Youth and beauty 

Fostering a sense of patriotism in preschoolers. Report to the conference on moral and patriotic education on the topic "Education of moral and patriotic feelings in preschool children" material on the topic. Raising patriotic feelings in dosha children

Fostering patriotic feelings in preschoolers.

Pedagogy is the science of education that studies the process of human upbringing. Preschool pedagogy is the foundation of the future person. Moral and patriotic education is one of the imperatives of modern lifelong education.

"Education of patriotic feelings of preschoolers in the system of artistic and aesthetic development"

Patriotism does not mean only love for one's Motherland. It is much more ... It is the consciousness of one's inalienability from the homeland and the inalienable experience of her happy and unhappy days with her.

A.N. Tolstoy

Throughout its existence and development, mankind is inextricably linked with pedagogy, as evidenced by ancient Greek, ancient Eastern and medieval theology and philosophy. As a science, pedagogy is the only special science about education that studies the process of human upbringing. The upbringing of a person (according to Prof. V.V. Kumarin) is the development of stable behavioral habits in him, such as honesty, decency, hard work, etc. The goal of upbringing is not only knowledge of what honesty is, but a strong habit of being honest, which is the first priority. Otherwise, with a bad upbringing (as KD Ushinsky wrote), additional knowledge will make such a person only more dangerous for society.

In the modern scientific world, the definition of pedagogy has a variety of interpretations, each of which deserves attention. So V.I. Slutsky interprets pedagogy as the art of transforming a person into a Person, knowledge and skills necessary for the development in a person of the capabilities and forces inherent in him by nature. By helping another person to become a Human, the educator himself becomes a Human.

As soon as this relationship, mutual influence is violated, humanity is overtaken by deep moral crises leading to self-destruction and destruction of Man in man. The connection between generations, cultural experience is lost, eternal values ​​and truths are distorted, wars are kindled.

Our modern world is so fragile and defenseless, in spite of the lessons of history that the question arises - why does humanity, as the highest stage of civilization, make the same fatal mistakes at each new historical stage of its development? What governance mechanisms lead to the fact that highly moral and culturally enlightened communities and states give rise to such phenomena as fascism, racism, terrorism? Nowadays, when historical events are distorted and interpreted from the standpoint of "how beneficial it is to the powers that be," the problem of spiritual, moral and patriotic education becomes especially acute. The task of pedagogy in the current situation is to unite and preserve the unity of the process of transferring human experience and training the younger generation at all stages of education and training.

Preschool pedagogy plays a special role here, because the foundation of the future person is laid precisely in early childhood. Preschool age is the most sensitive for the development of moral and ethical standards, emotional responsiveness. During this age period, the child discovers the world for himself, deeply experiences his significance in the team, shows interest in events and social phenomena.

Work on patriotic education in a preschool educational institution must begin with creating a cozy, kind atmosphere for children. Any communication between a teacher and children should wear

emotional coloring, which gives freedom and the right to express their experiences, gives rise to spiritual closeness and trust. In the process of communication, the teacher's speech should be meaningful, using figurative words and expressions. The teacher must be proficient in the language of movement, because emotional influence on children is carried out not only in a speech form, but also non-verbally. The feeling of patriotism is multifaceted in its structure and content. It combines responsibility, respect for the world around us, and the desire to be needed and useful. This work should be carried out systematically and systematically in all age groups and in different types of activity, taking into account didactic principles - from simple to complex, from close to distant, from concrete to abstract. This process is long and complex, covering the moral aspects of a person. In preschool age, not a single moral quality can be formed completely - everything is just being born. This also reveals a general pedagogical problem, so that moral and patriotic upbringing in education carries the continuity of development and integrity in all directions.

In the program "From birth to school", ed. NOT. Veraksy, T.S. Komarova and M.A. Vasilyeva, all topics are logically interconnected and reveal at each age stage a holistic picture of ideas about Russia.

    Family (the child for the first time realizes himself as a person - a member of the family, they develop a humane attitude towards their loved ones, the ideas about activities, names of loved ones, family histories, traditions are clarified).

    Hometown, village (children receive information about their small homeland, about the history of its origin, about sights, industry, types of transport, buildings, institutions, work activities of people, cultural figures, famous countrymen, pride in their small homeland, a desire to make it better).

    Native nature (love for their native nature is one of the manifestations of patriotism, children receive information about the nature of the kindergarten site, their native land, rivers, plants, animals, about Russia, the ability to see the beauty of the world around them, treat poetically, emotionally, carefully, the desire to learn more about their native nature).

    Home country (children receive information about Russia, state symbols - the coat of arms, flag, anthem, about their meaning, respect for them is brought up, children get acquainted with the capital of our Motherland - Moscow and other cities of Russia, famous Russians, the idea is formed that Russia is multinational a country with original, equal cultures, love, pride and respect for their country, its culture, awareness of personal involvement in the life and fate of the Motherland are formed).

    Native culture (acquaintance of children with oral folk art: fairy tales, epics, nursery rhymes, holidays and rituals, folk arts and crafts, children form an idea of ​​folk culture, its wealth and beauty, the ability to love and appreciate folk wisdom, harmony of life.

The developing subject-spatial educational environment in our garden is organized as a cultural space: a mini-museum "Khada" has been designed, the exhibits of which contain information about the culture and arts and crafts of the Russian and Khakass peoples; open-air museum "Khakass yurt", which reflects the life and culture of the Khakass family.

In musical and educational activities, patriotic education is based on the creative interaction of adults and children. The musical repertoire consists of the best examples of classics and modernity; folklore of the Russian, Khakass, Belarusian, Ukrainian and other peoples of Russia, which reflects the way of life, traditions, love for nature, for mother, for homeland, for one's family. A sense of patriotism is fostered and instilled in all types of musical and educational activities and in all groups, taking into account the age and individual characteristics of preschoolers. Such forms of work are used as talks-concerts dedicated to the "Day of Defenders of the Fatherland", "Victory Day"; excursions to the monuments of the fallen soldiers with the laying of flowers. Annual performances of pupils in the railway museum before WWII veterans and labor veterans have become a good tradition of our garden, where children get acquainted with the history of our Motherland and the exploits of their great-grandfathers. Little artists touch with their sincerity and warm the hearts of the older generation, giving hope that the work of great-grandfathers and vitality were not wasted. For us, teachers, these meetings are also dear and significant, because every year our heroes-veterans are becoming less and less. We must not forget their names, the connection between generations is essential for the future. For the greatest development of the emotional perception of pupils within the walls of the preschool educational institution, public holidays and thematic classes are held with a multimedia application on the topics: "Eternal Flame", "Star of Victory". Every year, according to the thematic plan, national holidays are held, where children become familiar with the origins of their culture, with the spiritual and moral heritage. The costumes of the Russian and Khakass peoples were made by joint efforts of the kindergarten staff and parents. Scenarios were developed and implemented on the themes: "Mother's Day", "Christmastide", "Shrovetide Shrovetide", "Easter". Musical and theatrical performances of the fairy tales "The Ugly Duckling" (Based on the fairy tale of the same name by G.Kh. Anders), "Why the stones were silent" (Khakassian epos) were carried out.

A special place is given to vocational guidance education of preschoolers, since the pupils of our kindergarten are children of railway workers. Here, work is being carried out on the continuity of generations, a careful and respectful attitude to work on the railway. Every year in the garden is held the holiday "Day of the Railroad". We have selected and updated regularly thematic musical and play material, reflecting the professional features of working on the railway. Parents provide enormous help in the upbringing of preschoolers to teachers. They are active participants in all events in our garden. After all, as F. Bacon said: "Love for the Motherland begins with the family."

Thanks to the work carried out, the cooperation of the teaching staff and parents, the children have expanded their ideas about the values ​​of the immediate socio-cultural environment, the sphere of moral feelings and relations has been enriched. There is a positive trend in the formation of the foundations of civic ethics. The life of our pupils is also enriched by the interaction of communication of different ages in play, work, artistic and productive activities. The preschool educational institutions embody progressive methods and technologies in their work: modeling situations, project and research activities, individual and personal communication with the child.

In conclusion, I would like to recall the words of the outstanding humanist teacher V.A. Sukhomlinsky: "In order for a high idea to take root in a person, you need to give him the alphabet of human culture. After all, ideological life is the life of thought, reason, guarded by a sensitive heart. In a young heart and mind, one must cultivate a subtle sensitivity to a person. Take to heart. The joy and sorrow of the Fatherland is only capable of those who cannot indifferently pass by the joys and sorrows of an individual person, whoever he is: close or distant, familiar or unfamiliar "

Bibliography

Alexandrova E.Yu. The system of patriotic education in preschool educational institutions. Volgograd: Teacher, 2007.

Antonov Yu.E. How to teach children to love their homeland. M .: ARKTI, 2003.

Barsukova N.G. Music in kindergarten. Volgograd: Teacher, 2011.

Zimina A.N. Public holidays for preschoolers. Moscow: Center for Pedagogical Education, 2007.

EDUCATION OF PATRIATIC SENSES

FOR CHILDREN OF PRESCHOOL AGE

The feeling of patriotism is so multifaceted in its content that it cannot be summed up in a few words. This is love for their native places, pride in their people, and the feeling of their inseparability with everything around them, and the desire to preserve and increase the wealth of their country. Patriotism manifests itself not only in difficult, difficult life situations, but also in the everyday work and spiritual life of the people.

However, if this feeling is so difficult, then is it legitimate to talk about it in relation to preschool children?

Careful observations of children, the study of their age characteristics, interests allow us to conclude that the older preschooler has a large amount of knowledge, and his interests are often associated not only with the present, but also with the future.

The manifestation of children's interest in the surrounding world of adults is reflected in their questions, in free visual activity, in the desire to listen to the teacher's stories and books about the labor exploits of people, about the heroes of the war, about the life of different nations. The games of children are also indicative in this respect. They reflect all the bright events in the life of the country. For example, in the 1930s and 1940s, children played at Chelyuskinites, at the builders of the Dneproges, in the war and postwar years they "became" Matrosov, Kosmodemyanskaya, and today children play as cosmonauts. Children of senior preschool age can take part in labor for the common good, in the protection of the country's natural resources, and they want to do this. During the Great Patriotic War, the guys sent their drawings, handicrafts to the front, performed with concerts in front of the wounded.

All this suggests that the upbringing of patriotic feelings can and should be started from preschool age. The catch phrase: "It all starts from childhood" - as much as possible refers to this issue. Thinking about the origins of patriotic feelings, we always turn to the impressions of childhood: this is the tree under the window, and our own tunes, and the facts and events that once struck us.

From infancy, the child hears his own speech. Mother's songs, fairy tales open a window to the world for him, emotionally color the present, instill hope and faith in the good that fairy-tale heroes bring us: Vasilisa the Beautiful, Ilya Muromets, Ivan Tsarevich. Fairy tales excite, captivate the child, make him cry and laugh, show him that people consider hard work, friendship, and mutual assistance to be the most important wealth. Each nation has its own fairy tales, and they all, in their own way, pass on these moral values ​​from generation to generation. Listening to a fairy tale, a child begins to love what his people love and hate what the people hate. Riddles, proverbs, sayings - these pearls of folk wisdom are perceived by a child easily and naturally. They contain humor, sadness, and deep love for a person, for the Fatherland. Fairy tales, proverbs, sayings form the beginning of love for your people, for your country.

Sometimes the impressions of childhood can be associated with the perception of serious social phenomena, and this also forms the attitude, attitude towards the environment. Our reality is rich in vivid events that cannot but arouse the interest of children, cannot but remain in their memory.

The father first took his son to a demonstration when he was only 4 years old. The child did not yet understand what a demonstration was, but he remembered well the general jubilation, bright colors, laughter, good mood of the people around him. And although his' mind was not yet sufficiently prepared to assess what was happening, impressions were already forming an attitude towards the world. The nature of the native land enters the child's world very early. The river, forest, field gradually come to life for him: from the first general perception, the child moves to concretization - he has favorite corners for playing, favorite trees, paths in the forest, a place for fishing by the river. This makes the forest, the river their own, relatives, remaining in the memory for life.

Thus, the public and natural environment acts as the first teacher introducing the child to the Motherland.

But without the help of an adult, it is difficult for a child to single out what is most essential and characteristic in the life around him. He may not see the main thing or take the atypical, secondary for the main thing. “Just as a caring gardener strengthens the root of a small tree barely rising above the ground, on the power of which the plant's life depends for several decades, so the teacher must take care of instilling in his children a sense of boundless love for the Motherland. Without the help of an adult, it is difficult for children to understand that people work for the good of the whole country, that the city, village, forest, river that a child sees every day is his Motherland and that being a Russian is a great pride. Purposeful pedagogical work develops, educates feelings, forms the child's beliefs. When fostering patriotic feelings, it is important to maintain an interest in the events and phenomena of public life in children, to talk with them about what interests them.

In kindergarten, these conversations are best done with small groups of children to keep the environment intimate. This encourages the children to be frank when clarifying questions of interest to them. In such conversations, it is important for the child to feel the adult's attitude to the facts, events about which he is talking. Children equally feel sincerity, interest and the slightest falsity in a relationship, indifference. The educator should avoid verbose explanations. A much more important role is played by a successful replica, a correctly chosen epithet.

The children came to the park. Autumn. Yellow leaves slowly fall from the trees and cover the ground with a golden carpet. The blue sky is reflected in the mirror of the pond. - Let's sit quietly, take a look around, - says the teacher. (Children sit on a bench, admire the autumn nature.) - How nice it is in our park, - the teacher continues. - And the day is so beautiful today ...

Suddenly it became twice brighter, The yard is like in the sun - This dress is golden At the birch on the shoulders.

In the morning we go to the courtyard - Leaves are pouring down in the rain, Rustle under our feet And fly ... fly ... fly ...

Cobwebs fly by

With spiders in the middle

And high from the ground

The cranes flew by.

Everything flies! It must be

Our summer flies away

Then you can play, run, collect a bouquet of autumn leaves. And when, after returning from a walk, the children will draw, then in their drawings on the theme “Our Park” there will certainly be “cobwebs with spiders in the middle”, and a pond, and “a golden dress by a birch on the shoulders”.

The conversation between the teacher and the pupils will be completely different when it comes to events that arouse pride and admiration for the achievements of Russians. “Children, have you heard? Once again, our cosmonauts flew into space! Here are their photographs in the newspaper - take a look. They will have a difficult job this time too. " And the teacher briefly tells the children about the task that the cosmonauts must complete, expresses his admiration for their courage, advises the children to listen to the radio in order to know how the flight goes, how the heroes feel.

It is generally accepted that the upbringing of patriotic feelings in children occurs in the following sequence: first, love for parents, home, kindergarten, then - for the city, for the whole country is brought up. However, it is wrong to believe that by fostering love for parents, we are already fostering love for the Motherland. Unfortunately, there are cases when devotion to one's home, one's family gets along with indifference to the fate of the Motherland and even betrayal.

We teach a child from the first years of life to love their parents, to help them. A noble feeling of devotion to a dear person, the need for spiritual and emotional closeness with him - all this is important for the development of the child's personality, for a sense of security. But in order for these feelings to become the beginning of love for the Motherland, it is necessary that children see the civilian face of their parents as early as possible, realize them as workers contributing to the common cause.

The mother received the award. The father congratulates her and explains to his six-year-old daughter that her mother was awarded for her excellent work, for the fact that she, together with other workers, weaved so much fabric that it would be enough for dresses for all girls, educators, nannies, and kindergarten cooks. What a mother! And the daughter is born with pride in her mother, she sees in her not only her beloved mother, but also a person from that big world that is so interested in the child and to enter into which he is so eager.

Many children have grandparents. Children love them, are attached to them. But does the grandson know that grandfather has orders and medals? Why did he get them? Each order and medal is a story about the heroism of a Russian person.

In one of the kindergartens, before March 8, the children were given the task to ask their grandmother what she did during the war. It was necessary to see the surprised and enthusiastic eyes of the children when they later told about their grandmothers: “My grandmother hid partisans from the Nazis in the village!”, “And mine worked at a factory where they made tanks for the front.” Children began to look at their grandmothers with different eyes, began to ask them more often about how they fought and worked.

Expanding the interests of children, taking them out of the narrow personal world, showing the big through the small, showing the relationship between the activities of one person and the life of all people, the whole country, is very important for fostering patriotic feelings. The work organized in this way will contribute to fostering even greater love for parents and fostering love for one's country.

The same principle - through small to large - should be maintained when raising children to love their city or village. Children should understand that their city, village, forest, river, field is a part of the Motherland. It will be good if preschoolers know what plants and factories are in the city, they will learn about the best people who glorify not only their city, but the whole country with their work. Introducing children to their hometown, village, you need to pay their attention to sights, monuments, museums; It should be emphasized that people from other cities and villages come to visit the museum, to see a historical monument, to bow to the fallen heroes. The idea that a hometown, a village is dear and interesting to everyone, awakens pride in the homeland.

An important means of patriotic education is to familiarize children with the traditions of the people. They reflect the essence of our social system, the psychology of the people. For example, it has become a tradition to celebrate Maslenitsa, Christmas, Easter, to celebrate professional holidays, harvest holidays, to honor the memory of fallen soldiers, to meet labor veterans and participants in the Great Patriotic War. By introducing children to these traditions, we thereby introduce them to the life of the people, of the whole country. The introduction to traditions occurs gradually. First, the child perceives individual facts, then with the help of adults he summarizes them.

The teacher can advise parents on Victory Day, on the Day of the Russian Army or on another important day for the family (seeing off the elder brother in the army, birthday, admission to school) to go with the child to the Eternal Flame, to the monument and lay flowers in gratitude to those who died for our peaceful life.

One of the tasks of patriotic education is respect for the working person. The idea that everything is created by labor, by human hands, that labor brings joy, happiness and wealth to the country, should arise as early as possible in the mind of a child. The heroism of labor shown to him fosters his moral feelings no less than the heroism of a military feat. The teacher can advise parents, tell children about their work, what they are doing, why it is needed.

When acquainting children with the work of adults, it is important to show them the social significance of this work, its necessity not only for a person personally, but for the whole country. This can be done most clearly by talking about the work of a grain grower. The child is often with his parents at the bakery. Loafs, buns, bagels, white, black bread ... Who raised it and how? Who baked? Who brought to the store? And not only in our store - there are many bakeries in the city. With this, the educator can begin his conversation about the work of the grain grower.

In a simple and accessible form, an adult must tell the children at what price people get bread, how difficult it is to harvest in bad weather, how closely people of different specialties are involved in work: the workers of the city made a combine, oilmen got gas for it, bakers baked bread, brought it chauffeurs to the store, sellers sell it. It is important that a child by the age of 7 already knows this "chain", has an idea of ​​how bread appears on his table. All this knowledge gives rise to deep respect for the working person.

Using the method of comparison, it is necessary to tell the children of the preparatory group for school that in many countries it is difficult for working people, that their work is not held in high esteem, as we do. In such a conversation, it is necessary to observe a sense of proportion, caution and tact. A small illustration to the facts is enough for a child to feel pride in his country, respect for a working person, no matter what country he lives in.

So, the surrounding reality, if the child perceives it with the purposeful guidance of an adult, becomes a means of patriotic education of preschoolers. But no less powerful means of fostering love for the Motherland, as well as fostering humane feelings, can be fiction and art.

We have created for children a lot of highly artistic works of different genres: poems, stories, essays.

A kind of encyclopedia for children is the book by S. Baruzdin "The Country Where We Live".

The book "The Country Where We Live" is read to children for a long time, not only because it is large in volume, but, most importantly, because children must understand and learn everything. They may not remember all the information contained in the book, but they will certainly have an idea that our country is big, rich, strong, friendly.

After this book, children will certainly have a desire to learn more about the nature of the country, and how people work, how salt and oil are extracted, how bread and grapes are grown, how hunters and fishermen live. Other books will tell them about all this: "The Colored Land" by N. Sladkov, "From Edge to Edge" by N. Mikhalenko, "About the Hot Desert" by G. Ganeizer, "Transparent Elephant" by S. Garin and many others.

In the patriotic education of children, the role of books about the defenders of the Motherland is great. Heroism excites and attracts the child, gives rise to the desire to imitate. With special pathos, with enthusiasm, children read poems by S. Mikhalkov:

We see the city of Petrograd

In the seventeenth year:

A sailor is running, a soldier is running,

They shoot on the move ...

Poems are remembered instantly, the expression on the face, the posture of the reader changes - the child is transformed, which is explained by the availability of this poem to children both in thought and in the feelings that it awakens.

When reading a story, a poem to children, it is important to convey the culminating moments in the work with your intonations, logical stresses, make them worry and rejoice. Conversation after reading must be done with great care, so as not to destroy, but to consolidate the emotional impact.

One of the favorite books of children is L. Kassil's book "Your Defenders". Each story in it is an example of heroism ..

It is important to correctly determine the time of reading this or that work, to take into account the mood of the children, previous activities, that is, to do everything so that the work affects the child to a greater extent. For example, the teacher brought the children to the Tomb of the Unknown Soldier, the children laid flowers and stood in silence. Here you can read the following verses by M. Isakovsky:

Wherever you go, you go,

But stop here

Tomb this dear

Bow down with all your heart.

Whoever you are - a fisherman, a miner,

Scientist il shepherd, -

Remember forever: here lies

Your very best friend.

For you and me

He did the best he could

He did not regret himself in battle,

And he saved his homeland.

To foster patriotic feelings, pride in their country, children must also read the works of the classics of Russian literature - A.S. Pushkin, M. Yu. Lermontov, L.N. Tolstoy, poetry by S.A.Esenin, A.A. Blok, F I. Tyutcheva. I must tell the children that the works of these writers are known all over the world. In the "Program for upbringing and education in kindergarten", individual works of Russian classics are indicated, with which the teacher introduces all children. However, this list can be expanded. The teacher can advise parents, read at home and other books of these writers, taking into account the individual characteristics of the child.

In fostering patriotic feelings, as well as in fostering humane feelings, it is not the number of books read to the child that matters, but the correct, strict selection of them and the subsequent conversation.

What can a senior preschool child know about his country, what knowledge does he need in order for the first feeling of love for the Fatherland to become conscious and lasting?

Historical knowledge is important for fostering patriotic feelings. Children need to tell or read about the heroism of people during the Great Patriotic War. Examples of boundless dedication to their work, to the Motherland serve as a kind of school of patriotism for the children.

Children need to know about the life of their homeland today. This is the struggle for peace, in which children take part, and the creative work of the Russian people, aimed at transforming our country.

We need to tell the children about the future of our country, about what kind of houses and cars will be built. Such knowledge will teach them to dream, to feel (albeit in the imagination) as active citizens of their country.

Based on these leading positions in the selection of knowledge about the country, it is possible to draw up an approximate curriculum for teaching older preschool children: they must know that Russia is a multinational state, that it is necessary to live in peace and friendship with people of different nationalities.

The teacher will tell the children how colorful our land is: green forests, gray tundra, yellow desert, blue seas and rivers. Our country is rich: there is coal, gold, and oil; there is cotton, wheat, and flax. The largest machines are made in our country. The most powerful icebreakers - "Lenin", "Siberia", "Arctic" - Soviet. The first cosmonauts were Soviet. And what toys for children do folk craftsmen make! Children do not live as well in all countries of the world as we do. A citizen of Russia has something to be proud of.

How should the pedagogical process be organized so that preschoolers learn the necessary knowledge about the country and that at the same time work is carried out to foster patriotic feelings?

One of the important principles of building such a pedagogical process is thematic planning of cognitive material. A certain time is allocated for each topic, often it is timed to coincide with significant dates. Themes are repeated throughout the year, they continue, a logical connection is established between them. Thematic planning contributes not only to a better assimilation of knowledge, but also to the education of feelings, since conditions are created for the repetition of the same type of experience. This repetition makes the child's experiences deeper, more lasting. But at the same time, one should be wary of emotional adaptation, that is, getting used to perception, which entails not an increase, but a decrease in interest, a fading of feelings. Therefore, when starting to work on one topic or another, it is important for the educator to think about how he will prepare the children for the perception of facts and events, on which examples he will focus the attention of children, tell in more detail, and for which only remarks and remarks will be enough.

Different topics are perceived by children in different ways, but all emotions and feelings that arise in children in connection with the recognition of the material merge into one great feeling - love for the Motherland. Thus, topics that are different in content and in their emotional orientation: "The nature of our country", "The birthday of the country", "The Soviet Army is the defender of the Motherland", etc. - reveal one concept - "Motherland" and contribute to the awakening of patriotic feelings.

In music lessons, children listen to Russian folk music, the music of the peoples of the world, learn dances, national games. It is important that the music worker, working in close contact with the teacher, when planning his work, take into account what the children learn in other activities.

The main emotional load is carried by the teacher's word, artistic means - music, paintings, fiction.

On all topics, classes are needed in which the knowledge of children is consolidated. They should take place in a lively, exciting form, for example, in the form of children's compilation of a concert program from well-known works about the Motherland, about soldiers, about exploits. In such classes, children in a relaxed atmosphere show that they know, express their attitude.

You can also check the level of knowledge of children and the correctness of the formed relationships in activities, for example, when decorating a hall for a holiday.

The final lessons can be carried out not only in the form of a conversation, composing stories, a concert program, retelling works, etc. * n. It can also be the visual activity of children or the arrangement of an exhibition of paintings, handicrafts on a specific topic. In such classes, it is necessary to give the children the opportunity to express their attitude to events, phenomena.

Love for the Motherland becomes a real deep feeling when it is expressed not only in the desire to learn more about it, but also in the desire, the need to work for the good of the Fatherland, to take care of its wealth. The role of independent labor activity in the upbringing of the future citizen is extremely important. The affairs of a preschool child are small and simple, but they are of great importance for the formation of his personality. It is necessary to encourage independent activities of children, the motive of which is the desire to do something for the team, for the kindergarten. Children are not always able to figure out what to do and how to do it. This is where the help of an adult is needed, his advice, an example.

Games play an important role in the patriotic education of preschoolers. The independent play activity of children is born from the need to learn about the world around them, to be a participant in it. In the roles of border guards, workers, doctors, teachers, preschoolers get involved in the events taking place in the country.

A teacher who uses play as a means of patriotic education of children should draw the attention of preschoolers to the relevant phenomena of life around them, select works of art and try to convey their content to the consciousness of children, so that it evokes the necessary emotional response in them, the desire to play; the educator should also consider the possible content of the play and the various roles that children can take on in the play. In addition, he must provide children with toys, necessary attributes, help them with advice and suggestions.

In a collective game, preschoolers become more friendly, and their conversations are more meaningful: their curiosity develops, the need for familiarization with the adult world is satisfied. Children will learn more about the Motherland, about the traditions and customs of our peoples.

Exhibitions for holidays, exhibitions of household items from different republics provide an opportunity for each child in the group to show their abilities, feel the usefulness of their activities and better understand the events of public life. This form of work not only contributes to the consolidation of the knowledge of children received in the classroom, but also creates conditions for the formation of moral and patriotic feelings. Children learn to talk about their impressions, about various events, learn to correctly assess the meaning of the holidays. This form of work also helps to organize interestingly the activities of children in their free time, directing them to solving the main tasks of patriotic education.

Of course, it is impossible to tell all aspects of patriotic education at once. But I would like the educators not to forget that they are the first to acquaint children with the Motherland, with the surrounding reality. The ways of fostering patriotism can be varied, the main thing is to give birth to this great feeling in a child - to be a citizen of his country. To be real - Russian.

Maria Chernetskaya
Education of moral and patriotic feelings in preschool children

« Upbringing love for the native land, for the native culture, for the native city, for the native speech is a task of paramount importance, and there is no need to prove it. But how educate this love? It starts small - with love for her family, for her home. Constantly expanding, this love for one's family turns into love for one's state, for its history, its past and present, and then for all of humanity. "

Academician D. S. Likhachev

Preschool age- the foundation of the general development of the child, the starting period of all high human principles. Save the human in our children, lay moral foundations that will make them more resistant to unwanted influences, teach them the rules of communication and the ability to live among people - these are the main ideas education of moral and patriotic feelings in preschoolers.

The greatest happiness for parents is to raise healthy and moral children.

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

Much has been written about the importance of introducing a child to the culture of his people, since an appeal to the paternal heritage fosters respect, pride in the land you live on. Therefore, children need to know and study the culture of their ancestors. It is the emphasis on knowledge of the history of the people, its culture that will help in the future with respect and interest in the cultural traditions of other peoples.

Thus, moral and patriotic education of children is one of the main tasks preschool educational institution.

It should be emphasized that at present there is a lot of methodological literature on this issue. Often only certain aspects are covered in it. moral and patriotic education of children in specific types of activity and there is no harmonious system that reflects the entirety of this issue. Apparently, this is natural, since feeling patriotism is multifaceted in content. This is love for their native places, pride in their people, and the feeling of their inseparability with the world around them, and the desire to preserve and increase the wealth of their country.

Tasks moral and patriotic education of preschoolers are:

- upbringing

- fostering respect for work;

Acquaintance children with state symbols (coat of arms, flag, anthem);

Development the senses

the senses

activities educate the senses

According to the latest census in Russia, 80% of the population is Russian, in second place are Tatars, in third place are Ukrainians, then Mordovians and Chuvash. In the middle Volga region, where the Republic of Mordovia is located, Slavic, Turkic and Finno-Ugric national roots are intertwined much more complexly and denser than in other polyethnic regions.

Today we see a new flourishing of the cultures of the indigenous peoples of the Volga region. Kindergartens, schools, classes with instruction in the native language are opening. National holidays gather thousands of people of various nationalities.

The problem of early formation in preschoolers value relations in the sphere of national interests can be resolved only in the course of studying and communicating with representatives of the cultures of a given region. That is, multicultural upbringing Is the formation of knowledge and respect for the culture in general and for the representatives of this culture in the immediate environment of the child.

Acquaintance preschoolers with the hometown is a difficult task, because it is difficult for a small child to imagine the structure of a big city, the history of its origin, sights. The work is carried out sequentially, from a closer, familiar (family, kindergarten, microdistrict, to a more complex one - a city, a country.

The basis of the formation of children social experience, education affection for loved ones is the work of familiarizing with the traditions of families pupils... In the process of work, the child gradually develops an image of his own home with its way of life, traditions, style of relationships. it feeling"Parental home" forms the basis of love for the Motherland.

How to introduce children to moral and patriotic education?

1. To teach the child to take good care of things, toys, books. Explain to him that the work of many people is invested in every thing. Respect for books, foster interest in content. Go to the library with your child and see how books are kept there. This playful trick "Like in a library" will help to teach the child to respect the book.

2. Preschoolers very early they begin to show interest in the history of the country, the region. If there are monuments in the city, organize excursions to them and tell how the memory of the victims is honored. Throughout our country and around the world, you can make fascinating travels across the globe, maps and photographs.

3. If the child has a building material, you can offer him to sharpen the house. When the house is built, play with your child "Housewarming", place dolls, bunnies, bears. See if the house is solidly built, beautiful, comfortable for living.

4. Bring up the child has a respectful and careful attitude to bread. Watch how bread is brought in and unloaded. Tell how bread is grown, how much labor has been invested in it.

5. Tell your child about your work: what are you doing, what benefits your work brings to people, to the Motherland. To tell you like in your work.

6. Returning with the child from kindergarten, invite him to play a game "Who will notice more interesting things?", “Let's tell each other who will notice more interesting things on our street. I see cars cleaning the street. What do you see? " the game teaches observation, helps to form ideas about the environment. At home, invite your child to draw what is most liked.

7. Love for the Motherland is also love for the nature of the native land. Communication with nature makes a person more sensitive and responsive. Skiing in winter, cycling or walking in summer, it is useful to go with your child to the forest to admire its beauty, the murmur of a stream, and the singing of birds. Bringing up love for the native land, it is important to teach the child to take care of nature, to protect it.

On this topic, it is also possible to use other forms of organizing joint work of teachers and parents: exhibitions of photo albums and photo newspapers designed by parents about the hobbies and hobbies of the whole family, its traditions; joint holidays.

Acquaintance with the courtyard, the street on which the children live, the microdistrict lay the foundation for the formation of children ideas about the hometown, its structure, history, sights.

With great interest, children, together with their parents, can draw up a diagram of the microdistrict, in which each child, with the help of adults, draws the road from home to kindergarten, the diagram indicates the names of streets, places of crossing the road, attractions. At the same time, children remember the address of the kindergarten, their home address, clarify the rules for safe behavior on the street.

V moral and patriotic education the example of adults, especially close people, is of great importance. Based on specific facts from the life of older family members (grandfathers and grandmothers, participants in the Great Patriotic War, their front-line and labor exploits), it is necessary to instill in children such important concepts as "Debt to the Motherland", "Love for the Fatherland", "Hatred of the enemy", "Labor feat" etc. It is important to bring the child to the understanding that we won because we love our Motherland, the Motherland honors its heroes who gave their lives for the happiness of people. Their names are immortalized in the names of cities, streets, squares, monuments have been erected in their honor.

For a long time, there has been a dispute about what is more important in becoming personality: family or community upbringing(kindergarten, school, other educational institutions)... Some great teachers leaned in favor of the family, while others gave the palm to public institutions.

So, Ya. A. Komensky called the mother's school the sequence and amount of knowledge that the child receives from the hands and lips of the mother. Mother's lessons - no change in the schedule, no days off or vacations. The more imaginative and meaningful the child's life becomes, the wider the circle of maternal concerns. Ya.A. Komensky is echoed by another pedagogue-humanist I.G. Pestalozzi: the family is a real organ education, it teaches by deed, but the living word only supplements and, falling on the soil plowed by life, it makes a completely different impression.

At the heart of the new concept of family interaction and preschool institution lies the idea that behind parenting parents are responsible, and all other social institutions are called upon to help, support, guide, complement them educational activities... The policy of transformation officially implemented in our country is becoming a thing of the past. education from family to public.

Based on this moral and patriotic education includes a whole complex tasks:

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

Formation of a respectful attitude towards nature and all living things;

- fostering respect for work;

Development of interest in Russian traditions and crafts;

Formation of basic knowledge about human rights;

Expansion of ideas about the cities of Russia;

Acquaintance children with state symbols (coat of arms, flag, anthem);

Development the senses responsibility and pride for the country's achievements;

Formation of tolerance, the senses respect for other peoples, their traditions.

These tasks are solved in all types of children's activities: in the classroom, in games, at work, at home - since educate in a child not only patriotic the senses, but also shape his relationship with adults and peers.

Thus, summing up, we can say that moral and patriotic education of preschoolers is an essential part of overall educating the younger generation, which must be introduced into the general education curriculum of kindergartens, since as a result we can get patriotic children who will love their country and protect it.

In modern conditions, when profound changes are taking place in the life of society, one of the central areas of work with the younger generation is becoming patriotic education... The feeling of patriotism is multifaceted in its content, it is love for one's native places, and pride in one's people, and a feeling of inseparability with others, and a desire to preserve and increase the wealth of one's country.

To be a patriot means to feel like an integral part of the Fatherland. This complex feeling arises even in preschool age, when the foundations of a value attitude towards the world around them are laid, and is gradually formed in the child, in the course of fostering love for his loved ones, for kindergarten, for his native places, his native country. Preschool age as a period of personality formation has its own potential for the formation of higher moral feelings, which include the feeling of patriotism.

In the preschool period, the formation of cultural and value orientations of the spiritual and moral basis of the child's personality occurs, the development of his emotions, feelings, thinking, mechanisms of social adaptation in society, the process of national and cultural self-identification, self-awareness in the surrounding world begins. This segment of a person's life is the most favorable for the emotional and psychological impact on the child, since the images of perception of reality, cultural space are very bright and strong and therefore they remain in memory for a long time, and sometimes for a lifetime, which is very important in the education of patriotism. In this regard, practicing teachers have many questions, including: what is included in the content of patriotic education today, what means should be used to carry it out.

The problem of patriotic education was addressed by: T. N. Doronova, N. Nikolaeva, T.S. Komarova, T.A. Rotanova, V.I. Loginova, T.N. Babaeva. They focus on introducing children to the cultural heritage of the people. Researchers A. Kozlova and T.A. Kulikov propose one of the solutions to the problem of educating the patriotism of preschool children, their knowledge of the Motherland-Russia.

The concept of patriotic education

Among the moral feelings that begin to form in preschool age, the feeling of patriotism is of particular importance.Many psychologists (A.G. Kovalev, A.A. Lyublinskaya, T.A. Repina, P.M. Yakobson, etc.) noted that higher moral feelings are formed on the basis of frequently repeated positive emotions caused by moral actions, deeds, situations. This was also pointed out by V.A. Sukhomlinsky: "In childhood, a person must go through an emotional school - a school of education for good feelings ... If good feelings are not brought up in childhood, you can never bring them up."

The feelings experienced in childhood will not disappear without a trace, will remain, according to V.A. Sukhomlinsky, "memory of the heart". That is why it is so important that everything that the child perceives in the world around him evokes an emotional response in his soul.

The so-called feeling of the Motherland begins in a child with an attitude to the family, to the closest people - to mother, father, grandmother, grandfather, these are precisely the roots that connect him with his home and immediate environment.

Studies have shown that it is necessary to begin the formation of ideas about the Motherland from a close friend, familiar to children, from what surrounds them. Then, using the method of comparison, begin to form ideas about the distant. Comparison is the starting point for the formation of ideas and the deepening of feelings.

Many authors (A.A.Antsiferova, Z.I. Belyaeva, N.F. Vinogradova, S.G. Zhurat, G.A. Karbysheva, S.A. Kozlova, R.Sh. the importance of fostering love for the Motherland, they closely associate it with mental, artistic development, systematic enrichment of children's knowledge.

At the same time, the process of fostering love for the Motherland cannot be reduced simply to the accumulation of certain social science knowledge. As noted by a number of researchers (R.I. Zhukovskaya, Z.G. Nechaeva, T.A. Markova) - it is much more important that children develop emotions and feelings, which will serve as the basis for the further development of patriotism.

The problem of patriotic education in preschool children was investigated most deeply by S.A. Kozlova, who determined the conditions and means of patriotic education of preschool children. One of the important conditions for the development of patriotic feelings in a child, she considers the creation of a certain environment around him. The main means of fostering love for the Motherland are S.A. Kozlova believes word art, music, visual arts, as they help children to emotionally perceive their surroundings.

For many centuries, Russian teachers and educators around the world have been exploring various techniques, forms, methods of patriotic education. Skillful use of literary sources on the topic of patriotic education leads to the teacher's success.

Methods of patriotic education are methods of pedagogical work with the help of which the purposeful formation of the spiritual, ethical, and aesthetic qualities of a person is carried out.

Methods that allow the teacher to carry out the work most effectively:

  • methods that increase cognitive activity;
  • methods that cause emotional activity;
  • methods to facilitate the interconnection of different types of activities;
  • methods of correction and clarification of children's ideas.

Methods to stimulate emotional activity

Emotional activity is an interested perception of cognitive material, empathy, empathy, a desire to take part in an event.

Playing techniques increase the quality of assimilation of the material and contribute to the consolidation of feelings:

  • an imaginary situation;
  • coming up with fairy tales;
  • play-dramatization;
  • surprise moments and elements of novelty;
  • a combination of various means.

When carrying out work on the patriotic education of children, the following must be remembered:

  • in the course of the story, it is imperative to use visual material. These can be photographs, reproductions of paintings, slides, various schemes, chalk drawings on a blackboard, etc.
  • When composing a story, the educator should include questions for the children in it. This is necessary in order to activate cognitive activity, attention, arouse the interest of children, teach them to assume, reason. In this case, the teacher's story turns from a monologue into a kind of conversation with children, which contributes to a more successful assimilation of knowledge.
  • when telling about some historical events, the educator should not often use dates, since chronology is not available to children at this age. But in order for the children to understand that the events outlined took place a long time ago, the following expressions should be used: "It was a very, very long time ago," "It was when your mothers and fathers were very young," etc. Some dates should be communicated to children without trying to memorize them (for example, 1812, 1941, 1945.)
  • the language of the story should be very simple. If unfamiliar words are encountered in the story, then their meaning must be explained. Do not overload the story with complex grammatical structures: children perceive speech better if sentences are simple, short.
  • in the process of acquainting children with the sights of their hometown, the teacher often talks about various architectural structures: buildings, temples, cathedrals. In this case, you should not consider their architecture in detail, use special terminology. It is enough to highlight something important that distinguishes this building.
  • When working with children to get to know their hometown, it is necessary to widely use such forms of work as targeted walks and excursions, since it is impossible to recognize and love the city only from illustrations.

The task of the preschool teacher is to select from the set of impressions received by the child the most accessible to him: nature and the world of animals at home (native land, kindergarten); labor of people, traditions, social events, etc. Moreover, the episodes to which the attention of children is drawn should be vivid, specific, figurative, arousing genuine interest and emotional response. That is why, starting the work of fostering love for the native land, the preschool educator must know it well himself. He must think over what is more expedient to show and tell the children, having learned especially to highlight what is most characteristic for a given locality or a given region.

In preschool age, the educational and educational value of occupations- the leading form of organized education for preschoolers. In the classroom, children can most successfully form moral ideas about high human qualities (hard work, friendship, collectivism, kindness, justice, honesty, modesty) and the most complex ideas about the phenomena of social life available to children of five to seven years old. The knowledge acquired by children, the forming ideas will have a moral orientation only under the condition of simultaneous influence on the senses children, i.e. when the process of acquiring knowledge is combined with the cultivation of a positive attitude towards people, towards the valuable phenomena of the surrounding reality and the formation of an active position of intolerance towards everything bad - towards lies, laziness, selfishness, irresponsibility, indiscipline, etc. The system of classes must be organized so that, using the example of high human qualities, the patriotic education of preschoolers is easily assimilated.

Special attention needs to be paid fairy tale... Here the teacher can use a large number of conversations, considering illustrations, retelling fairy tales from pictures, didactic games, board games, include children with disabilities in play activities as leaders, use their creativity in theatrical activities.

Classes should be built in an accessible and interesting way for children. To do this, you must use: educational games; sketches; exercises; examination of drawings and photographs; teacher's story and children's stories; writing stories; reading of works of art; conversations; modeling and analysis of given situations; listening to music; Painting; mini - contests, games - competitions, etc.

It is necessary to start and finish classes with some kind of game, exercises for the specific mood of children.

Classes must be carried out in a comfortable environment, it is desirable to create a circle shape, which, in turn, will create a sense of integrity, facilitate further mutual understanding and interaction of children. The setting is of great importance to the perception of the story. Emotional Impact the environment should correspond to the intention and content of the story. A fairy tale must get over listeners. Care must be taken to keep the impressions of it as long as possible. Almost every activity must be completed with the creation of a drawing by children in their pre-created individual albums.

Children's drawing will become the result of the work in the lesson, which will combine all the emotions, impressions, knowledge and skills developed during the lessons. It is useful to attach homework to the lesson so that the child and parents can do it together.

System of work on the formation of patriotic feelings in preschoolers using methods of stimulating emotional activity development should include several sections, which will be aimed at both the development of the emotional sphere and patriotic consciousness.

Only with such a formation of the structure of classes can a gradual psychological development of the child take place.

As a result of the lessons, the child will gradually learn to determine moods, control his feelings, gradually come to the most difficult thing - understanding his place in the family and his relationships with loved ones, in his awareness of himself as a patriot of his Motherland, his culture, language, traditions, etc. The feeling of love for the Motherland is formed in children gradually, in the process of accumulating knowledge and ideas about the social life of the country, its heritage, human labor, and nature. This difficult feeling grows out of love for loved ones, for the native land. The love of children for the Motherland is pronounced, they are captured, first of all, by what affects their feelings, in which conversations, exhibitions, excursions used by the teacher in the course of upbringing play a huge role. To foster patriotic feelings in a child, a large number of forms and methods of education are used - these are play activities, theatrical activities, visual activities, excursions, conversations, didactic games, board games, etc., which are often associated with the stimulation of emotional activity. The task of the educator is to ensure that children are actively involved in the process of forming patriotic feelings. The upbringing of patriotism is seen, first of all, in "getting" the child's "internal mechanism", to form responsiveness, figurative imagination, ingenuity, resourcefulness, while applying the necessary means of influencing the emotionally sensitive sphere. When forming patriotic education, it is necessary to remember that a preschooler perceives the reality around him emotionally, therefore, his patriotic feeling for his native city, for his native country is manifested in a sense of admiration for his city, his country. It is these feelings that need to be evoked in the process of introducing children to their hometown and their country.

"Nurturing feelings

patriotism among

preschoolers "

Prepared by:

educator MBDOU

"Kindergarten k / v No. 8" Aistenok "

Goncharova O.V.

Michurinsk

Huge changes have taken place in our country in recent years. This applies to moral values, attitudes towards events in our history and towards individuals. The attitude of people towards the Motherland has changed. If earlier we constantly heard and sang hymns of praise to our country ourselves, now they talk about it mostly negatively. However, the difficulties of the transition period are not the reason for the suspension of moral and patriotic education. No matter how society changes, the upbringing of the growing generation of love for their country, pride in it is necessary at any time. And if we want our children to love their country, their city, we need to show them from an attractive side. Moreover, we have something to be proud of.

K. D. Ushinsky wrote: "A child has nothing to deny, he needs positive food, only a person who does not understand the needs of childhood can feed him with hatred, despair and contempt."

What is love for the Motherland, for the Fatherland? What is the attraction that surrounds us from childhood? Love for the Motherland is such a love that you do not even suspect because a person is born with it. A person grows, matures, but attachment to their native places remains for life.

Even after leaving their native places for many years, a person remembers them with warmth, constantly, proudly talks about the beauty and wealth of their land. This is an expression of deep love for everything that entered the heart from an early time as the most precious thing.

The historical memory of the people is an enduring value: it is passed on from generation to generation, marking the continuation of life.

Everyone is interested in the history of their hometown, how distant and close ancestors lived, what they gained, what they lost, counting down century after century.

This is our land, this is our history. And we will not find a worthy path to the FUTURE if we do not imbue with the feeling of filial love for everything that is good in our native land. And the foundations of such an attitude to the surrounding reality are laid during the period of preschool education.

We are teachers and parents facing an important task -

to familiarize preschool children with the history of the Fatherland. To teach them to think about what it means: “I am a Michurinist” - to know where the small Motherland begins, its origins. The main idea is revival

family spirituality, study and implementation of folk traditions in everyday life, acquaintance with the historical past of the native land, education

feelings of patriotism.

Like any other feeling, patriotism is acquired independently and experienced individually. He is right in her depth. Therefore, without being a patriot, the teacher himself will not be able to awaken in the child a feeling of love for the Motherland, just to awaken, and not to impose, because patriotism is based on spiritual self-determination.

Starting work in this direction, the teacher, first of all himself, must highlight what is characteristic only for a given area, a given region, which is only here. Any land, region, city, even a small village is unique. Each place has its own nature, many factories and factories, its own famous people. Children should also know the heroes who defended their native land and Motherland from enemies.

The selection of the appropriate material allows children to form an idea of ​​what their native land is famous for. However, it is necessary that the children develop the correct idea of ​​their native land as a part of a large beautiful country - Russia, in which they live.

The teacher was always faced with the question of what methods and techniques to use when learning about the history of his native city. In my opinion, it is a mistake to begin acquaintance with the past of the city. This can cause confusion in the heads of children. It is advisable to start history education from the last century. And only after the children have mastered this knowledge well, return to the period of the birth (education) of the city.

The most justified methods for getting acquainted with the small homeland can be considered the following:

a) Organized walks and excursions. Taking into account the peculiarities of perception of preschool children, before visiting, for example, a museum, it is recommended to acquaint them in advance with the most striking exhibits of the museum. Warn the children in advance about going to the museum, furnish it with solemnity and go to the museum in high spirits. In the hall, you must immediately go to those pictures that are familiar, do so that they themselves recognize.

It is important not to overload the child with impressions, terms that are incomprehensible to him. Therefore, preparation is important:

Observations;

The story of the educator or direct participants in the events in

combined with viewing illustrations, reading fiction, listening to music, etc.;

Joint participation of children, adults, parents in the improvement of their city;

Consolidation of children's knowledge in activities: drawing, modeling, application, construction, holidays, quizzes, etc.

b) A special approach to fostering a sense of patriotism is needed in the younger group. Acquaintance of children with the history of the Fatherland is preceded by acquaintance with the concept of time. First, you need to give the child the opportunity to understand what it means "yesterday", "last week." It will take him some time, but he will learn how to arrange chronological periods of time rather quickly. Therefore, first of all, you need to teach how to divide time into segments. Here you have to adhere to a certain system and not rush.

Istage - the child's past(work with parents).

It is advisable to take an album of photographs, arrange the events in chronological order and announce that the child will hear his own story. (At first, very small - he began to sit down - now he eats on his own, now he learned to crawl - get up - walk, etc.)

Children are very fond of listening to a story about themselves and are asked to talk about it more often. And then he himself will tell his STORY.

IIstage - the story of the parents... Explain to the child that the parents were also young, i.e. repeating the story of the child himself. Show that life at that time was different from today: different clothes, transport, etc. It is sometimes difficult for a child to believe that the parents were once children too.

IIIstage - the story of grandparents.

It should be told in the same way as about a child. It is necessary to explain to the children that all people were children at first, had parents who were children before, etc.

IVstage - family history.

Build the story of the child, grandparents' parents in separate photographs and let the child arrange the events in chronological order on their own.

Work on familiarizing preschoolers with the history of their hometown must be carried out in parallel blocks.

I block. Cognitive development classes.

1. "We and our names" - children paint their own portrait; Photo.

2. "Me and my family" - a family tree.

3. "My street" - excursion, conversation, sketch from memory.

4. "My home" - conversation, sketch from memory.

5. "Michurinsk is a modern, beautiful city" - excursion.

6. "The city bears his name", "City - garden", excursion to the house - museum

Michurin.

7. “Creativity of A.M. Gerasimov "- excursion to the house-museum of Gerasimov.

8. "Heroes - fellow countrymen", "They defended the Motherland" - conversation,

Excursion to Glory Square, laying a wreath at the Eternal Flame.

II block. Ecological.

1. "Where does the Lesnoy Voronezh River run" - work with the map.

2. "The forest is like a painted tower" (trees) - observations during a walk.

3. "Who, who lives in a forest house" - the animal world of the Tambov region - viewing a photo album, an excursion to the local history museum.

4. "Inhabitants of the underwater kingdom" - viewing the photo album.

5. "Journey to the Panskiy forest" (acquaintance with prohibitory signs) - excursion to the forest park.

III block. Art activity

1. "My street" - to convey the image of your home.

2. "My City" - meeting outstanding people.

3. "Michurinsky patterns" - acquaintance with the Kozlovsky fishery.

4. "Kozlovsky female costume".

5. "Russian embroidery" - symbols of Russian embroidery.

6. "Towels".

The Russian people should not lose their moral authority among other peoples - an authority worthy of being won by Russian art and literature. We must not forget about our cultural past, about our monuments, literature, language, painting ... National differences will persist in the 21st century, if we are concerned with educating souls, and not just transferring knowledge. That is why the native culture as a father and mother should become an integral part of the child's soul, the beginning that generates a personality.

The developmental environment in groups created by teachers helps to implement work on moral and patriotic education.

The arrangement of objects and the organization of the developmental environment in different age groups have distinctive features. In the groups of younger and middle age - corners of social and moral education, senior and preparatory to school age - corners of moral and patriotic education and psychological rest. In each age group, a rational and expedient arrangement of furniture is thought out with the allocation of various corners.

Now our national memory is gradually returning to us and we are beginning to relate in a new way to the ancient crafts, in which the people left us the most valuable of their cultural achievements, sifted through the sieve of centuries.

Already in the younger groups, it is envisaged to be introduced to a folk toy - a pyramid, a nesting doll, a tumbler, gurneys, etc. Kids at this age are introduced to Russian folk games, round dances, folk songs, nursery rhymes, tongue twisters, fairy tales, riddles. In addition, the program included tasks to introduce children to arts and crafts. Khokhloma, Gorodets, Dymkovskaya, Filimonovskaya toys.

Decorative painting, captivating the soul with harmony and rhythm, is able to captivate children with national fine arts.

Summarizing what has been said, we can conclude that the introduction of children to all types of national art from architecture to painting, from dance to theater is the way of developing a child's personal culture as the basis of his love for the Motherland.

The researcher of Slavic mythology and culture Y. Mirolyubov said that “we must understand and believe that Russia is us, and Ancient Russia is we too, and if we exert all our strength, then the future Russia is also us”.