Work program for the spiritual, moral and patriotic education of children of middle and senior preschool age. Education Work program on moral and patriotic education

Elena Kondratyeva
Working programm By patriotic education children before school age

1. Target section 1.1. Explanatory note

According to Federal Law dated December 29, 2012 No. 273-FZ (hereinafter referred to as the Federal Law "On education in Russian Federation» ) preschool education is the level of general education along with primary general, basic general and secondary general education. Exactly at preschool In childhood, the values ​​for the development of the child’s personality, the foundations of his identity, attitude to the world, society, family and himself are laid. Therefore the mission preschool education – preserving uniqueness and intrinsic value preschool childhood as a starting point for inclusion and further mastery of various forms of life activity in a rapidly changing world, promoting development various forms child activity, transmission of social norms and values ​​that promote positive socialization in a multicultural, multinational society.

Patriotic education of preschool children is not only education love for one’s home, family, kindergarten, city, native nature, cultural heritage of one’s people, one’s nation, tolerant attitude towards representatives of other nationalities, but also upbringing respectful attitude towards the worker and the results of his work, his native land, defenders of the Fatherland, state symbols, state traditions and national holidays.

The concept of modernization of Russian education defines priority tasks, the solution of which requires the construction of an adequate system of psychological and pedagogical support. One of these tasks is patriotic education the younger generation.

In the federal state educational standard preschool education goals are set for patriotic education: creating conditions for the formation of foundations patriotic consciousness of children, the possibility of positive socialization of the child, his comprehensive personal, moral and cognitive development, development of initiative and creative abilities based on appropriate preschool age activities.

The transformation of Russia into a post-industrial society, the processes of informatization, the increasing importance of the media as an institution of socialization, a wide range of information and educational resources open up new opportunities for the development of a child’s personality, but at the same time they carry various kinds of risks. In this regard, the problem patriotic education of children and youth becomes one of the most relevant. At the same time, it acquires new characteristics and, accordingly, new approaches to solving it as an integral part of the holistic process of social adaptation, life self-determination and personality formation.

Patriotism- this is love for the Motherland, devotion to one’s Fatherland, the desire to serve its interests and readiness, even to the point of self-sacrifice, to defend it. Patriotic education a child is the basis for the formation of a future citizen.

Work program for patriotic education of children of senior preschool age(Further - Program) developed based on the requirements of the Federal State Educational Standard for Additional Education to the structure of basic general education, an approximate basic general education preschool education programs"From birth to school" edited by N. E. Veraksa, T. S. Komarova, M. A. Vasilyeva, system of classes by N. V. Aleshina “Introduction preschoolers with the surrounding and social reality."

Destination Programs. The program is intended for children 5-7 years old.

Implementation deadlines Programs. Program designed for two years.

Implementation time (organized educational activities) For children senior group - 10 hours, for children preparatory group – 12 hours.

The form of organization is full-time.

Features of the organization of activities - Program is implemented in the form of projects not only in organized educational activities, but also in the joint activities of the teacher with children, during regime moments, in independent children's activities, in interaction with families, which not only contributes to patriotic education of children, but also the formation of relationships with adults and peers, comprehensive development child's personality.

1.2. Relevance Programs.

Childhood is a daily discovery of the world. It is necessary that this discovery becomes, first of all, knowledge of man and the Fatherland, so that the beauty of a real person, the greatness and incomparable beauty of the Fatherland enters the child’s mind and heart.

Childhood is a crucial stage in the development of personality and its moral sphere.

The content of the Federal State Educational Standards notes the urgent need to intensify the process instilling patriotism in a preschooler. Children in this very inquisitive at age, responsive, receptive. They easily respond to all initiatives and are able to sincerely sympathize and empathize. For teacher this is a time of fertile soil. After all, in this age great opportunities arise for systematic and consistent moral raising children. The formation of the child’s spiritual foundation, emotions, feelings, thinking, processes of social adaptation in society takes place, and the process of realizing oneself in the world around us begins. It is this period of a person’s life that is most favorable for the emotional and psychological impact on a child, since his images are very bright and strong, and therefore they remain in memory for a long time, and sometimes for a lifetime, which is very important in education of patriotism.

A favorable pedagogical environment created in a timely manner contributes to instilling in children the fundamentals of patriotism and citizenship. Concept patriotism diverse in its content - it is respect for the culture of one’s country, and a feeling of continuity with the outside world, and pride in one’s people and one’s Motherland.

From the first years of life, a child should love his native land, culture with his heart and soul, and experience a sense of national pride, as they say. "to take root in one's native land".

The feeling of the Motherland... it begins in a child with his relationship to his family, to close people - to his mother, father, grandmother, grandfather. These are the roots that connect him with his home and immediate environment. The feeling of the Motherland begins with admiration for what the child sees in front of him, what he is amazed at and what evokes a response in his soul... And although many impressions are not yet deeply realized by him, they are passed through the childish perception, they play a huge role in the development of personality patriot. Of considerable importance for education of children the immediate environment has interest and love for the native land. Gradually, the child gets to know the kindergarten, his family, his street, the city, and then the country, its capital and symbols. Hometown... We must show the child that the hometown is famous for its history, traditions, sights, monuments, the best people. To be a citizen patriot- this is necessarily to be an internationalist. That's why upbringing love for one’s fatherland, pride in one’s country, must be combined with the formation of a friendly attitude towards the culture of other peoples, towards each person individually, regardless of skin color and religion.

Preschool age, according to psychologists, is the best period for the formation of love for one’s small homeland.

1.3. Goal and tasks Programs

Target: Development preschoolers citizenship, patriotism as the most important spiritual, moral and social values, readiness for active manifestation in various spheres of society.

Tasks: - formation of love for the native land (involvement in home, family, kindergarten, city);

Formation of spiritual and moral relations;

Formation of love for the cultural heritage of one’s people;

- upbringing love of respect for one's national characteristics;

Self-esteem as a representative of one's people;

To form a cognitive interest in the world and, based on comparison, expand ideas about one’s homeland;

A tolerant attitude towards representatives of other nationalities, peers, parents, neighbors, and other people.

1.4. Pedagogical principles and approaches to formation Programs. The basis work on the education of moral and patriotic feelings in preschool children the following principles:

the principle of person-oriented communication is the individual-personal formation and development of a person’s moral character. During the learning process, children act as active explorers of the world around them together with the teacher, and do not just passively adopt experience. Partnership, participation and interaction are priority forms of communication between teachers and children;

principle thematic planning material involves the presentation of the studied material on thematic blocks: family of origin, native nature, native culture, native city, native country;

the principle of clarity – a broad presentation relevant to the material being studied visibility: illustrations, photographs of landscapes, monuments, landmarks, etc.

The principle of consistency involves planning the cognitive material being studied sequentially (from simple to complex, so that children acquire knowledge gradually, in a certain system.

Principles are moral - patriotic education.

Interpenetration educational-educational objectives.

Coordinated, targeted the work of all participants is educational-educational process (family, child, teaching staff) in a specially organized development environment.

Targeted approach to project participants, involving the use of forms and methods age-appropriate work and individual characteristics.

Using the social experience of past generations (national and family traditions).

Consistency in moral patriotic formation personalities: from close to distant, from small to great (my house - my street - my city - my country - my planet).

1.5. Targets at the stage of completion of development Programs

By the age of seven:

The child masters the basic cultural methods of activity, shows initiative and independence in play, communication, construction and other types of children's activities. the child has a positive attitude towards the world, other people and himself, and has a sense of self-esteem. Actively interacts with peers and adults, participates in joint games. Able to negotiate, take into account the interests and feelings of others, empathize with failures and rejoice in the successes of others, adequately expresses his feelings, including a sense of self-confidence, tries to resolve conflicts;

A child has an imagination that is realized in various activities and, above all, in play. Knows different forms and types of games, distinguishes between conditional and real situations, follows game rules;

The child has a fairly good command of oral speech, can express his thoughts and desires, use speech to express his thoughts, feelings and desires, construct a speech statement in a communication situation, and can highlight sounds in words. The child develops the prerequisites for literacy;

The child is capable of volitional efforts, can follow social norms of behavior and rules in various types of activities, in relationships with adults and peers, can follow the rules of safe behavior and personal hygiene;

The child shows curiosity, asks questions to adults and peers, is interested in cause-and-effect relationships, and tries to independently come up with explanations for natural phenomena and people’s actions. Tends to observe, experiment, build a semantic picture of the surrounding reality, has basic knowledge about himself, about the natural and social world in which he lives. Familiar with works of children's literature, has basic understanding of wildlife, natural science, history, etc. Capable of making his own decisions, relying on his knowledge and skills in various activities.

1.6. Planned development results Programs:

Child 5–6 years old:

Knows his home address, the name of the city, district, region.

Has an idea of ​​the symbolism of the city, district, region.

Knows the names of nearby streets.

Has an idea about the life and way of life of the people living in their hometown.

Recognizes city sights in photographs and is able to talk about them.

Knows the professions of his parents.

Knows the rules of behavior in nature.

Can talk about the inextricable connection between man and nature, the importance of the environment for healthy image people's lives.

Distinguishes between some types of troops.

Child 6–7 years old

Has brief information about the history of the city, district, region.

Knows his date of birth, his patronymic, home address, telephone number; parents' names and patronymics; kindergarten address.

Knows the coat of arms and flag of the Russian Federation and the Moscow region.

Has an understanding of the President and the Government of Russia; about warriors-defenders of the Fatherland, about WWII veterans.

Knows poetry, works of art by local poets and artists.

Knows the rules of safe behavior in nature and on the streets.

Has a basic understanding of nature conservation, nature reserves, and wildlife sanctuaries in the Moscow region.

Understands involvement in the social and environmental environment, recognizes himself as a full member of society.

Has an idea about his native land; about people of different nationalities, their customs, traditions, folklore, labor, etc.; about the Earth, about people of different races living on our land; about the work of adults, their business and personal qualities, creativity, public holidays, school, library, etc.

Forms for tracking and recording results.

Monitoring is carried out in accordance with the Child’s Individual Development Cards at the beginning of each school year (October) and in the end (May).

Form for recording results – Child’s individual development map.

* Workshops, consultations for parents, open screenings, exhibitions of products of project activities are organized. A section is being maintained on the website.

Underway calendar plan group work, which reflects work on patriotic education.

1.7. Logistics support Programs.

For implementation Programs required:

Corners patriotic education in groups;

Cabinet patriotic education;

Visual and demonstrative material: presentations, illustrations, photographs, paintings, slides on the issue;

Library of books with patriotic content;

Methodical:

Theoretical and methodological literature,

Periodicals,

Materials on best teaching practices.

Materials for classes patriotic education 1. Reproductions of paintings

2. Methodological literature

3. Visual and teaching aids

4. Illustrations various types troops, portraits of heroes

5. Electronic educational resources: laptop projector, presentations, films

6. Audio recordings

7. Maps, atlas, globe

8. Fiction

9. State symbols

2. Organization of activities for program:

For implementation Programs required, first of all, the creation of a social development situation children in kindergarten . The social situation of development is the social conditions in which the psychological and behavioral development of a person occurs according to the following indicators:

1. organization of life children in a group

2. relationship style teacher with children

3. raising children social qualities and cooperation skills

4.involvement of parents in the educational process.

Organization of life children in a group.

1. Life is clearly organized children and regime.

A rationally designed daily routine contributes to the formation "dynamic stereotypes". It is important to remember that inadequate stress on the child’s body leads to slow development and deviations in social life. development. A reduction in duration leads to the same consequences. walks, time for independent activities, lack of physical activity.

2. Constant emotional and practical interaction with adults and peers.

3. A developing subject-spatial environment has been created.

4. The group environment is psychologically comfortable for children.

Relationship style teachers and children.

Democratic style - teacher using various arguments, convinces the child of the advantages of a particular action. In this case, the choice is left to the child. This type of relationship requires an individual approach to children. It is this kind of unobtrusive care that children need most.

Parenting social qualities and cooperation skills.

1. raising children conscious attitude to the norms of behavior in peer society.

2. assistance in the exercise of rights by each child among his peers.

In professional activities it is necessary to rely on age norms for children's behavior.

Interaction with parents.

It is necessary to involve parents in educational process: consultations, workshops, information about the development goals and achievements of the child, participation in projects.

Methods patriotic education- One of the priority tasks modern education is the transition to new teaching technologies and education. One of the main and probably the most difficult tasks of a preschool educational institution is the development of creative abilities children and teacher. In my opinion, a source of interaction, co-creation children and adults is technology design. Project method, as a form of organizing educational space, is for preschoolers innovative. It allows the child to act as a full partner in the pedagogical process based on the principles of cooperation. This is a method of pedagogically organized development of the environment by a child in the process of step-by-step and pre-planned practical activities to achieve the intended goals. - Targeted walks, excursions to places military glory, to monuments, to the local history museum, etc.

Stories teacher, conversations with children about the glorious history of their native country and hometown

Observing how people work on the territory of the kindergarten and in the city, how its appearance changes thanks to this work

Demonstration of thematic slides, videos, illustrations

Listening to thematic audio recordings, these could be the voices of birds of the Russian forest or the anthem of the Russian Federation

Getting to know Russian folklore - fairy tales, proverbs, sayings, songs, games

Introduction to folk art, embroidery, painting

Getting to know the works of Russian writers, composers and artists

Visiting thematic exhibitions or organizing them independently

Participation in holidays

Participation in feasible socially beneficial activities works

Forms patriotic education

1. Various kinds educational activities, studying the state symbols of the Russian Federation, children gaining knowledge about the location, climate of their hometown, and its history. Various activities on the topic "Our native land"

2. Getting to know each other children with the culture and traditions of the native land, with the rituals of the Russian people, holding ritual holidays, excursions to the local history museum, organizing thematic leisure activities.

3. Upbringing in children of love and respect for their native nature, the formation in them of a sense of responsibility towards nature. It is necessary to strive to ensure that nature becomes clearer and closer to children. This is one of the important components patriotism.

4. Getting to know each other children with the heroic past of the Fatherland. Report to pupils' thoughts about that people will always remember the terrible military events, honor the memory of those who died, and surround the people who defended their Motherland with attention and care. Holding an annual military month patriotic education, organizing a drawing competition "Defenders of the Fatherland", conducting classes "Heroes of War", "Hero Children", and "Courage Classes", where children will refer to the exploits of Russian soldiers who showed unparalleled courage in those terrible times for the Fatherland. Carrying out "Weeks of Remembrance" with classes, conversations, decorating gifts and greeting cards for veterans, a matinee "Victory Day", excursions to monuments.

5. Interaction with parents. Holding exhibitions of crafts and drawings on the topic with their participation "My family", "My Mom is the best" etc., improvement of preschool educational institutions, holding competitions, holidays and matinees, joint work on the site. Contact with parents and family is of great importance in solving problems of moral and patriotic education. The current method is "Family projects". Its essence is that each family, taking into account its own educational interests and priorities, prepares material on a pre-selected topic. Joint activities between adults and children promotes their rapprochement and the emergence of common interests. Communication between parents and children filled with cognitive, emotionally rich content.

Preview:

Program passport

Program name

The program “Spiritual, moral and patriotic education of preschool children” of the municipal preschool educational institution of combined type kindergarten No. 7 of the city of Yeisk, municipal formation Yeisk district

Basis for program development

State program “Patriotic education of citizens of the Russian Federation for 2011-2015” (approved by Decree of the Government of the Russian Federation dated October 5, 2020 No. 795). Resolution of the administration of the municipal formation Yeisk district dated May 20, 2011 No. 441 “On approval of the municipal target program “Development of the preschool education system in the municipal formation Yeisk district” for 2011-2015” Information and methodological letter of the Department of Education and Science of the Krasnodar Territory dated July 5, 2010 No. 47-7427/10-14 “On the spiritual and moral education of preschool children.”

Program “Spiritual, moral and patriotic education of preschool children in the municipality of Yeisk district” for 2011-2015. (approved by the decision of the board of education of the administration of the Yeisk district, protocol No. 2 of May 12, 2011)

Program developers

Municipal preschool educational institution combined type kindergarten No. 7 of the city of Yeisk, municipal formation Yeisk district

Purpose of the program

Program objectives

Coordination of the activities of MDOU DSKV No. 7 of the city of Yeisk, Yeisk district municipality in matters of patriotic and spiritual and moral education of preschool children:

• implementation into activities modern forms, methods and means of patriotic and spiritual and moral education;

1. Explanatory note

The program “Spiritual, moral and patriotic education of preschool children” of the municipal preschool educational institution of combined type kindergarten No. 7 of the city of Yeysk, municipal formation Yeisk district for 2011-2015 (hereinafter referred to as the program) was developed in accordance with the Convention on the Rights of the Child (November 1989 ), with the Law of the Russian Federation “On Education” of July 10, 1992 No. 3266-1 (with amendments and additions), with the Federal Law of June 24, 1998 No. 124-FZ “On Basic Guarantees of the Rights of the Child in the Russian Federation” (with as amended on July 20, 2000, August 22, December 21, 2004), the Concept of spiritual and moral development and personal education of a citizen of Russia (2009), the State program “Patriotic education of citizens of the Russian Federation for 2011-2015.” , approved by the Decree of the Government of the Russian Federation (dated 5.10.2010 No. 795), the Federal Law “On Freedom of Conscience and Religious Associations”, an agreement on joint social, cultural and educational activities of the Department of Education and Science of the Krasnodar Territory and the Ekaterinodar Diocese of the Russian Orthodox Church, an agreement on joint social, cultural and educational activities of the education department and the Yeisk deanery.

The basis for the development of the program is the Decree of the administration of the municipal formation Yeisk district dated May 20, 2011. No. 441 “On approval of the municipal target program “Development of the preschool education system in the Yeisk district municipality” for 2011-2015”, information and methodological letter of the Department of Education and Science of the Krasnodar Territory dated 07/05/2010 No. 47-7427/10-14 “On the spiritual and moral education of preschool children”, program “Spiritual, moral and patriotic education of preschool children in the municipality of Yeisk district” for 2011-2015. (approved by the decision of the board of education of the administration of the Yeisk district, protocol No. 2 of May 12, 2011)

The implementation of the program will help solve the problems of forming the spiritual, moral and patriotic education of preschool children of preschool educational institutions, ensure the continuity of educational activities at various levels of the educational and cultural system, coordinate at the municipal level the pedagogical and educational activities of various institutions: family, educational and social institutions: family, educational and social institutions.

The program defines the main ways of developing the municipal system of spiritual, moral and patriotic education of children, and outlines a set of measures to ensure interaction in the process of spiritual and moral education at the municipal level of various social institutions. When clarifying and adjusting the program, it is necessary to take into account the existing practical experience in implementing programs for spiritual and moral education in the Yeisk region, as well as the cultural, historical, socio-historical features of regional and municipal development.

Behind last years the system was significantly deformed spiritual education the younger generation as a result of the crisis of social institutions of cultural continuity, the most important of which is the institution of education. Understanding the contradictory experience of reforms in Russia leads to the need to raise the question of the spiritual security of the country, since without a person, his spiritual health, mental and moral strength, the very concept of “life” loses its meaning.

The problem of spiritual and moral improvement of society: the restoration of the values ​​of traditional culture is so difficult that the effectiveness of its solution can only be ensured by large-scale actions, subject to a systematic approach within the framework of the municipal program and the preschool educational institution program.

The scale of the preschool educational institution is optimal in implementing the entire range of measures for spiritual and moral education and enlightenment. It is at the level of preschool educational institutions that organizational and environmental factors and opportunities are combined, thanks to which social, socio-educational and socio-pedagogical problems are solved.

In this regard, work on spiritual, moral and patriotic education includes: improving preschool education, a system of measures addressed to the family and preschool children.

Taking into account the special role of the Russian Orthodox Church in the process of historical and cultural development and the formation of the spiritual and moral potential of Russia, the implementation of the process of spiritual and moral education presupposes compliance with the principle of separation of secular and religious education, as well as the unification of the efforts of representatives of the Deanery in restoring the spiritual and moral potential of society. This factor explains the need for close cooperation between preschool educational institutions and representatives of the Church in solving program tasks of the spiritual and moral education of preschool children.

2. Purpose, objectives and main directions of the program

The goal of the program is the spiritual and moral education of preschool children through the creation of a socio-pedagogical environment focused on traditional national cultural values.

To achieve this goal, the following tasks are solved:

• coordination of the activities of MDOU DSKV No. 7 of the city of Yeisk, Yeisk municipal district in matters of patriotic and spiritual and moral education of preschool children:
• organization of systematic propaganda of spiritual and patriotic values;
• introduction into the activities of modern forms, methods and means of patriotic and spiritual and moral education;
• formation of basic national values, national and spiritual traditions;
• formation of civic and patriotic consciousness and self-awareness of preschool children;
• creation of a system of interaction with the family in the field of spiritual and moral education;
• implementation of a system of measures for training, education and advanced training of teaching staff in the field of spiritual and moral education.

3. Main directions of the program

• Study, generalization and dissemination of experience accumulated in the field of spiritual and moral education in preschool educational institutions.
• Information, educational and cultural-educational activities.
• Pedagogical support for families in matters of spiritual and moral education of preschool children.
• Spiritual, moral and patriotic education in preschool educational institutions.
• Participation in social and charitable events.
• Improving training and advanced training of personnel on issues of spiritual, moral and patriotic education of preschool children.

4. System of program events

4.1. Regulatory, organizational and methodological support for the implementation of the program.

The program activities provide for the preparation and adoption of normative documents, including issues of spiritual, moral and patriotic education of preschool children.

One of the most important areas of the program is the formation of scientific, theoretical and methodological foundations of spiritual, moral and patriotic education. This direction involves mobilizing the creative potential of teachers in solving problems of spiritual, moral and patriotic education, developing teaching materials and recommendations with justification for effective ways to introduce preschool children to spiritual and moral values, patriotism, the formation of positive behavior and attitude towards the world (Appendix No. 1).

The system of organizational measures to ensure the implementation of the program involves the creation of a preschool educational institution creative group according to this program “Spiritual, moral and patriotic education of preschool children” of the municipal preschool educational institution of combined type kindergarten No. 7 of the city of Yeisk, municipal formation Yeisk district for 2011 -2015.

The creative team is expected to carry out analytical work, clarify and refine the content, as well as manage the program.

4.2. Information, educational and cultural-educational activities.

The program involves outreach activities to familiarize parents with the program, its goals, objectives, content and progress of implementation.

Among the educational activities planned: the organization of consultations on patriotic education, the involvement of teachers, clergy, and public representatives in discussing problems.

The cultural and educational direction of the program involves holding events and celebrations spiritual and moral and patriotic orientation in MDOU.

4.3. Pedagogical support for families in matters of spiritual, moral and patriotic education of children

Among the measures to solve this problem of the program, it is planned to carry out work in the preschool educational institution to educate families on issues of spiritual, moral and patriotic education, revive the traditional way of family life and develop family relationships based on Russian spiritual, cultural and historical traditions.

The implementation of the program involves two stages in working with families:

Educational;

The stage of organizing joint activities of families.

Educational stageinvolves holding separate consultations and lectures for parents on issues of spiritual, moral and patriotic education of preschool children with the involvement of doctors, teachers, and clergy as lecturers.

Educating parents involves publishing printed materials.

Stage of organizing joint activities of families assumes:

• organization of family living rooms;
• carrying out family holidays secular and church calendar with the joint participation of parents and children in their preparation and implementation;
• enriching the joint leisure of parents and children with excursions.

4 .4. Social and charitable events

The section “Social and Charitable Actions” provides for a number of events aimed at developing mercy and charity. These events include participation in various events and decades of charity: “There are no other people’s children”, “Veterans”, “Our roots”, “Hurry to do good”, etc.

4.5. Improving training and advanced training of personnel on issues of spiritual, moral and patriotic education of preschool children.

At the initial stages of the program implementation, it is planned to identify measures for training, education and advanced training of personnel on the issue of spiritual, moral and patriotic education of preschool children, aimed at developing unified approaches to the organization of spiritual and moral education.

It is planned that MDOU will participate in city scientific and practical pedagogical conferences, seminars, “ round tables» on issues of spiritual, moral and patriotic education of preschool children with the involvement of representatives of the clergy, the parent community, and public organizations. It is planned that MDOU will participate in a number of open events on the spiritual, moral and patriotic education of preschool children.

4.6. Program implementation mechanism

The mechanism for implementing the program takes into account the forms and methods of spiritual and moral education and upbringing in preschool educational institutions.

The following structures participate in the implementation of the program:

• Deanery of Yeisk region,
• UOA MO Yeisk district,
• IMC of the education system Yeisk district,
• MDOU DSKV No. 7 Yeisk municipal district Yeisk district,
• creative associations of teachers.

To achieve the goal of the program, it is necessary to fulfill the assigned tasks through the implementation of the main program activities for the period from 2011-2015. The list of main program activities is given in the event plan.

The direct executor of the program is MDOU DSKV No. 7 in Yeisk, Yeisk district. MDOU provides information on the implementation of program activities in the Municipal Educational Institution Yeisk District, reflects it in public reports of MDOU, and covers it on the MDOU website and in the media.

4.7. Timing and stages of program implementation

The program will be implemented in three stages.

At the first stage (2011), it is planned to create and approve a regulatory framework.

The second stage (2012-2014) is the development of innovative technologies that ensure the systematization and promotion of spiritual and patriotic values.

The third stage (2015) provides for the completion of the implementation of program activities, assessment of the effectiveness of the program and the activities of the preschool educational institution.

4.8. Expected results of the program implementation

Each of the areas of the program should ensure the formation and acceptance by preschoolers of appropriate values, experience of emotional and value comprehension of reality, the need for empathy, and responsibility for their actions.

The content of the program contributes to the expansion of a single educational space, which provides ample opportunities for the implementation of innovative approaches to building the educational process, the formation in children of social positive qualities that contribute to the moral and cultural development of the individual. As a result of the program implementation it is expected:

• awareness of oneself as a citizen of Russia based on the adoption of common national moral values;
• development of a sense of patriotism and civic solidarity;
• formation in preschoolers of respect for their homeland, Kuban;
• expanding children's knowledge of state Kuban traditions;
• introducing preschool children to the origins of Orthodox culture;
• spiritual, cultural and social continuity of generations;
• strengthening the institution of family;
• revival and preservation of spiritual and moral traditions of family education;
• developing children's knowledge about the value of physical and spiritual health;
• increasing the spiritual and moral level of preschool children.

Appendix No. 1.

The specifics of national-cultural, demographic, climatic conditions in which the educational process is carried out.

The educational program of the preschool educational institution takes into account the climatic conditions of the Krasnodar Territory - the southern region of the country, demographic features - the population's demand for the services of preschool educational institutions exceeds the supply of the educational market, the national, cultural and historical values ​​of Kuban. The geographical location of the city of Yeisk on the coast of the warm Azov Sea and on the territory of the northeastern part of the Krasnoda Territory confronts teachers with the need to adjust the program content of teaching aids recommended by the approximate basic general education program “From birth to school”, according to educational areas “ Physical Culture", "Cognition - a holistic picture of the world", "Labor", "Safety".

Patriotic and spiritual and moral education should be comprehensive, carried out in everyday life and integrated into all educational areas. At the same time, the educational process must be carried out in an appropriately organized developmental environment. When creating a mini-museum in our institution, it is necessary to think (with a limited number of premises) where original samples will be placed and stored - exhibits of ancient Kuban life, children's works. The emerging interest of children in collecting “objects of beauty” is one of the indicators of a child’s aesthetic activity.

The main areas of work of the mini-museum: collecting exhibits and materials on local history; studying the collected material, its placement, storage; creation of stationary and traveling exhibitions;

conducting classes - gatherings, classes - trips into the history of individual things and traditional life in general, classes - performances, excursions for children, parents and guests of the preschool institution.

initial ideas of a social nature and the inclusion of children in the system of social relations through solving the following problems:

• the formation of primary ideas of cultural - historical and spiritual - moral values, customs and traditions in the Kuban;
• introduction to the traditions of folk festivities and holidays: Christmastide, Easter, Trinity, Apple Day, Intercession.

To implement the local history content of the Program, a scheme of work in preschool educational institutions on local history and spiritual and moral education has been developed.

Purpose of the program:

Tasks:

1. To give children knowledge about their hometown: history, symbols, attractions, industrial facilities, their harm and benefits, the environmental situation in the city, the resort city.
2. Introduce the names of those who founded and glorified the city.
3. Expand children's knowledge about the flora and fauna of the city of Yeisk, Krasnodar Territory. Introduce phenomena occurring in the environment.
4. Learn to work with a map of the Krasnodar Territory, identify rivers, the Black and Azov Seas using conventional signs,

mountains, find the cities of Yeysk, Krasnodar and 4-5 cities of the Krasnodar Territory.

1. Introduce children to the Black and Azov Seas, their location on the map, and their uniqueness.
2. To cultivate love for one’s hometown, region, the ability to see beauty and be proud of it.
3. To introduce the works of Yeisk and Kuban poets, writers, artists, composers.
4. To form an environmental culture in children and their parents, a desire to take part in environmental protection activities.

Hypothesis: Living in the city of Yeisk, in the territory of unique places, we not only do not visit them, but also know little about them. During the implementation of the program, children will gain knowledge about the history of the city and region, symbols, attractions, will know the names of those who founded and glorified the city, will begin to show interest in life events and reflect their impressions in productive activities, that is, we can assume that the goal and the objectives of our program will be completed.

Specifics of national-cultural, demographic, climatic conditions,

in which the educational process is carried out.

The educational program of the preschool educational institution also takes into account the climatic conditions of the Krasnodar Territory - the southern region of the country, demographic features - the population's demand for the services of preschool educational institutions exceeds the supply of the educational market, the national, cultural and historical values ​​of Kuban. The geographical location of the city of Yeisk on the coast of the warm Azov Sea and on the territory of the north-eastern part of the Krasnodar Territory confronts teachers with the need to adjust the program content of teaching aids recommended by the approximate basic general education program “From birth to school”, in the educational areas “Physical Education”, “Cognition” – a holistic picture of the world”, “Labor”, “Safety”.

Patriotic and spiritual and moral education should be comprehensive, carried out in everyday life and integrated into all educational areas. At the same time, the educational process must be carried out in an appropriately organized developmental environment. When creating a mini-museum in a preschool educational institution, it is necessary to think about (with a limited number of premises) where original samples will be placed and stored - exhibits of ancient Kuban life, children's works. The emerging interest of children in collecting “objects of beauty” is one of the indicators of a child’s aesthetic activity.

The main areas of work of the mini-museum:

· collection of exhibits and materials on local history;

· study of collected material, its placement, storage;

· creation of stationary and traveling exhibitions;

· conducting classes - gatherings, classes - trips into the history of individual things and traditional life in general, classes - performances, excursions for children, parents and guests of the preschool institution.

introduction to the history of the emergence of the native city, region;

acquaintance with famous fellow countrymen and people who glorified Yeisk, Krasnodar region;

formation of ideas about the sights of the native city (district), its state symbols;

nurturing love for home, family, respect for parents and their work;

formation and development of cognitive interest in folk art and the world of crafts in the native land;

formation of ideas about the flora and fauna of the native land;

familiarization with the map of the Krasnodar region, your city, district;

the formation of primary historical ideas about the family in Kuban (its composition, kinship and relationships, distribution of family responsibilities, traditions, etc.);

the formation of primary ideas about society (the immediate society and the child’s place in it);

the formation of primary ideas of cultural - historical and spiritual - moral values, customs and traditions in the Kuban;

introduction to the traditions of folk festivities and holidays: Christmastide, Maslenitsa, Easter, Apple Saving, Intercession.

To implement the local history content of the Program, a work scheme has been developed at the preschool educational institution for local history and spiritual and moral education.

Purpose of the program: give children knowledge about their hometown and region, develop a sense of pride in the region, the desire to keep it clean and beautiful.

Tasks:

1. Give children knowledge about their hometown: history, symbols, attractions, industrial facilities, their harm and benefits, the environmental situation in the city, the resort city.

2. Introduce the names of those who founded and glorified the city.

3. Expand children’s knowledge about the flora and fauna of the city of Yeisk, Krasnodar Territory. Introduce phenomena occurring in the environment.

4. Learn to work with a map of the Krasnodar Territory, identify rivers, the Black and Azov Seas, mountains by conventional signs, find the cities of Yeisk, Krasnodar and 4-5 cities of the Krasnodar Territory.

5. Introduce children to the Black and Azov Seas, their location on the map, and their uniqueness.

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

7. Introduce the works of Yeisk and Kuban poets, writers, artists, composers.

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

Hypothesis: Living in the city of Yeisk, in the territory of unique places, we not only do not visit them, but also know little about them. During the implementation of the program, children will gain knowledge about the history of the city and region, symbols, attractions, will know the names of those who founded and glorified the city, will begin to show interest in life events and reflect their impressions in productive activities, that is, we can assume that the goal and the objectives of our project will be completed.

The structure of the educational process implies that it covers all content, which is focused on spiritual, moral, aesthetic education and general development children of preschool age, and knowledge, abilities and skills are only a means of education. The educational content we use involves immersing the child in national culture (literature, fine arts, everyday life, traditions) with indispensable consideration of the ethnocultural characteristics of the Krasnodar region.

“My home is family” (3rd year of life);

"My native home - family, kindergarten, Yeisk city" (4th year of life);

“My home is my family, the city of Yeisk, Krasnodar Territory” (5th year of life);

“My home is my family, the city of Yeisk, Krasnodar Territory, Russia” (6-7 years of life).

The above tasks are implemented in the pedagogical process of kindergarten in organized forms (classes, conversations, studios, holidays, entertainment), as well as in the daily routine and independent activities of children. In the content of the pedagogical process, priority is given to national culture (art, life, communication), folk calendar holidays.

Scheme for the implementation of local history material through integration into educational fields.

Holidays should be the basis for planning spiritual and moral education in a preschool institution. The holiday, being a traditional element of folk life, includes folk, national and religious traditions of the region.

Each holiday has its own traditions, characteristic of our area. Traditions are one of the main mechanisms for the accumulation, preservation and development of culture. The best thing that people manage to create (an apt word, new game, beautiful shape communication, etc.), they strive to preserve, and for this they repeat themselves again and again, approve and support others in this, especially their younger generation.

The Krasnodar region has long been an agricultural region. Love for the land, the eternal sense of devotion to it and responsibility for it, knowledge of natural phenomena, which largely reinforce the efforts of peasant hands, remain the spiritual and moral foundation without which a true culture of agriculture does not exist. The wisdom of the people is embedded in the Russian folk agricultural calendar, and today an interested and attentive acquaintance with the folk agricultural calendar will become a confidential dialogue between the current young generation entering into life with their distant and close ancestors, will become the spiritual axis that connects the past and the future, will ensure an organic entry baby into the world of nature and culture of his native land.

Based on the Russian folk agricultural calendar, the preschool institution draws up its own holiday calendar. Calendar folk holidays– a unique opportunity for children and adults to immerse themselves annually in the world of the same folk songs, dances, rituals, and games. Holidays allow, in a fun, exciting activity, in accordance with the age of children, to become feasible participants in a common event and preparation for it, to master a large repertoire of folk songs, chants, and counting rhymes.

The “national character” of the holiday, that is, the participation of all people, young and old, allows naturally to master the spiritual experience of their people: older children, adults pass on what they have learned to the kids, take care of them, gradually moving from spectacle to active action, the kids master increasingly complex material, imitating their elders, and acquire communication skills.

Children and adults prepare for the calendar holiday for a certain time: they learn songs, chants, play round dances, get acquainted with rituals, their meaning in human life, household items, etc. An important condition for comprehension folk culture is the connection with modernity, with the child’s life today.

But calendar holidays are not only a kind of result of the work carried out with children on mastering folklore material, they are a powerful factor of positive impact on emotional sphere child, but also the opportunity to express one’s Creative skills in any type of activity of your choice and at any level, without unnecessary physical and psychological stress.

National calendar holidays are held annually together with adults (educators and parents) and children, usually on the street, according to the same scenario. Only the share of children in them changes depending on age. Children are introduced to the various communication styles of different classes: common people and nobility. The foundations of polite behavior in various life situations are laid, as well as ways to establish humane interaction with peers and with children. of different ages, with adults.

Approximate children's folk calendar.

Planning integrated work to familiarize children with Russian festive culture

Autumn folk holidays

Winter folk holidays

Spring folk holidays

Summer folk festivals

Recommendations for teachers:When working with children, do not forget that preschool educational institutions are a secular type of institution, therefore the main work should be aimed at familiarizing themselves with the traditions of the Russian people living in the territory of Kuban. When decorating holidays, it is necessary to use the results of children’s productive activities in folk and applied arts. When compiling holiday matinees and entertainment, give an environmental focus to their content, emphasize the relationship between nature and people’s lives.

When introducing children to the holidays of the seasonal cycle, it is necessary to begin acquaintance with the traditions of the Russian people, with proverbs and sayings about the time of year; use and reinforce them in the daily life of the kindergarten. To consolidate children's knowledge about various styles of folk painting based on the study of paintings of paraphernalia Orthodox holidays with a display of the best products of folk craftsmen. To bring children closer to understanding the relationship between natural changes and the ritual calendar and holiday culture of the Russian people. Pay attention to the step-by-step work to familiarize children with the spring holidays of Orthodox culture.

Interaction with parents

Particular attention in the work on spiritual and moral education and the formation of love for the native land must be paid to strengthening ties with parents. Parents should not be outside observers, but active participants in the pedagogical process; they should take part not only in holidays, where they play roles, read poems, participate in games, but also conduct classes together with the teacher, actively discuss educational issues at pedagogical councils, parent meetings, seminars.

Integration of local history material into joint activities with the family:

Involving parents in the preparation and holding of national holidays and entertainment; “Kuban Mother's Day” - gatherings with mothers.

Photo album “My family”, “Traveling around our hometown (region, country)”, “Symbols of the city, region”.

Consultations: “Cultivating love for the Motherland”, “Pharmacy on the edge”, “Poisonous plants”, “Medicinal cooking”, “Alone with nature”, etc.

Help parents in organizing excursions to historical places.

To acquaint parents with the content of familiarizing preschoolers with folk holidays, fortune-telling rituals, and the ability to create a fabulous festive atmosphere at home (interior decoration, table etiquette, giving gifts to children). Involve parents in celebrating national holidays together with their children.

Look at the illustrations; have conversations about what you read; find out what you liked and what motivates your choice of books; form moral qualities child based on respect for nature.

Introduce folk cooking during Lent and holidays: baking larks from dough, Easter cake, egg dyeing technology, table decoration. When walking with children, use chants, sentences, teasers, fables, and spring round dance games learned in kindergarten. Repeat with your children at home poems, literary and musical works recommended by preschool teachers.

Interaction with society

MDOU works closely with cultural and educational institutions of society: we have established contacts with the Children's School of Arts and the House of Culture; theater studios, in the local history museum, where children learn the history of their hometown, region, region; art museum to introduce decorative and applied art, the work of artists of the city of Yeisk.

Creation of a micro- and macro-developmental environment for the moral and patriotic education of children

In kindergarten it is necessary to create a “Kuban Life Corner”, where household items of the Kuban people, antiquities and, for comparison, modern items will be collected. Each kindergarten group has a small corner of patriotic education (state symbols, literature, demonstration material), Kuban life (somewhere a model of a Kuban hut, somewhere a samovar, etc.). Props are constantly updated. Teachers, together with parents and children, prepare manuals on works and small folklore forms; material on the folk calendar is constantly placed in the corners for parents.

Planned final results of mastering local history:

Having primary ideas about his family, his native land (the nearest society), the nature of the Krasnodar region:

Shows concern for his family;

Has primary ideas about the history of his native land, clothing and life of the Cossacks; about the people who glorified the Krasnodar region, the city;

Can talk about his hometown, name it;

Knows the state symbols of his native land, city;

Shows interest in folk art, recognizes and names folk craft products of the Krasnodar region (Petrikovskaya painting, a toy made of straw and talasha, a doll - twisted, forged, wickerwork, pottery, etc.);

Knows representatives of the flora and fauna of the Krasnodar region;

Has an idea of ​​the map of his native land;

Emotionally and responsively participates in the preparation and holding of national holidays and ritual traditions.

Methodological support:

1. E.K. Rivina, Introducing preschoolers to family and ancestry, Moscow, Mosaic - synthesis, 2008.
2. M.B. Zatsepina, T.V. Antonova, National holidays in kindergarten, Moscow, Mosaicak - synthesis, 2008.
3. E.Yu. Alexandrova, E.p. Gordeeva, System of patriotic education in kindergarten, Volgograd, “Teacher”, 2007.
4. DON of the Krasnodar Territory, You, Kuban, you are our Motherland, Krasnodar, World of Kuban, 2004.
5. V.A. Markova, L.M. Danilina, Z.G. Prasolova, educating preschoolers to love their small Motherland, Krasnodar, Tradition, 2007.
6. E.A. Kotenko, Wonderful people of Yeisk, Yeisk, Yugpolygraf, 2004.
7. Encyclopedic Dictionary of the History of Kuban (from ancient times to October 1917), Krasnodar, 1997.
8. I.I. Stepanov, Krasnodar region, Moscow, Soviet Russia, 1985.
9. A.V. Orlova, Russian folk art and ritual holidays in kindergarten, Vladimir, 1995.
10. O.L. Knyazeva, M.D. Makhaneva, Introducing children to the origins of Russian folk culture, St. Petersburg, “Childhood - Press”, 1999.
11. E.V. Solovyova, Heritage, Moscow, Hoop, 2011
12. ON THE. Ryzhova, L.V. Loginova, A.I. Danyukova, Mini-museum in kindergarten, Moscow, Linka-press, 2008.
13. I.A. Pankeev, Russians folk games, Moscow, Yauza, 1998

Municipal budgetary preschool educational institution

"Kindergarten" p. Noshul

"Accepted" "Approved"

pedagogical council by order of the head of the MBDOU

protocol from ___________№____ “Kindergarten” p. Noshul

/___________/ T.P. Tarasova

from ________________№_____

WORKING PROGRAMM

on spiritual, moral and patriotic education

children of middle and senior preschool age

Municipal budgetary preschool educational institution

"Kindergarten" p. Noshul

“LOVE AND KNOW YOUR KOMI REGION”

Developer:

Latsoeva Evgenia Viktorovna.,

teacher of 1st qualification category

With. Noshul

EXPLANATORY NOTE

In recent years, there has been a rethinking of the essence of patriotic education. A system of spiritual values ​​is being formed that meets the needs of modern society, interest in national culture is being revived, the attention of the younger generation is drawn to the problem of tolerant attitude towards representatives of other nationalities, people are again learning to respect work, love nature and be not indifferent to the fate of the country.

Modern researchers consider the national-regional component as a fundamental factor in the integration of social and pedagogical conditions in the patriotic and civic education of preschool children. At the same time, the emphasis is on nurturing love for one’s home, nature, and the culture of the small Motherland. In this regard, the position of the adult changes: since no one person can represent the entire culture, he becomes an accomplice in the joint knowledge of the world around him.

Much has been written about the importance of introducing a child to the culture of his people, since turning to the paternal heritage fosters respect and pride for the land on which you live. Therefore, children need to know and study the culture of their ancestors. It is the emphasis on knowledge of the history of the people and their culture that will help in the future to treat the cultural traditions of other peoples with respect and interest. When implementing the educational process, great attention must be paid to the Komi-regional component, through solving the problems of instilling love for the native land in the process of becoming familiar with the national and cultural traditions of the Russian and Komi people.

From an early age, the first ideas about the world around us are formed, and this happens, first of all, through familiarization with the traditions of “one’s” sociocultural environment - the local historical and cultural, national, geographical, and natural features of the region. Particular emphasis is placed on introducing children to the world of northern nature and instilling a caring attitude toward natural objects.

Preschool age, as the age of personality formation, has its potential for the formation of higher social feelings, which include the feeling of patriotism. It is very important at this age to instill in children a feeling of love and affection for the natural and cultural values ​​of their native land, since it is on this basis that patriotism is brought up.

When solving the problems of artistic and aesthetic development of children, the possibilities of each type of art are used to the maximum to introduce them to the national culture of the Russian and Komi people with an optimal balance of learning and creativity, based on a diverse repertoire of all types of artistic activities. The repertoire for children is compiled taking into account age and regional characteristics, and contains Russian and Komi folklore, folk works and works of modern authors.

From childhood, a child becomes familiar with the origins of the folk culture of his country, small homeland, gets acquainted with works of oral folk art, folk round dance games, and decorative and applied arts. The program involves instilling in children respect for other peoples.

Familiarization with the national culture of the Komi people is facilitated by the disclosure of the content of the national-regional component in all types of children's activities in the integration of content educational areas“Socio-communicative development”, “ Cognitive development», « Speech development", "Artistic and aesthetic development" and "Physical development".

In addition, the solution to the problem of introducing children to national culture is facilitated by the creation of corners of national color in the groups of the institution (works of folk art, household items, Komi national ornament, literary works, etc.) “I live in the Komi Republic,” as well as a system of interaction with institutions and organizations of the village: visiting the museum, preparing and participating students in city festivals and competitions dedicated to the Komi region.

The proposed program is intended to implement work on moral, patriotic and environmental education in a preschool educational institution and can be used as a partial one.

The common areas that determine the structure of the educational space are nature, society, and culture. The sphere of “nature” includes: inanimate nature, flora and fauna, and the ecological situation. The sphere of “society” includes: the history of the region, population, material production and economic activity, economic and social relations. The sphere of “culture” includes: language, art, cultural and everyday customs and traditions, education and science.

When developing the program, materials from existing publications on this issue were studied: the Parma program, ed. Belykh S.S., Shteklein S.N., Potalitsynoy N.B., methodological manual “Patriotic education of children 4-6 years old”, authors Komratova N.G., Gribova L.F., manual “Introducing preschool children to culture , history, traditions of the Komi people" author Pasynkova I.A., manual "We live in Russia. Civic-patriotic education of preschool children" by Zelenova N.G., Osipova L.E., "Heritage" program by M.Yu. Novitskaya.

The purpose of the program is the education of a humane, spiritual and moral personality, worthy future citizens of Russia, patriots of their Fatherland.

To achieve this goal, it is necessary to solve the following tasks:

developing a sense of attachment to your home, kindergarten, and your loved ones;

developing in children a feeling of love for their native land, their small Motherland - the Komi region on the basis of familiarization with their native nature, culture and traditions;

to form ideas about the Komi region, to cultivate a sense of pride in their fellow countrymen, responsibility for everything that happens in the republic, and involvement in it;

the formation of ideas about Russia as a native country, about Moscow as the capital of Russia;

education of civic and patriotic feelings through the study of state symbols of Russia, the Komi Republic, and the city of Vorkuta;

the formation of tolerance, a sense of respect for other peoples and their traditions;

providing the necessary personnel, scientific, methodological, material and technical conditions for the implementation of the program.

The program is based on the following approaches:

The culturological approach emphasizes the value of the unique development path of each region (its native land) based not on the opposition of natural (natural) factors and artificial (culture), but on the search for their relationship and mutual influence.

The territorial approach is the path from “near to far” - from love for kindergarten, for the street, for the city, for the region, to nurturing love for one’s native country.

Principles of program implementation

The implementation of the programs is based on the following principles:

principle of humanization presupposes the teacher’s ability to take the child’s position, take into account his point of view, not ignore his feelings and emotions, see the child as a full-fledged partner, focus on universal concepts - love for family, native land, Fatherland;

principle of differentiation is to create optimal conditions for the self-realization of each child in the process of mastering knowledge about their native land, city, country, national traditions, art and culture, taking into account the age, gender of the child, his accumulated experience, characteristics of the emotional and cognitive sphere;

principle of integrativeness implemented in collaboration with family, library, school, local history museum; in the natural inclusion of local history material in basic preschool education programs, when the content of local history material is determined taking into account continuity with primary school, integration of all types of activities while getting acquainted with the history and culture of peoples, historical and cultural features of the Komi region;

the principle of uniqueness of place underlies the selection of content taking into account regional characteristics and sociocultural environment. The territory of the district is considered as a universal value for people who consider it their homeland. This principle involves studying the specifics of natural and cultural heritage, spiritual values, historical, cultural, ethnocultural features of the development of the region;

principle of thematic planning the material involves presenting the studied material in thematic blocks: the nature of the native land, the native village, the native country, the native culture;

principle of visibility- a wide presentation of visuals relevant to the material being studied: illustrations, photographs of landscapes, monuments, attractions, reproductions of paintings by local artists, etc.;

principle of consistency involves planning the cognitive material being studied sequentially (from simple to complex) so that children acquire knowledge gradually, in a certain system;

principle of entertainment- the material being studied should be interesting and exciting for children; this principle creates in children a desire to complete the proposed types of tasks and strive to achieve results.

Psychological characteristics of preschool children

Preschool childhood is a long period in a child’s life. He ranks on a scale physical development period of time from three to seven years and makes a great contribution to the mental development of the child. Over these years, the child acquires much of what remains with him for a long time, defining him as a person and subsequent intellectual development. From the point of view of the formation of a child as a person, the entire preschool age can be divided into three parts. The first of them relates to the age of three to four years and is mainly associated with strengthening emotional self-regulation. The second covers the age from four to five years and concerns moral self-regulation, and the third refers to the age of about six years and includes the formation of the child’s business personal qualities.

Preschool childhood is the most important period in the development of a person’s personality, when the moral foundations of civic qualities are laid and children’s first ideas about the world around them, society and culture are formed. Living conditions at this time are rapidly expanding: the boundaries of the family are expanding to the limits of the street, city, and country. The child discovers the world of human relationships, different types of activities and social functions. He feels a strong desire to be involved in adult life, to actively participate in it, which, of course, is not yet available to him. He strives for independence. From this contradiction, a game is born - an independent activity of children that models the life of adults. The child’s place in the system of relationships changes, the ability to identify with people and images of heroes of works of art develops. There is an assimilation of norms of behavior, as well as various forms of communication. The child begins to realize that he is an individual.

In preschool age, feelings dominate all aspects of life: the child experiences what happens to him, what surrounds him; the experience of this relationship to the environment constitutes the sphere of the child’s feelings and emotions. A child's feelings are his attitude to the world, to what he experiences and does in the form of direct experience.

In preschool childhood, the child masters social forms of expressing feelings. Feelings become more conscious, generalized, reasonable, arbitrary, and non-situational. Higher feelings are formed - moral, intellectual, aesthetic.

A preschool child develops personal qualities related to relationships with people. This is, first of all, attention to a person, to his worries, troubles, experiences, successes and failures. Many preschool children show compassion and caring towards people, not only in play situations, but also in real life. By the end preschool childhood External feelings are increasingly becoming the motives for a child’s behavior. Through feelings, the child’s actions, actions, and desires are regulated in accordance with the established ethical and aesthetic requirements of society.

Emotions play an important role in regulating children's activities and in the formation of value orientations and relationships. The results of children’s activities and the relationships between them contribute to the actualization of emotions that have previously developed in the child’s experience, as well as the restructuring or emergence of social emotions. A child in preschool age comprehends the meaning of ethical standards through rational emotional communication with adults or another child. Ethical standards act as interconnected polar categories of good and evil. In many cases, an older preschooler is already able to rationally explain his actions, using certain moral categories, which means that he has developed the beginnings of moral self-awareness and moral self-regulation of behavior. Moral experience is transmitted to children from adults and acquired in the process of communication, observation, and imitation.

Thus, preschool age, as the age of formation of the foundations of personality, has its potential for the formation of higher social feelings, which include the feeling of patriotism. If patriotism is considered as attachment, devotion, responsibility towards one’s Motherland, then a child, even in preschool age, must be taught to be attached to something, someone, to be responsible in any of his, no matter how small, business. Before a person will empathize with the troubles and problems of the Motherland, he must generally acquire the experience of empathy as a human feeling. Admiration for the vastness of the country, its beauty and wealth arises if you teach a child to see the beauty around him. Before a person can work for the good of the Motherland, he must be able to conscientiously and responsibly carry out any business he undertakes.

The basis of patriotic education is the moral, aesthetic, labor, and mental education of a little person. In the process of such versatile education, the first shoots of civic-patriotic feelings arise.

Forms of program implementation

The implementation of the program involves the implementation of specially organized classes, during which children gain knowledge and skills on the topics being studied. It is advisable to conduct a cycle of classes to get to know your hometown in the form of excursions to the sights of your small homeland, activities - travel to the past, future, present. Targeted walks are organized that help children, while actively exploring the world around them, draw conclusions about seasonal changes in nature, the life of urban birds, about the inhabitants of reservoirs, etc.

A large role in the implementation of the program is given to the joint activities of the teacher and children, since the education of feelings is a process that cannot be fit into the strict framework of the lesson schedule. This is daily, constant communication between an adult and a child, as a result and through which such a complex formation as a feeling of love for the Motherland is formed. In joint activities, educators widely use didactic, mobile, tabletop, role-playing, and theatrical games with children, which help, based on the main type of children's activity - play, to form in children knowledge and skills that correspond to program tasks. We propose to include conversations about our hometown, animals, and plants of our native land into joint activities; examination of thematic albums, illustrations, organization of exhibitions of children's creativity.

The greatest emotional response in children is caused by holidays, matinees, public events. We offer to hold calendar and ritual holidays, matinees, entertainment, holiday concerts for Village Day, Komi Republic, Victory Day.

The program does not impose requirements on the content and volume of starting knowledge, or on the level of development of the child, but requires the active participation of parents, children, and teachers in its implementation.

The content of the program is considered not as information objectively presented to the child by an adult, but as images (of nature, man, family) that develop the soul, orienting the preschool child to the values ​​and meanings of civic education. This approach to determining the content of the regional program allows the teacher and parent to become familiar with education as the art of living with the child and understanding its meaning.

The program is designed for 3 years and is intended to work with children in middle, high, preparatory groups kindergarten.

Duration of activity: 20-30 minutes (depending on the age of the children)

THEMATIC PLANNING OF CLASSES ON DISCOVERING THE NATIVE LAND

MIDDLE GROUP

September

My favorite kindergarten

Cultivate good feelings and interest in kindergarten, careful attitude towards toys. Show children that kindergarten is like a family: just like in a family, there are adults who take care of children; have children.

Continue to introduce children to the work of adults working in kindergarten.

Teach children to navigate inside the kindergarten and on its territory.

Pets of the city and region

To consolidate and expand children's knowledge about the city and the region, about domestic animals living next to us (what they look like, what they eat).

Develop the ability to identify signs of similarity and difference and express them in speech.

Foster a humane attitude towards them.

October

On the threshold of the big world

Cultivate respect for people whose work is related to the improvement of the village (janitors, drivers of garbage collection vehicles, etc.)

To form ideas about the small Motherland based on familiarization with the street on which the orphanage and kindergarten are located.

Introduce children to the concepts of “village” and “region”.

Birds of the northern region

Give children an idea of ​​the birds that live in the kindergarten area.

Clarify and expand children's knowledge about birds: their appearance, nutrition.

Learn to find signs of similarities and differences, expressing them in speech.

Cultivate curiosity and respect for living nature.

November

I live in the village of Noshul

Continue to introduce children to their native village of Noshul, establish the name of their hometown, show its beauty, and arouse the admiration of children; introduce the sights of your native village (monuments, temple)

Consolidate knowledge of your home address and kindergarten address.

Cultivate a desire to maintain cleanliness and order in your city.

Autumn drops gold

Expand children's understanding of the characteristic signs of autumn in the north, teach them to find them on their own.

Clarify children's ideas about the changes that occur in the life of plants in autumn.

Continue learning to recognize some deciduous trees.

To the forest for mushrooms and berries

Expand children's understanding of mushrooms and berries, with the features of their appearance and places of growth.

Foster a caring attitude towards nature.

December

Organizations and enterprises of the village of Noshul

Introduce children to city enterprises (school, post office, shops, bakery) and professions.

Animals of Komi region

Give children an idea of ​​the animals living in the Komi Republic.

Clarify and expand children's knowledge about ways to prepare for winter period northern animals.

To form an idea of ​​how wild animals adapt to life in winter conditions (change their appearance, what they eat).

To cultivate a caring and caring attitude towards the nature of the native land.

January

About people's work

Enrich and expand children's understanding of the work of kindergarten staff and parents.

Cultivate respect for people - workers.

Winter in the village of Noshul

To cultivate in children interest and love for their native nature, their native village, to consolidate the name of their native village, region.

To clarify in children’s ideas about seasonal changes in nature, to consolidate the signs of winter, names winter games.

February

Our army is dear

Give an idea of ​​the features of military service in Peaceful time.

Introduce the qualities that a modern soldier should have.

Inhabitants of water - fish

Give children an idea of ​​the lakes and rivers of the Komi region.

Clarify and expand children's ideas about fish (their appearance, nutrition, habitat).

Develop the ability to observe, analyze, draw conclusions, and express them in speech.

To cultivate curiosity, a careful and caring attitude towards the nature of the native land.

March

In a single family

Expand knowledge about the cultures of different peoples, their national cuisine, clothing, plants and animals, folk outdoor games living in the Komi Republic.

Plants on the kindergarten site

Give children an idea of ​​the plants growing in the village of Noshul (their appearance), the benefits they bring to humans. Learn to recognize a plant by its appearance.

Introduce children to the Red Book and protected plants.

April

Meeting with the beautiful

Introduce children to the concept of a museum and the rules of behavior in a museum.

Introduce children to Komi folk crafts and the work of craftsmen in making them.

Cultivate interest in folk crafts.

There was a breath of spring through the window...

Expand children's understanding of the characteristic signs of spring (the day lengthens, the sun warms more strongly, the snow melts, rivers and lakes are freed from ice; grass grows, shrubs turn green, flowers bloom; insects appear, migratory birds return).

Learn to observe natural phenomena and establish simple connections between them.

To foster in children an interest and love for their native nature.

Spring awakening of nature

Expand children's understanding of the lifestyle of tundra animals and birds in the spring.

Consolidate knowledge about trees, shrubs, and herbs with children.

Develop the ability to observe, analyze, compare, draw conclusions, and express them in speech.

Foster a caring and caring attitude towards nature.

Noshul - heroic

Foster respect for WWII veterans.

To give children an idea of ​​how people honor the memory of the heroes who defended our country during the Second World War, of our fellow countrymen.

Six-legged babies

Expand and clarify children's knowledge about insects and their characteristic features.

Develop the ability to see signs of similarities and differences and express them in speech.

Cultivate a caring attitude towards all living things.

Seasons

SENIOR GROUP

PROGRAM OF AWARENESS WITH THE NATIVE LANDSCAPE

September

I love my kindergarten

Continue to familiarize children with the work of kindergarten employees, their responsibilities (laundress, caretaker, manager, etc.).

Foster respect for the work of employees, develop in children a sense of gratitude for their care for children.

Protected places of the Komi region

Introduce children to the nature reserves of their native land; to form a responsible and caring attitude towards our native nature.

October

On the threshold of the big world

To form ideas about the small Motherland based on familiarization with the village of Noshul.

Introduce children to the history of the village of Noshul, explain why it is called that. Talk about the main streets of the village, consolidate children's knowledge of street names, teach children to navigate the area in which they live, and know their home address.

To cultivate respect for people whose work is associated with the improvement of the village, to cultivate a desire to participate in its improvement themselves.

To form children’s ideas about our country, Russia.

Birds of the Komi Republic

To expand children’s knowledge and understanding of birds living in the Komi Republic, about the features of appearance, life manifestations, habits of birds and adaptation to their environment, about the difficult and important concerns of birds before a long winter; give the concepts of wintering, migratory, and migratory birds.

To consolidate the idea that there are no “unnecessary” creatures in nature, everything in it is purposeful, everything is in great balance: insects that are harmful from our point of view are food for birds, which in turn play a certain role in the evolution of the planet.

November

My small Motherland- Noshul village

Expand ideas about the Motherland based on acquaintance with the village of Noshul. To consolidate children's ideas about the peculiarities of the village's location.

Autumn in the village of Noshul

To consolidate children's knowledge about the signs of autumn, to clarify children's knowledge about autumn changes in nature, to remember proverbs and sayings.

December

Noshul - logging village

Introduce children to the history of logging, which enterprises are engaged in logging and processing of wood in the village.

To form children's ideas that the forest is a valuable wealth, the acquisition of which requires a lot of work.

Fix the names of professions - timber truck driver, tractor driver.

Foster respect for the work of foresters.

Animals of the Komi Republic

To consolidate children's knowledge about wild animals living in the Komi Republic, to supplement their existing experience with new information about the lifestyle of familiar animals and their preparation for winter.

January

About people's work

Expand children's understanding of the work of adults and the importance of their work for society.

Introduce people to professions related to the specifics of their native land.

Winter in the Komi Republic

Summarize children's ideas about northern winter.

February

Our defenders

To cultivate respect for the people who defend our Motherland - the defenders of the Fatherland.

Blue eyes of lakes and rivers

Foster a caring attitude towards aquatic life.

March

In a single family

To introduce children to nature, the peculiarities of life, work, culture, and traditions of other peoples living in the Komi Republic.

Getting to know the fairy tales of the peoples of Russia; show children that many fairy tales are very similar, that the cultures of different peoples are interconnected.

Cultivating in children an emotionally positive attitude towards peers of different nationalities.

Forming a sense of unity, friendship, equality and brotherhood that unites the peoples of Russia.

Plants of the Komi region

Learn to recognize plants by appearance, distinguish between beneficial plants and poisonous ones.

Introduce children to climate zones. Enrich children's vocabulary with plant names.

April

Meeting with the beautiful

Introduce the cultural recreation of Noshlyans and the history of the village museum.

To give an idea that the museum stores the best works of art, antiques, and the history of our village.

Spring in the Komi region

This Victory Day

Deepen and clarify ideas about the Motherland - Russia.

Consolidate knowledge about the flag, coat of arms and anthem of Russia.

To consolidate knowledge about how the Noshlyans defended their homeland during the Great Patriotic War.

Foster a sense of respect for veterans and a desire to care for them. To honor the memory of fellow countrymen who gave their lives for the freedom of the Motherland, for peace on earth.

Seasons

To consolidate and generalize children's knowledge about the seasons, about the seasonal changes that occur in nature.

To cultivate a love for native nature, a sense of admiration for its beauty and diversity.

PREPARATORY SCHOOL GROUP

PROGRAM OF AWARENESS WITH THE NATIVE LANDSCAPE

September

All cities of Komi

To consolidate ideas about the Komi Republic in which we live, the history of the emergence of the village of Noshul, and remember why it is called that.

Strengthen children's knowledge of street names, continue to teach children how to navigate the area in which they live, and know their home address.

Introduce the cities of the Komi Republic, their sights and features.

To cultivate respect for people whose work is associated with the improvement of the city, to cultivate a desire to participate in its improvement themselves.

Man protects nature (Monuments of the Komi region)

Continue to introduce children to nature reserves and natural monuments of your region.

Show what valuable, protected species of plants and animals grow and live in our region.

To foster a sense of pride and belonging to the natural attractions of the Komi Republic, to awaken a desire to protect these places.

October

On the threshold of the big world

Expand children's ideas about their native land, continue to introduce them to the sights of the village.

Continue to introduce the history of the village coat of arms.

Consolidate knowledge about the main city of the country - Moscow.

Continue to form basic ideas about the history of Russia.

To cultivate love for the “small Motherland” and pride in the achievements of one’s country.

Birds of the Komi region. (“Red Book” of birds)

Expand children's knowledge and understanding of birds living in the Komi Republic.

To consolidate knowledge about the features of appearance, life manifestations, habits of birds and adaptation to their habitat, about the difficult and important concerns of birds before a long winter. To cultivate a love for native nature, to teach how to care for birds.

To consolidate the idea that there are no “unnecessary” creatures in nature, everything in it is purposeful, everything is in great balance.

November

Love and know your native land

Summarize children's ideas about the geographical location of the Komi region, the village of Noshul, their natural resources, and the industry of the region.

Autumn in the Komi region

Summarize children's ideas about typical autumn phenomena in inanimate nature in the Komi region.

To consolidate knowledge about the peculiarities of the existence of plants in autumn, generalize knowledge about the lifestyle and behavior of animals in autumn.

To form an aesthetic attitude towards autumn phenomena, teach to admire the beauty of autumn nature in the works of Komi artists.

December

Industry of Komi region

Summarize children's ideas about industry.

Expand the concepts of “industry” (coal, gas), “production” (paper), the ability to classify objects (products of industrial enterprises) according to certain criteria.

Continue to develop the idea that different types of work provide different needs for people. Labor is a manifestation of people's care for each other.

"Red Book" of animals of the Komi region

Expand children's knowledge and ideas about animals living in the Komi region.

Form a belief about the pricelessness of nature and bring to the conclusion about the need to protect it.

January

About people's work

Expand ideas about the work of workers in a kindergarten, school, post office, library, hospital, firefighter, police, rescuer, and about the significance of their work for others.

To form ideas about the work of people in creative professions (artist, writer, entertainer, musician).

Continue to introduce professions related to the specifics of their native village.

To cultivate respect for the work of adults, the desire to choose their profession, the desire to learn and make their country richer and more beautiful.

Winter in the Komi region

Summarize children's ideas about typical winter phenomena in inanimate nature in the Komi region.

To consolidate knowledge about the peculiarities of the existence of plants in winter, to generalize knowledge about the lifestyle and behavior of animals in winter.

To form an aesthetic attitude to the winter northern nature, captured in the works of artists of the Komi region.

To develop in children an interest and love for their native nature.

February

Our Russian soldiers

To consolidate knowledge about the national holiday of warriors, to clarify who the defenders of the Fatherland are.

Expand and clarify ideas about Russian army(Russian soldiers guard the borders of our Motherland), military branches: how the memory of fellow countrymen who defended Russia is immortalized.

Continue to introduce proverbs about warriors, teach them to understand and explain their meaning.

To cultivate a sense of pride in one’s people, the army, and the desire to defend one’s native country.

Rivers and lakes of the region

To clarify children’s ideas about the lakes and rivers of the Komi region, their inhabitants, and the role of humans in protecting lakes and rivers.

Continue to expand and clarify children’s ideas about the life of living beings in various ecosystems (lake, river)

To develop elements of environmental consciousness in children.

March

In a single family

To form children's ideas that the Earth is home to people of different nationalities.

Introduce children to the political map of the world, to the different racial backgrounds of the planet's population.

Acquaintance with the culture and traditions of other peoples.

Plants of the Komi region (“Red Book” of plants)

To clarify and expand children's knowledge about plants growing in the Komi region and the benefits they bring to humans.

Learn to recognize a plant by its appearance, be able to identify medicinal and poisonous plants.

Continue to introduce children to the Red Book and protected plants.

To cultivate a desire to preserve and protect our native nature.

April

Meeting with the beautiful

Continue to introduce the cultural recreation of Noshlyans, the history of the emergence of the museum in the village (local history)

To give an idea that the museum stores the best works of art, antiques, and the history of our region.

Foster love and respect for the past of our region.

Spring in the Komi region

To clarify and systematize children’s knowledge about the characteristic signs of northern spring (the day lengthens, the sun warms more strongly, the snow melts, rivers and lakes are freed from ice; grass grows, shrubs turn green, flowers bloom; insects appear, migratory birds return).

Learn to understand the connection between the phenomena of inanimate nature and the life of plants and animals, between the phenomena of inanimate nature and seasonal types of labor.

Evoke aesthetic experiences from the spring awakening of nature.

Soldiers' letters

To consolidate knowledge about how soldiers defended our homeland during the Second World War.

Continue to introduce monuments to the heroes of the Second World War.

Introduce the heroes of the Second World War - the Komi Republic, whose names are given to the streets of the city, the republic, whose names are carved on memorial boards of military glory.

To foster respect for veterans of the Great Patriotic War.

Changes in village life

To clarify children’s ideas about the changes that occur in the life of the city in different seasons.

Learn to compare the life of winter, spring, summer and autumn villages, the changes that occur in the village, how people’s clothes change, what kind of work they do on the streets of the village.

To give an idea of ​​why the village needs green spaces (trees protect the village from dust, harmful gases and noise, and delight us with their greenery)

Foster a desire to protect and replenish green spaces.

PERSPECTIVE PLANNING FOR EXPLORING YOUR NATIVE LANDSCAPE

PLANNED RESULTS OF IMPLEMENTATION OF THE NATIONAL-REGIONAL COMPONENT OF EDUCATION (Educational program on moral and patriotic education for children of middle and senior preschool age MBDOU "Kindergarten" in the village of Noshul "Love and know your Komi region") AND WAYS TO TRACK IT

By the end of the year, children 4-5 years old should:

It is a pleasure to talk about family, family life, traditions; actively participate in events prepared in a group, in a preschool educational institution, in particular, aimed at something to please adults and children.

Be able to talk about your native village.

Talk about your desire to acquire a certain profession in the future (to become a military man, fireman, policeman, rescuer, etc.).

Participate in observations of plants, animals, birds, fish and in feasible work to care for them; share your knowledge about living and non-living things; do not tear or break plants, treat living beings with care, do not harm them.

By the end of the year, children 5-6 years old should know:

Your home address, name of the village, region.

Have an idea of ​​the symbolism of the village of Noshul.

Know the names of nearby streets.

Have an idea about the life and lifestyle of the people inhabiting the village of Noshul.

Distinguish the national costumes of the Komi people, be able to play their outdoor games.

Recognize the sights of the village of Noshul in photographs and be able to talk about them.

Know your parents' professions.

Know the rules of behavior in nature.

Be able to talk about the inextricable connection between man and nature, the importance of the environment for a healthy lifestyle of people.

Children have formed elementary local history and historical ideas: about the history and traditions of the Komi people. About the nature of the native land, mineral resources, about the way of life, the culture of the Komi people, about modern society, about the state symbols of the Komi Republic, about the types of activities of the population of the republic.

The child has a predominant emotional and positive attitude towards his small homeland, he is well versed in the environment closest to the kindergarten and home, and the rules of behavior on the street.

The child shows curiosity about his native village, he is interested in why the village is arranged this way, and pays attention to the aesthetic environment of the village.

Happy to join in project activities, associated with the knowledge of the small homeland, in children's collecting.

The child shows the beginnings of social activity: participates in socially significant events, experiences emotions associated with the events of the war years and the exploits of the villagers, and strives to express a positive attitude towards the elderly villagers.

By the end of the year, children 6-7 years old should know:

Brief information about the history of the village of Noshul.

Distinguish the symbolism of the village of Noshul, Komi Republic.

Names of nearby streets, main social facilities and attractions of the village.

Be able to find familiar streets on the village plan.

Poems, works of art by local poets and artists.

Have a basic understanding of the historical past of the village of Noshul, life, way of life, and culture of the Komi Republic.

Distinguish and name the national costumes of the Komi people, be able to play their outdoor games.

Be able to compose stories based on your drawings “Safe routes on the way to kindergarten and back home”

Rules for safe behavior in nature and on the streets of the village of Noshul.

Be able to talk about the inextricable connection between man and nature, the importance of the environment for a healthy lifestyle.

Have a basic understanding of nature, the Red Book of the Komi Republic.

Understand involvement in the social and environmental environment, realize oneself as a full member of society.

The child has formed elementary local history and historical ideas: about the history and traditions of the Komi people; about the significance of the historical past of the Komi people and its relationship with the present day, about the nature of their native land, mineral resources, about the way of life, the culture of the Komi people, about modern society, about the state symbols of the Komi Republic, about the types of activities of the population of the republic.

The child shows interest in his small homeland and uses the pronoun “mine” in relation to the village and its attractions.

He is well oriented not only in the environment closest to the kindergarten and home, but also in other streets of his native village. Knows and strives to follow the rules of behavior on the street.

The child shows curiosity about his native village, its history, monuments, and buildings.

He is happy to participate in project activities, children's collecting, the creation of mini-museums related to the knowledge of his small homeland, and children's collecting.

The child takes initiative in socially significant matters: participates in socially significant events, experiences emotions associated with the events of the war years and the exploits of the villagers, and strives to express a positive attitude towards the elderly villagers.

Reflects his impressions of his small homeland in his preferred activity (tells, depicts, embodies images in games, unfolds the plot, etc.).

Criteria for evaluation:

Completeness - the child names the distinctive features of the Komi Republic and the village of Noshul.

Essence - the child knows the distinctive features of his native land, flora and fauna, and understands his involvement in the life of people in the city.

Generality - the child knows the history of the village, the socio-economic significance of his native land for the country, names nearby cities; knows the symbolism of the village and region; realizes the inextricable connection between man and nature, its influence on people’s lives; knows the peculiarities of living in a multinational society.

Based on the selected criteria, we determined levels mastering the program

“Love and know your native land”.

High level - knows the name of the village, republic, country, his address;

names and recognizes (from illustrations, photographs) sights and socially significant objects of the village of Noshul; 4-5 streets; knows and recognizes the flag, coat of arms, anthem of Russia, the Komi Republic; names folk holidays, toys, household items; names the natural resources of Russia, the region, the village; knows the natural and climatic zones and landscapes of his native land; names animals and plants of the native land listed in the Red Book; has ideas about the nature reserves of his native land, professions and has a strong interest in the work of adults; basic ideas about the life and traditions of the people inhabiting the village of Noshul and the Komi Republic; knows the poems of famous poets of the Komi region; cares about the surrounding nature and loved ones, provides assistance, shows friendliness, takes into account the interests of his comrades, knows how to negotiate with peers, and analyzes actions.

Average level- knows the name of the village, republic, country, his address; flag,

coat of arms, anthem of Russia, region; finds it difficult to name landmarks, social objects (based on illustrations, photographs), streets (does this after explanations from an adult); finds it difficult to name folk holidays and toys; with the help of an adult, names the natural resources of the Komi region, natural and climatic zones; names several animals and plants of his native land; names professions in his native land, but interest in the work of adults is not stable; cares about loved ones, shows friendliness, but does not take into account the interests of his comrades; does not know how to negotiate with them, does not provide assistance; analyzes actions with the help of an adult.

Low level-does not know the name of the village, region, country, or his address, but recognizes

flag, coat of arms, anthem; there is no knowledge about the sights of your native village; does not know street names well; cannot name folk holidays, toys, natural resources of the Komi region; natural and climatic features of the native land; finds it difficult to name the professions of his parents; does not care about those around him, does not show friendliness, does not take into account the interests of his comrades, does not know how to negotiate with them, does not provide assistance, and cannot analyze actions.

Diagnostics of children

FULL NAME. child_______________________________________________________________

Home country

The name of the country_______________________________________________________

Name of the republic_________________________________________________________

Village name_______________________________________________________________

Home address_______________________________________________________

Name of village attractions_________________________________

Name of social facilities_______________________________________________

Names of streets, squares_______________________________________________

Symbolism

Flag of Russia________________________________________________________

Coat of arms of Russia__________________________________________________________

Coat of arms of the Komi Republic_________________________________________________

Flag of the Komi Republic _________________________________________________

Coat of arms of the village of Noshul__________________________________________________________

History of folk culture and traditions

Human dwelling and household items________________________________________________

National holidays_______________________________________________________________

Folk crafts_______________________________________________________________

Historical, geographical and natural components

Natural resources of our Motherland_____________________________________________

Natural resources of the native land_______________________________________________

Various natural and climatic zones (forest, tundra, forest-tundra, etc.)__________________________________________________________________

Types of landscape_______________________________________________________________

Animals and plants of the Red Data Book of the Komi Republic_____________________

Personal component

Attitude to the environment_______________________________________________

Caring for loved ones_______________________________________________________________

Showing friendliness_________________________________________________

The ability to manage your feelings, negotiate, etc.__________________

The ability to analyze one’s own actions and the actions of other people_______________________________________________________________

Literature used in compiling the program:

Andreeva N.F. Planning work on patriotic education in preschool educational institutions //Preschool educational institution management, 2005, No. 1

Grigorenko G. The influence of knowledge about the native land on children’s games // Preschool education, 1977, №6

Danilina G.N. For preschoolers - about the history and culture of Russia: A manual for the implementation of the state program “Patriotic education of citizens of the Russian Federation for 2001-2005.” - M.: ARKTI, 2004

Preschoolers about the defenders of the Fatherland. /Ed. L.A.Kondrykinskaya, M.: Sfera, 2006

Zhukovskaya R.I., Vinogradova I.F., Kozlova S.A. Motherland, M, 1985

How to teach children to love their Motherland. Guide for educators and teachers/authors-compilers: Yu.E. Antonov, L.V. Levina, O.V. Rozova, I.A. Shcherbakova.- M.: ARKTI, 2003

Kovaleva G.A. Raising a little citizen: A practical guide for employees of preschool educational institutions.-M.: ARKTI, 2003

Kozlova S. Moral education of children in the modern world // Preschool education, 2001, No. 9

Komratova N.G., Gribova L.F. My small homeland // Preschool educational institution management. 2005, No. 1

Lukina L.I. Working with parents in a preschool educational institution // Preschool Education Management, 2004, No. 1

Makhaneva M.D. Moral and patriotic education of preschool children // Preschool educational institution management, 2005, No. 1

My fatherland is Russia! Comprehensive system of education of patriotism and citizenship in children of preschool and primary school age / Bogacheva I.V. and others - M.: Publishing house GNOM and D, 2005

Petrovsky V.A., Yaroshevsky M.G. Fundamentals of theoretical psychology. - M.: Infa-M, 1998

Program “From birth to school”, ed. NOT. Veraksy, M.A. Vasilyeva, 2010

Where does the Motherland begin? / Ed. L.A. Kondrykinskaya.-M.: TC sphere, 2003

Sakavichene O.V. Patriotic education of preschool children //Preschool education, 2006, No. 2

Fedorova L.F. Plan for the patriotic education of children in the preparatory group for school // Management of preschool educational institution.-2005, No. 1

Fortaleva N.P. Excursions are a means of introducing children to the history of their native land // Preschool Education Management. - 2005, No. 1.

"Parma" - national regional program edited by. Belykh S.S., Shtecklein S.N., Potolitsynoy N.B., 2010

Pasynkova I.A. Introducing preschool children to the culture, history, and traditions of the Komi people, 1998

Leaf fall A.P. The ABC of the living tundra, Syktyvkar - Vorkuta, 2007

“Visiting a children's fairy tale”, Syktyvkar - Vorkuta, 2005

Irina Kharchenko
Moral and Patriotic Education Program

Accepted Approved

on pedagogical council head MDOU DS KV No. 1

MDOU DS KV No. 1 st. Kopanskaya station Kopanskaya

Yeisk municipal district Yeisk municipal district

Protocol No. ___ ___N. V. Sereda

from «___» ___20___

PROGRAM

moral and patriotic

and spiritual education

preschoolers

municipal preschool educational institution, combined kindergarten

No. 1 Art. Kopan municipality

Yeisk district

Art. Kopanskaya

1.1. General position

In project "National Doctrine of Education in the Russian Federation" emphasizes that “the education system is designed to provide education of Russian patriots, citizens of a legal democratic, social state, respecting the rights and freedoms of the individual, having high morality and showing national and religious tolerance."

However, before becoming a patriot of Russia, you need to know the traditions of your Motherland, your land, and live by their interests and concerns. According to S.V. Mikhalkov, whoever loves, appreciates and respects what has been accumulated and preserved by the previous generation can love the Motherland, get to know it, and become a true patriot.

Much has been written about the importance of a child becoming familiar with the culture of his people from early childhood, because appealing to the paternal heritage fosters respect, pride in this land on which you live. Therefore, children need to know the way of life, everyday life, rituals, beliefs, art, and the history of their ancestors. It is the emphasis on knowledge of the history of the people, their native culture, that will help in further: pay great attention, respect and interest to the history and culture of other peoples.

Our contemporary, Academician D.S. Likhachev noted that the feeling of love for the Motherland must be carefully cultivated, instilling "spiritual settlement", because if there are no roots in the native area, in the native side, there will be many people who look like a dried up plant "Tumbleweed".

Thus, children are one of the main tasks of a preschool educational institution

1.2. Target programs

Formation of civic position, patriotic feelings and love for the past, present and future, based on the study of traditions, literature, cultural heritage. Creating conditions for the formation of a legal worldview and moral ideas.

Tasks programs:

To increase the educational, professional, theoretical and practical knowledge of teachers on the problem.

Systematize the knowledge and skills of teachers and children on this issue.

Improve the work of the teaching staff.

- upbringing the child has love and affection for his family, home, kindergarten, home street, city;

Respect for working people;

Formation of a caring attitude towards native nature and

to all living things;

Basic knowledge of human rights;

Development of interest in Russian traditions and crafts;

Feelings of responsibility and pride for the achievements of the Motherland;

Tolerance, feelings of respect and sympathy for other people, nations, their traditions;

Expanding ideas about Russia, its capital;

Introducing children to the symbols of the state (coat of arms, flag, anthem).

1.3. Scientific background

The theoretical foundations in a modern preschool institution are based on new scientific approaches and understanding of the most important trends in its development and can be formulated as follows way:

- moral and patriotic education is formed and develops as a feeling through spiritual moral enrichment;

understanding of the highest development of the feeling of patriotism is associated with the actions and deeds of children and adults;

- moral and patriotic education, being a deeply social phenomenon in nature, represents the source of existence and development of society in which a child is being raised;

In the role of the primary subject moral and patriotic education is the personality, the task of which is to realize one’s historical, cultural, national, spiritual and other belonging to the Motherland;

True patriotism as a sublime feeling is an irreplaceable value top level spiritually moral and cultural development.

1.4 Relevance of the problem

Children, starting from preschool age, suffer from a lack of knowledge about their hometown, country, and the peculiarities of Russian traditions.

Indifferent attitude towards close people, group mates, lack of empathy and compassion for the grief of others.

The system of working with parents on the problem is insufficiently formed moral and patriotic education in the family.

SECTION II

Basic principles programs

Solving problems moral and patriotic education, each teacher must build his work in accordance with local conditions and characteristics of children, taking into account the following principles:

- "positive centrism" (selection of knowledge most relevant for a child of a given age);

Continuity and continuity of the pedagogical process;

Differentiated approach to each child, maximum consideration of him psychological characteristics, opportunities and interests;

A rational combination of different types of activities, an age-appropriate balance of intellectual, emotional and motor stress;

Activity approach;

Developmental nature of learning based on children's activity.

Pedagogical tools that allow you to solve the tasks

Seminars and workshops for teachers.

Forward planning

Project activities

SECTION III

Forms and methods of working with children

Target walks to the monuments of military glory, along the streets,

bearing the names of heroes of the Great Patriotic War, in combination

with an excursion conversation from the head of the Museum room of the kindergarten about the exploits of heroic warriors.

Excursions to memorable places. The content of such excursions are: observation of ritual moments: laying flowers at the monument, minute of silence, meeting with war participants.

The same excursion is carried out with the participation of parents. They are offered "Weekend Route" with a detailed description of the object being visited and recommendations for accessible viewing

child with a monument.

Reading fiction that is relevant age category children - about the defenders of their native land, the Fatherland.

district libraries, with the help of whose employees a catalog of literature has been created that is accessible to children of certain ages.

Using audio and video equipment to listen to music about the Motherland, showing children films about

exploits of the Russian people. Examination of illustrations, paintings, various reproductions and newspaper clippings containing necessary historical facts and events from the surrounding life.

Meetings with participants of the Great Patriotic War and labor veterans, participation in festive days: "Day of the city",

"Mothers Day", "Daddy's Holiday", "Victory Day" and others.

Preparation of thematic exhibitions dedicated to memorable

dates, making souvenirs for war and labor veterans. Parents take an active part in their preparation and organizations: creating collages, gifts, albums, etc.

SECTION VI

Working with parents moral and patriotic education

No less important condition moral and patriotic education children have a close relationship with their parents. Touching the history of your family evokes strong emotions in a child, makes you empathize, and attentively pay attention to the memory of the past, to your historical roots. Interaction with parents on this issue promotes respect for traditions and the preservation of vertical family ties. "A future citizen is growing in your family and under your leadership<. >Everything that happens in the country must come to the children through your soul and your thought,” this commandment of A. S. Makarenko must be used when working teacher and with children, and with their parents.

Currently, this work is relevant and especially difficult; it requires great tact and patience, since in young families issues education of patriotism, citizenship is not considered important, and often only causes confusion.

Involving the family in moral and patriotic education of children requires special tact from the teacher, attention and sensitivity to each child. In this regard, it may be necessary to involve someone in searching for documents about family members. The voluntary participation of everyone is a mandatory requirement and condition of this work.

It should be noted that nowadays people are interested in their genealogy, in the study of national, class, professional roots and their kind in different generations. Therefore, family study of their ancestry will help children begin to understand very important and deep postulates:

Everyone’s roots are in the history and traditions of the family, their people,

the past of the region and the country;

The family is the unit of society, the keeper of national traditions;

The happiness of the family is the happiness and well-being of the people, society, and state.

Of great importance are family excursions around the district, city or village, visits with parents to individual enterprises and institutions of the district, etc. The results of such excursions can be expressed in a photo exhibition, a joint performance with the child, or a film made. It is equally interesting to conduct a “mini-research”. Moreover teacher together with the parents, must choose and determine the topic of research, reasonably limiting its “territorial” and “time frame”, for example, research not into the history of the city in general, but into the history of the street (on which the kindergarten is located or the children live, or the past of the house and the fate of its inhabitants , history of the sponsoring enterprise, etc.

It’s good when family club activities include folklore activities (painting clay toys, folk weaving, etc., as well as local traditional holidays and rituals, Christmas balls, Russian Maslenitsa, birch trees, etc. Of course, all this introduces children to the history of the region and its people, fosters love for the Motherland.

THEMATIC PLANNING OF WORK

BY PATRIOTIC EDUCATION

IN THE MIDDLE GROUP

Main tasks and sections

Tasks section

My home To form in children an idea of ​​a family as people who live together and love each other. Enrich children's knowledge about professions. Teach children to freely navigate their surroundings. Introduce the village where m

My street Introduce the village in which we live, its features and attractions. Teach children to freely navigate their surroundings Bring up Children have a caring attitude towards the nature of their native village.

My kindergarten Introduce some of the premises of the kindergarten, talk about their purpose. Expand knowledge about the professions of people working in kindergarten. Cultivate respect for elders, teach the value of work and care

(middle group)

Form of work Working with parents

September My home, my family

Getting to know your immediate environment Looking at family photos Asking parents to bring photos of their family

October Excursion my kindergarten, my street Getting to know your immediate environment Excursion

Assistance with excursions

November The village, its streets, houses Getting to know the village Conversation Visit the main square of our village with children

All works are good - choose according to taste. Acquaintance with the work of Mayakovsky. Conversation about the professions of parents. Reading the work, conversation, looking at illustrations. Conversation with children about their profession.

January My kindergarten

Introduction to the structure of a kindergarten Conversation with local specialists

February My dad is the best

Cultivating love for your father

Sports entertainment, reading poems about dad, grandfather Organize parents to come to a sports festival

March I love my mom

Upbringing love for mom Matinee

Reading poems, singing songs, games Organize the parents to come to the holiday

April Me, you, he, she - together

Introduce children to a large number of people in the family, home, city Conversation, games, reading V. Suteev “Different Wheels”

Photo montage of parents' photos

May Final lesson

Upbringing friendship and collectivism Entertainment, games, songs, poems

Ask parents to photograph their children’s play moments and put together an album

DISTRIBUTION OF MATERIAL FOR THE SCHOOL YEAR

(senior group)

Journey into history “I see a wonderful expanse.” Life and traditions

“How wonderful is our dear

language." Hands are not for boredom

September

"Our village". Target: expand and clarify knowledge about your native village, consolidate skills, recognize familiar objects in photos, know their purpose, sing- show interest in the life of the village "Nativity of the Virgin Mary" Target bring up respect for a woman, love for a mother. "Our glorious area". Target: clarify children’s knowledge about the area in which they live; provide knowledge about the attractions of the area.

"Me and my name" Target: introduce children to the history of Russian names, teach them to politely address each other "Grandma Arina's Chest". Target: to form an interest in Russian applied art, clay and wooden toy; establish a connection between crafts and the people who made them

October "Moscow is capital of Russia" Target: to arouse children’s interest in the capital of our homeland - Moscow; the desire to learn more about this city, its history; sing- show respect for the people who created this city Thematic conversation "Pokrov-day - October 14". Target

day, history

emergence

ancient custom; bring up

interest in perfumes

new heritage

Russian people "Streets of our village". Target: clarify children’s knowledge about street names; show children that street names can tell you a lot about the history of the village. Entertainment (leisure) "Fair-stamp performance". Target; captivate children with the brightness, beauty, enthusiasm, and wisdom of Russian folk art;

November Thematic conversation "Unity is our strength" dedicated to the day of unity and harmony (November 4)

Target; show de-

there on historical

examples, samples

literary works

the power of collectivism

(“where it is difficult for one, we will do it with

friends");

raise friendly

love, mutual

pen, partnership Total class: Autumn holiday. Target; clarify children's knowledge about the traditions of celebrating autumn in Rus'

"Titmouse's Day" (November 12) Target: to introduce children to the culture of the Russian people, to introduce them to folk traditions; continue to introduce Russian proverbs, sayings and beliefs. Thematic conversation “What did our ancestors eat and drink from?”. Target: introducing children to utensils (wooden

or clay); formation

interest in features

Russian would-

that in the old days.

December “Russia on the map

Target: give initial pre-

regulations about the place

standing

Russia on the map

world, globe,

capital of Russia,

your city;

clarify that

such is the Motherland.

».

Target

bring up

"Journey

native

Target: continue to know

communion with military merit-

attraction-

bodies

native paradise

she; give to children

knowledge about his vacation spots

residents. "Bogorodskaya

toy".

Target: getting to know

features of Bogorodskaya

Target: let down

to understanding

that a person

friend to man

comrade and brother;

form a concept "unity"

everyone living on

land of people.

"Nativity".

Target: continue to introduce

children with Russians

traditions, hospitality,

expressions: thank you world

your home;

"Getting to know

monuments

villages."

Target: give

knowledge about

how people honor

people,

who forged their

"In a wonderful

country - Gorodets."

Target: acquaintance with the features of the Gorodets toy.

February Final lesson: "Mother Winter". Target: developing interest in Russian winter traditions Final class: "Feast of Defenders of the Fatherland". "Monuments to the Defenders of the Fatherland". Target: continue to introduce children to the sights of their hometown; give an idea of ​​the protection and defenders of the Fatherland Club of interesting meetings. Meeting local writers and poets.

March "Life on

Rus' in the old days."

Target: arouse interest in life

our ancestors;

give basic

idea of ​​Christ

culture;

educate adept

wadded attitude towards

warriors, the desire to defend their homeland. "Indoor plants in Russian

in the upper room and in our

Target: pin

the concept of

that a person is

part of nature,

clarify knowledge

about the appointment and

names of indoor plants in Rus'.

"Maslenitsa" Target raise caring

“Oral folk art - fast-

tongue twisters."

Target: train children in adequate use

works

Russian folk

creativity on

practice;

introduce

with the purpose of a tongue twister.

April “My native city”. Target; consolidate and expand children's knowledge about their hometown; explain that the city is the result of the work of people of different generations, that we are the owners of the city, and every resident must take care of it;

"Annunciation" Target, proverbs and sayings Final score concept: "Day

May Final

"Our Hometown".

Target: pin

children's knowledge about

history of his native city, its worthy

attractions "Moscow city"

ancient".

Target: specify

and expand children’s knowledge about the capital of our Motherland; arouse interest in the history of Moscow,

origin

its names;

foster pride in belonging

affection for one's Fatherland and

its capital "Easter" Target bring up class: holiday

"This day

Target: Ensure active participation

children in a holiday dedicated to the Victory Day of our troops in the Second World War; create an atmosphere of penetration,

high spirituality,

ethics, songfulness

DISTRIBUTION OF MATERIAL FOR THE SCHOOL YEAR

(preparatory group)

Journey into history “I see a wonderful expanse.” Life and traditions

“These days the glory will not be silent”

“How wonderful is our dear

language." Hands are not for boredom

September

"Rus is the protector" Target: using epics, legends, historical events, bring up desire to learn the life history of Russian people. "Russia on the globe" Target: expanding ideas about our Motherland, its place on planet Earth "Nativity of the Virgin Mary" Target: continue to introduce children to the traditions of the Russian people. Give an idea of ​​the Feast of the Nativity of the Virgin Mary, bring up respect for women, love for mother "Coat of arms of the city" Target: give knowledge about what a coat of arms is, explain the symbolism of the coat of arms, its purpose. "What's in your name" Thematic evening dedicated to the origin and meaning of the names of the children of the group “Like on our street” Target: to develop interest in the artistic works of Russian masters.

October Thematic conversation "Pokrov-day - October 14". Target: continue to acquaint children with the calendar and ritual holidays of Rus'; talk about the signs that characterize this

day, history

emergence

ancient custom; bring up

interest in perfumes

new heritage

Russian people “Russia remembers them, our native city remembers them”. Target: continue to acquaint children with the monuments of those who glorified our hometown, our village. "Readers' Competition" Target

continue to acquaint children with the Russian poetic word, with the work of poets, and teach expressive reading.

November "Liberators of the Earth Russian: Minin and Pozharsky" Target: using the example of specific historical events and personalities bring up interest in the history of their homeland, explain that the people gratefully honor the memory of the defenders of Russia "My native village" Target: to arouse interest in the history of the origin of your village, people who lived centuries ago "Titmouse's Day" (November 12) Target: to introduce children to the culture of the Russian people, to introduce them to folk traditions; continue to introduce Russian proverbs, sayings and beliefs. "Our Motherland is Russia" Target: introduce children to the coat of arms and flag of Russia. Thematic conversations "Proverbs, sayings" Target: the ability to notice, clearly and accurately express in one’s own words what is noticed in proverbs and sayings, to develop observation skills, the ability to compare and contrast phenomena and objects.

“Andrew the First-Called. Russian flag"».

Target: to introduce children to the historical culture of the Russian people; introduce to

the origin of the Russian flag; bring up patriotic feelings for their homeland.

"Museum of the Native Village".

Target: to give knowledge about the museums of the village and the exhibitions exhibited in them Thematic conversations "Proverbs and sayings" Target: the ability to notice, vividly and accurately express in one’s own words what is noticed in Russian proverbs and sayings, bring up interest in Russian speech

“Mother Earth. Be able to stand up for her!”

Target: let down

to understanding

that a person

friend to man

comrade and brother;

form a concept "unity"

everyone living on

land of people.

"Nativity".

Target: continue to introduce

children with Russians

traditions, hospitality,

Merry Christmas; explain the meaning of bowing, the meaning of words and expressions: thank you world

your home;

give an idea of ​​traditional Russian food.

.

Target

Thematic conversation (class) "Epics" Target: introduce children to the epic and its meaning in a historical and educational excursion into the past of the Russian state

February Final lesson: "Holiday of Defenders of the Fatherland". Target: continue to introduce children to the sights of their hometown; give the concept of protection and defenders of the Fatherland “Russia remembers them, the people remember them”.

Target: to clarify knowledge about people who glorified the Motherland, to whom monuments were erected

March "We are Kuban" The concept of the coat of arms of the city of Krasnodar, anthem. Modern enterprises. Main ancient monuments "Maslenitsa" Target: to introduce children to cultural and historical holidays, raise caring, respectful and extremely attentive attitude to Russian culture, as well as to the culture of any nation. Thematic

class (class) "Epics" Target: introduce children to the epic and its meaning in a historical and educational excursion into the past of the Russian state Thematic exhibition "Russian embroidery"

Target: give children an idea of ​​the purpose of Russian embroidery.

April Final lesson: "Day

land" "Annunciation" Target: continue to introduce children to the cultural and historical events of Russia; cultivate interest in omens, proverbs and sayings Final lesson "Journey to Grandma Arina"

Folklore holiday

May Thematic conversation "War against the Nazi invaders" Target: to give an idea of ​​the causes of the war, to explain why our people had to experience such grief, using examples of the exploits of young heroes in the fight against fascism "Easter" Target: continue to teach children to find the reasons for national holidays and determine their meaning; bring up interest in the cultural and historical past. Final class: holiday

"This day

Theme evening - portrait "Children are heroes" Target: show examples of stories, essays, stories about the exploits of children in war and peacetime Thematic conversation “Heroism and courage of people in the works of poets and writers

LITERATURE

1. Knyazeva O. L., Makhaneva D. M. Introducing to the origins of the People’s culture: Program. Educational and methodological manual. - 2nd ed., and additional. - St. Petersburg: Childhood - Press, 1999. - 304 p.

2. Makhaneva M. D. Moral and patriotic education of preschoolers. Toolkit. - M,: Sphere shopping center, 2009. - 96 p. - (Blue bird)

3. Small steps into big ones world: classes with older preschoolers on the world around them / author. - cell. V. Yu. Dyachenko, O. P. Vlasenko. - Volgograd: Teacher, 2008. - 108 p.

4. Mosalova L. L. I and the world. Lesson notes on social moral education preschool children. - St. Petersburg: "CHILDHOOD - PRESS", 2010. - 80 p.

5. Education program and teaching in kindergarten / Ed. M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova. - 6th ed., rev. and additional - M.: MOSAIC _ SINTNZ, 2009. - 208 p.

6. Patriotic system education in preschool educational institutions: planning, pedagogical projects, developments thematic classes and event scenarios / author. - comp. E. Yu. Alexandrova and others - Volgograd: Teacher, 2007. - 203 p.

Annex 1.

QUESTIONNAIRE FOR TEACHERS

Readiness to work on patriotic education

1. What meaning do you put into the concept? "citizen", "civil upbringing» ? Do you consider it necessary and possible to start a civil upbringing since preschool childhood? Why?

2. Do you know the cultural and historical heritage of the city or region well enough to ensure your child’s integration into the regional culture?

3. In what ways do you improve your level of competence?

in matters of culture and history of your native city, region?

4. Do you consider it necessary to involve preschool children

age to the origins of regional culture?

5. At what age do you think it is necessary to develop

children's interest in the natural and cultural heritage of their native city

sort of, edge?

6. Do you know what and how to tell children about your hometown?

7. What literature, in your opinion, can be used for

introducing children to their hometown and its history? Name

sources known to you.

8. What methodological assistance do you need for implementation?

tasks of civil education in your group?

9. Do you have any difficulties in creating a developmental group environment that stimulates the development of social and cultural competence of a preschooler? Name them.

10. Help and support of what specialists do you need to effectively solve civil problems? education?

Appendix 2

Questionnaire for parents "Patriotic upbringing» .

1. What do you understand by the term "patriotic upbringing» ?

2. Is it possible to be patriotic? kindergarten education?

3. How, in your opinion, should the goal of patriotism be formulated? education preschool children?

4. Who do you think bears the main responsibility for patriotic upbringing children - teachers or parents?

5. Do you think that preschool children should be introduced to the symbols of the state, traditions, and memorable dates?

6. Do you think the topic of familiarizing yourself with family pedigree is relevant in modern society? Are there family traditions in your home?

7. Do you and your children visit museums and exhibitions in our village, the city of Kemerovo? If not, then why?

Thank you for your cooperation!

Appendix 3.

Monitoring moral and patriotic education of preschool children.

F. and. baby

1. Home country:

The name of the country

City name

Home address

Name of city attractions

Name of green areas

Names of streets, squares

2. Symbolism

Flag of Russia

Coat of arms of Russia

Hometown coat of arms

Russian anthem

3. History of folk culture and traditions

Folk toy

National holidays

Human housing and household items

4. Historical, geographical and natural components

Natural resources of our country

Various natural and climatic zones (tundra, forest)

Types of landscape (mountains, plain)

5. Personal component

Attitude towards the environment

Caring for loved ones

Showing friendliness

Ability to manage your feelings and negotiate

The ability to analyze one’s own actions and the actions of others

High level-

Knows his first name, last name, name of the city, country, his address; calls and finds out (according to illustration) sights, green areas of the city, 4-5 streets, squares; knows and recognizes the flag, coat of arms, anthem of Russia; city ​​coat of arms; names folk holidays, toys, household items; names the natural resources of Russia, knows the natural and climatic zones, landscapes; cares about the surrounding nature, loved ones, provides assistance, shows friendliness, takes into account the interests of comrades, knows how to come to an agreement with peers, and analyzes actions. Has an idea of ​​family members and immediate relatives.

Average level-

Knows his first name, last name, name of the country, city, his address; flag, coat of arms, anthem of Russia, coat of arms of the city; finds it difficult to name attractions, green areas, streets, squares of the city (does this after an adult’s explanation); finds it difficult to name folk holidays and toys; with the help of an adult, names the natural resources of Russia, natural and climatic zones; cares about loved ones, shows friendliness, but does not take into account the interests of his comrades, does not know how to come to an agreement with them, does not provide assistance; analyzes actions with the help of an adult.

Low level-

Doesn't know the name of the country or city. His address, but recognizes the flag, coat of arms, anthem; lack of knowledge about the sights of your hometown; doesn't know street names well. Prospects; cannot name folk holidays, toys; natural resources of Russia, natural and climatic zones; does not care about those around him, does not show friendliness, does not take into account the interests of his comrades, does not know how to come to an agreement with them, does not provide assistance, and cannot analyze actions.

If in childhood a child experienced a feeling of pity for another person, joy from a good deed, pride in his parents, admiration from contact with a wonderful feat, he acquired an emotional experience.

In this way, paths will be built for associations of an emotional nature, and this is the basis, the foundation of deeper feelings, a condition for the full development of a person.

Upbringing A little patriot's life begins with what is closest to him - his home, the street where he lives, kindergarten.

Draw your child's attention to the beauty of his hometown

During walks tell me what is on your street, talk about the meaning of each object.

Give an idea of ​​the work of public institutions: post office, store, library, etc. Observe the work of the employees of these institutions, note the value of their work.

Together with your child, take part in the work of improving and landscaping your yard.

Expand your horizons

Teach your child to correctly evaluate their actions and the actions of other people.

Read books to him about your homeland, its heroes, traditions, and culture of your people.

Encourage your child for his desire to maintain order and exemplary behavior in public places.