those who express a negative judgment on this matter are very loud. Patriotism supposedly must enter into a person naturally. The Motherland is obliged to take care of its children, shower them with benefits, and become an authoritative powerful power, such that each of us wants to love it. But the question arises: who will shower us with benefits, and is it possible to determine the amount of benefits sufficient for a person to begin to love his Motherland? If we don’t teach a child to love his country, who will need it? Who will rejoice at her achievements and be pained by her sorrows? The fate of the Motherland is in the hands of man, and waiting for the moment when it is worthy of his love is, at least, not reasonable. The homeland is what we make it ourselves. How to combine such global problems and patriotic education preschool children specific age group kindergarten?

Patriotism, in relation to a child of senior preschool age, is defined as the need to participate in all matters for the benefit of the family, kindergarten, hometown, Motherland, representatives of wildlife, presupposes that children have such qualities as compassion, empathy, self-esteem and awareness themselves as part of the world around them, which can be solved through the introduction of a regional component in work with older preschoolers. Then patriotic feelings will arise on the basis of knowledge that is more accessible and understandable to children.

Relevance
The essence of patriotic education is to sow and cultivate in a child’s soul the seeds of love for native nature, to one’s home and family, to the history and culture of the country, created by the labors of relatives and friends, those who are called compatriots. Inheriting the moral and aesthetic values ​​of one’s native culture at a very tender age is the most natural, and therefore the surest way of patriotic education, instilling a feeling of love for the Fatherland.

The cultural heritage of the people is a huge wealth that every child needs to learn how to properly manage, own it in such a way as not to squander it, not to crush it, not to exchange it for trifles, but to preserve and increase it, embodying it in the treasure of their inner world, their personality in further creative creation .

So, patriotic education in kindergarten is a process of mastering and inheriting traditional national culture.

Patriotic feelings are formed in the process of life and existence of a person located within a specific sociocultural environment. The basis for the formation of patriotism, especially in a preschooler, is the deep feelings of love and affection for one’s culture and one’s people, for one’s land.

A preschooler’s feeling of love for the Motherland begins with the relationship with those closest to him - father, mother, grandfather, grandmother, kindergarten, street, neighborhood, city.

Fostering love and respect for one’s hometown is the most important component of moral and patriotic education. To raise children who are patriots of their city, they need to have basic knowledge about it. Therefore, within the framework of this project, the goals and objectives of patriotic education of older preschoolers are highlighted, taking into account the regional component.

Target: Expanding older preschoolers’ ideas about hometown. Fostering a sense of pride and love for your small Motherland.

Project objectives:

1. To form in children knowledge about their hometown: the history of its origin, symbols, attractions, industry.

2. Introduce the names of those after whom the streets of the kindergarten microdistrict are named? Pay attention to the fact that the names of individual streets reflect the history of the city and the country.

3.Expand children’s knowledge about the natural attractions of the surroundings of the city of Biysk.

4.Introduce children to the map of Russia.

5.Expand children's understanding of various natural objects. Foster environmental thinking.

6.Create interest in various buildings and structures of the city. Learn to notice the architectural features of buildings for various purposes: residential building (hut, multi-storey building), school, cinema, drama theater, palace of culture, temple.

7. Cultivate love for one’s hometown, region, the ability to see beauty and be proud of it.

8. To form an environmental culture among children and their parents, a desire to take part in environmental protection activities for the benefit of their hometown.

The novelty lies in the fact that the work of introducing children to the history of the city of Biysk and its present involves the creativity of the teacher in the process of planning and carrying out project activities (in particular, the fairy tale “The Birth of the City of Biysk” and the poem “I am a Biysk resident” were composed by the author of the project). The project work plan may vary depending on conditions of the preschool educational institution and the group in which the project is being implemented. Class activities are included in a separate diagram, where sequence, goals and practical output are highlighted. Motivates children to study the material and participate in the project with their favorite characters from Prostokvashino. The combination of educational material with design, drawing, and appliqué ultimately presupposes the availability of products children's creativity, which can then be used in independent and joint activities of adults and children. All the work that is carried out during the implementation of the project can be aimed in the future at creating a new project, for example, “Russia is my Motherland.”

Ways and means of implementation:

o Conversations with children in joint activities.

o Looking at albums, illustrations, photographs

o Didactic games and exercises

o Excursions

Conditions for the implementation of the project.

To implement the project you need:

1. Availability of a sufficient amount of demonstration material.

2. The teacher’s desire to create conditions for children’s cognitive local history activities.

3.Knowledge by the teacher modern approaches in working with parents.

4. Availability of a comfortable environment for conducting classes and other activities.

Project implementation work plan

“What are you like, my little Motherland?”

GCD topics

Expected result

Children: elementary ideas about the hometown have been formed (the most significant historical events, the symbols of the city, its attractions, the natural environment, the activities of the townspeople).

The ability to experience love and affection on an emotional level for one’s home, family, mother, kindergarten; cherish your family, home; I'm happy to go to kindergarten. Children experience positive emotions from communicating with nature and treat it with care.

Parents: show interest in the activities of the kindergarten to instill in children a love for their hometown; take an active part in organizing excursions and preparing manuals; engage in pedagogical self-education.

Educators: enrichment of the development environment:

· Selection of local history material for working with children

Illustrations of the flora and fauna of Biysk and Altai - albums “Birds of our city, region”, “Animals of the Biysk region”, “Trees and shrubs”, “Mushrooms and berries”, etc.

· The “Red Book” was compiled;

· For the ecological corner of the collection:

Cutting trees and shrubs of local species,

Make a herbarium.

· Benefit “The Wealth of the Native Land”.

Monitoring

Results tracking:

Survey of children's knowledge on the topic;

Observing children in the process of productive activities;

Questioning parents

Application

GCD notes

1. Topic:"The Birth of the City of Biysk"

Target: To introduce the history of the birth of the native city, its location, its economic and social significance, to cultivate love for the homeland, and the ability to listen to the teacher’s story. Learn to create your own idea of ​​the image of the past, conveying this through visual creativity.

Enrichment and activation of vocabulary. Fortress, fort, khan.

Material. Map of Russia. Travel plan. Photo of a model of an ancient fortress. Pointer. Audio recording of the noise of an ancient city under construction. Landscape sheets, brushes, paints, sippy cups, napkins, colored pencils, wax crayons.

Preliminary work. Looking at postcards of the old city. Memorizing the poem “Small Motherland”

Postman Pechkin(knock on the door). Hello. Help me, help me! Look what letter I received. (Dear Postman Pechkin. Sharik and Matroskin went to the city of Biysk. And they got lost there. Find our friends. Thank you very much. Uncle Fedor). And here is this package, and some kind of travel plan, but I don’t understand anything, what is it and what is it for? (Map of Russia) And why do I need this travel plan and punishment for Russia?

Educator Children, let's help Pechkin? He suggests going on a trip, but first consider the route plan. The first stop on the plan is “Fortress”. Educator:(Draws the children’s attention to the map of Russia, which they looked at in previous lessons). Look carefully at the map. This is a map of our state. Who knows the name of the state in which we live? (Russia.) Who can show the borders of our state, our country Russia? (Those who wish can circle the borders of Russia with a pointer.)

A map can tell you a lot about a country. We see that Russia is a large state; our country has many cities, rivers, forests, and mineral resources. We are proud of our great Motherland. But each of us has a small Motherland - that corner of the earth where we were born, where our home is located.

Child.

Small Motherland - An Island of the Earth.

There are currants under the window,

The cherries have blossomed.

curly apple tree,

And under it is a bench.

Affectionate, small

My motherland!

Educator. Our small Motherland is the city in which we live. What is the name of our city? (Biysk)

Why do you like him? (It has many beautiful parks, squares, and a lot of greenery. The city stands on the banks of the Biya River.)

If you love your city and are proud of it, you need to know its history. Now we will travel back in time and find out how our city came into being.

An audio recording of the noise of an ancient city under construction is heard.

Fairy tale “The Birth of the City of Biysk”

Postman Pechkin: But I still don’t understand what this stop is called? (Birth of the city of Biysk). Can I give you a task: please draw illustrations for the fairy tale “The Birth of the City of Biysk”, how you see the Bikatun fortress, the soldiers guarding the fortress, merchants, peasants, children. And then in Prostokvashino I will tell this tale and show illustrations. Calm music sounds.

Result of the work: Illustrations for the fairy tale “The Birth of the City of Biysk”

2. Sightseeing tour of the city “Biysk is my hometown.”

Target: Introduce children to their small homeland. Give an idea about your city, its attractions, architectural monuments. Cultivate interest in the city and its history. Develop memory and attention.

Material: camera, travel plan.

Group conversation.

(Working with a travel plan). The children find out that the second stop on the travel plan is somehow connected to the bus. The teacher explains to the children that this is a city tour by bus. The teacher's phone rings. He talks to the postman Pechkin. After this, he informs the children that Pechkin is busy with business at the post office and asks the children to go on a trip without him, but only take a camera with them and take pictures of everything.

Excursion progress: (Paid services tour guide).

3. Topic: “Coat of arms of the city of Biysk.”

Program content: Introduce children to the city's coat of arms. Strengthen children's knowledge about their hometown. Cultivate interest in the past of your small homeland. Learn to use vocabulary related to symbolism when writing a story about your family’s coat of arms.

Preliminary work. Conversation about coats of arms. Joint production (drawing, appliqué) of family coats of arms by children and parents.

Material. Family coats of arms, coat of arms of the city of Biysk. Audio recording of the song “What is family?” (lyrics and music by E. Gomonova). fortresses, map of the city of Biysk, gouache, watercolor, sheets of paper. Large building material.

Enrichment and activation of the dictionary: symbolism, sign, coat of arms.

Quiet, calm music sounds

Educator: A long time ago, on the site of our city, on the banks of the Biya River, soldiers built a fortress; 3-meter walls reliably protected it from enemies. A drawing of the fortress and large building materials are offered: cubes, bricks, arches, cylinders, prisms, spheres, hemispheres.

Postman Pechkin: Let us build a fortress according to the drawing. Children make one big building. The coats of arms of families are laid out on the table, and under a napkin the coat of arms of the city of Biysk is played with an audio recording of the song “What is a family?” Children sit around the table and sing along if they wish.

Educator: Are you familiar with this song? What is it about? What is the name of? (Children's answers.) What do you think a family is? (Children’s reasoning. The teacher makes a generalization).

Municipal budgetary preschool educational institution kindergarten No. 1 from Sterlibashevo municipal district Sterlibashevsky district of the Republic of Bashkortostan

Project for the senior group “My small homeland”

prepared:

Gilmanova G. N.

2018

Project for the senior group “I love you, my Bashkortostan!”

Introduction.

Preschool age is a bright, unique page in the life of every person. It is during this period that the process of socialization begins, the child’s connection with the leading spheres of existence is established: the world of people, nature, objective world, the foundation of health is laid. Currently, it is necessary in preschool institutions to introduce children to the culture of their people as much as possible and to develop their national identity. A child must, first of all, take root in his own land and culture, get acquainted with his original, and then master someone else’s.

It is known that if a small child does not know his history, does not see the beauty of his native land, does not hear positive information about his country, he will not develop a value-based attitude towards his Motherland, he will not be able to fall in love, which means that in the future he will not be able to defend its interests, protect. A range of social, moral, and spiritual values ​​cannot be imposed on a child. Their meaning and significance is determined and developed through his own efforts, in the process of direct acquaintance and familiarization with the environment in which he lives.

Relevance of the project:

“You don’t remember the big country that you traveled and

found out.

Do you remember your Motherland as it was when you were a child?

saw"

K.M.Simonov.

I associate the relevance of the topic under consideration primarily with the fact that currently the social development of the country requires teachers of kindergartens and schools to educate socially active, independent, creative individuals adapted to the conditions modern life. In this project we will talk about the significance of the history of our native village and its influence on the patriotic education of preschool children. The successful development of preschool children when getting to know their native village is possible only under the condition of active interaction with the outside world in an emotionally practical way, i.e. through play, objective activity, communication, work, learning, different types activities typical of preschool age.Preschool childhood is an important stage in the development of a person’s appearance. During these years, the foundations of morality are laid, the initial understanding of the environment, ethical ideas are formed, and patriotic feelings are cultivated. It is in preschool age that children, according to scientists, have a high rate of mental development. Older preschoolers have a certain amount of knowledge, and their interests are connected not only with the present, but also with the past and future. They show a keen interest in problems that have happened and are happening in the big adult world. Older preschoolers have a desire to learn more about their native land and its historical past.

The process of introducing preschoolers to local history is quite complex; it requires a thoughtful selection of knowledge content, design of the pedagogical process based on student-oriented interaction, integration of means, methods and various types children's activities. The project method, as experience shows, is the most effective in developing a systematic approach to developing love for their native land in older preschool children.

Feeling of Motherland...

The Motherland is the place in which a person lives, and the street on which his house stands, and the tree under the window, and the singing of a bird: all this is the Motherland.

Problem:

Children's interest in their place of residence is quite understandable and natural, but the information children draw from the world around them is rather scarce and scattered. “A tree without roots dies,” says popular wisdom. Therefore, the process of getting to know your native village and region should be varied and regular, without long pauses between events and classes.

Hypothesis.

If we use the methods and forms of the project in our work, we interest children and their parents in further developing an interest in the history of their region, then we can assume that the goal of the project will be fulfilled.

Goals and objectives of the project.

Target: education of a humane, spiritual and moral personality, worthy future citizens of Russia, patriots of their Fatherland.

Tasks:

To form in a child feelings of love and affection for his native land, his small homeland on the basis of familiarization with his native nature, culture and traditions.

Form feelings of attachment to your home, kindergarten, and your loved ones.

Introduce children to the immediate surroundings and sights of the village of Sterlibashevo.

Develop curiosity and interest in learning about your native land.

Expanding ideas about Russia as a native country, getting acquainted with the symbols of the state (coat of arms, flag, anthem).

To instill in preschoolers patriotic feelings and pride in their “small Motherland.”

Attachment to family, love and caring attitude towards family members;

Humane, environmentally appropriate attitude towards nature;

Love for the native land, the desire to see it beautiful, environmentally friendly;

Respect for the traditions of your region.

Type project : cognitive – creative.Project type: group; long-term.

Implementation period project : September – May.Project participants: group teacher, children 5-6 years old, parents of pupils.

Expected results:

Awakening interest in the history and culture of your city, love fornative land. Formation of a sense of national dignity and responsibility. Expanding children's horizons through excursions to the Local History Museum, to monuments, visiting socially significant institutions in our area, communicating with interesting people.

Combining the efforts of teachers and parents in organizing work to familiarize themselves with the historical values ​​of our culture, traditions, sights, and monuments.

Stages project activities.

Stage 1 – preparatory.

Tasks.

1. Introduce parents to the importance of project activities in kindergarten.

2. Select methods for implementing project activities.

3.Create the material and technical resources necessary to complete the project.

4. Development of a long-term plan.Stage 2 – practical.

Contents of project activities

Forms of working with children

Forms of work with

parents

September

Conversations: “Who takes care of us in kindergarten”, “Sterlibashevo is my native village”, “Where do you live (address, street, what is nearby)?” D / game “Sights of the village of Sterlibashevo”.Reading lullabies.Modeling from salt dough “Baursak”.

Presentation "My little homeland."

Fix at home the sequence of growing grain crops, the names of the tools of labor of grain growers.

October

Conversation“The history of the emergence of the native village”, “On the way to kindergarten.”

Drawing “Streets of my native village”

GCD for FCCM topic: “Tatar national headdresses».

Didactic game “Clay toys of Bashkir craftsmen.” "Magic cube: sights of Sterlibashevo."

ReadingPoem by M. Karim “I am not Russian, but Russian.”

Making pancakes from waste material.

Plot-role-playing game Journey through the village”, “Cars on our street”.

Advice for parents “Tell us about your profession.”Invite parents to talk with children about their native village, looking at photographs and illustrations about their native land.Give the task on the way home to note the names of the streets, what businesses are located, what stores.

November

Conversations “Our kindergarten workers”, “My brothers and sisters”.

Looking at photos of Sterlibashevo

Drawing the flag of Sterlibashevo.

Didactic game"Secrets of Grandma's Chest."

Modeling from salt dough “Kystyby”.

Creation of a wall newspaper “My Small Motherland”.

The plot is a role-playing game “Yashelche Kibete”.

Tatar folk game "Knot".

Didactic game “Fold the Bashkir pattern.”

Bashkir outdoor game: “Aigul and chickens.”

Drawing up a family tree.

December

Conversations: “Tatar, Russian, Bashkir clothing”,"Flora and fauna of the native land".

A game“Come up with names for the future streets of the village.”

Situational conversation "Let's make our village cleaner."

Presentation “State symbols of the Republic of Bashkortostan”.

Review of albums: “Bashkir clothing”, “Tatar clothing”, “Russian clothing”.

Invite parents to participate in collecting information for the encyclopedia:

"Birds of our

the edges".

January

Conversations: "Sports facilities in our village .

Reading a Tatar folk tale

“Kom kochle?”

Examination of portraits of Bashkir poets.

Bashkir folk game "Kurai»

Finger Theater "Chuar Tavyk"

Didactic game “Decorate an apron”

NOD on constructive activities on the topic “Village microdistrict”.

Individual work on the application “Decoration of a handkerchief” (Tatar ornament).

Learning counting rhymes in the Tatar language.

Kaenda - hag,

Imәndә-chypchyk,

Җirdә - elan,

kavada - kosh,

Bar sin och!

Examination of the album “Bashkir Patterns”.

Ask parents to bring encyclopedias about the wild animals of our forests for their children to study. Design of the photo album “Families of our students.”

February

Conversations “Bashkir folk cuisine”,O national holidays“Crow porridge”, “Sabantuy”.

Looking at photographs of “Ufa”, albums about the nature of the native land, the album “Bashkir Patterns”.

GCD for speech development on the topic: “Retelling the Tatar folk tale “Three Sisters.”

Didactic game “Decorate the skullcap and

Kalfak",“Fold the pattern.”Bashkir game "Yurt"Tatar game“Tubәtay.”Learning riddles and counting rhymes in the Tatar language. Didactic game “Recognize and name a musical instrument”“Recognize and name the dishes.” GCD. PC activity"Rug".

Presentation “Traditions of the Bashkir people”.

Exhibition of children's drawings, theme: “My Dad.”Conversation “Fundamentals of moral relations in the family.”

March

Conversations “My Republic is Bashkortostan”,

“Ufa is the capital of our Republic”, “Symbols of Bashkortostan:

national flag, coat of arms, anthem."

Drawing the flag of Bashkortostan.

Examination of illustrations with national dishes and drinks.

Reading of F. Gubaidullina’s poem “Holiday Gift”.Didactic game“Find out and name the dish”

Listening to the anthem of Bashkortostan.

Tatar folk game “Who has the ring?”

Presentation “About Bashkiria and the Bashkir people.”

GCD"Clothing of our ancestors." Reading S. Zlobin “Salavat”.

Consultation for kindergarten parents"Role native language in the development of the personality of a preschooler».

April

Conversations “Why do you need to know Tatar”, Conversation with children “People of what nationalities live in our republic.”

Reading the Tatar fairy tale “Water” Tukay G.

Consideration of Tatar and

Bashkir national costumes

Viewing "Chukmar and Tukmar"

Drawing “Heroes of G. Tukay’s fairy tales”

Bashkir folk game "Yurt".

Poll “Name the attractions”

our village."

Presentation “Bashkir folklore”.

Application. “We are painting a Bashkir carpet.”

Consultation for kindergarten parents “Introducing children to the traditions of the Bashkir people.”

May

Conversation about the work of a beekeeper, abouthistory of the Sabantuy holiday, “The main holiday of the country is Victory Day.”

Examination of the painting by A.Kh. Sitdikova “Harvest year. Apiary".

Reading of G. Ramazanov’s poem “May Flowers.”

A story about the heroes of the Great Patriotic War by Sterlibashev, their exploits.

View "Shurale".

Drawing "Honeycomb".

Learn the Bashkir game “Bee”Bashkir folk game “Sticky Stumps”

Excursion to the monument to the “Grieving Mother”.

Stage 3 - final

1.Providing project development.

2. Assessment of the stages of project implementation.

3. Assessment of the subject-development environment.

4. Summing up the project (comparing the expected result with the achieved one).

5. Exhibition of children's activity products.

It is impossible to awaken the feeling of the Motherland
without perception and experience of the surrounding world.
Let him be in the baby's heart for life

Memories of a small corner of childhood will remain.

Let the image of the great Motherland be associated with this corner.

V.A. Sukhomlinsky

Methodological value

This project will help children and parents get to know their national culture, understand and accept ethnocultural differences, make sure that ethnocultural diversity is a positive, progressive phenomenon, and then build positive interactions with other people, and teachers will increase their competencies in the field of developing ethnocultural competence in children .

Bibliography:

1. Agisheva R.L., Gubaidullina F.Kh. I will explore Bashkortostan: An educational textbook. Ufa, 2006.

2.State symbols of Russia. FLAG. COAT OF ARMS. HYMN. M.: Publishing house "Yuventa". – 2003.

3. Drozdova N.V. Lesson “Our coat of arms”. // Management of preschool educational institution.2008.No.4. S.-79.

4. Zhiryakova I.V. Moral and patriotic education of preschool children through museum pedagogy // Preschool Education Management. 2008. No. 4. S. - 77.

5.Markova N.A. Introducing preschoolers to the symbols of the Russian state. // Management of preschool educational institutions. 2008. No. 4. S. - 85.

6.My home: Program for moral and patriotic education of preschoolers. Under general ed. T.I. Overchuk. M., 2004.

7. Stories on the history of Bashkortostan: Tutorial on the course “History of Bashkortostan” / Ed. I.G. Akmanova. – Ufa: Kitap, 2001.

8. ∙ Osipova L.E. Civic-patriotic education of preschool children. Moscow: Scriptorium 2003. 2015.