Regional component in dhow for fgos. The regional component in the educational process of preschool educational institutions. project on the topic Questions for consolidation
In accordance with clause 2.6. Federal State Educational Standard of DO the content of the educational area "Social and communicative development" is aimed at: - assimilation of norms and values \u200b\u200baccepted in society, including moral and ethical values, the development of communication and interaction of the child with adults and peers; - formation of the foundations of safety in everyday life, society, nature. the content of the educational field "Cognitive development" involves: - the formation of primary ideas about the small homeland and the Fatherland, about the socio-cultural values \u200b\u200bof our people, about domestic traditions and holidays, about the peculiarities of nature.
The use of the regional component as one of the means of socialization of preschoolers involves the following: 1. Familiarization of preschoolers with their native land during the implementation of the educational program of the preschool educational institution. 2. Introduction of a regional component, taking into account the principle of a gradual transition from something closer to a child, personally significant (home, family) to a less close one - cultural and historical facts. 3. An active approach in introducing children to the history, culture, nature of their hometown, when children themselves choose the activity in which they would like to participate in order to reflect their feelings and ideas about what they saw and heard. 4. Interaction with parents. 5. Professional development of all participants in the educational process (educators, narrow specialists); 6. Generalization of the experience of pedagogical activity, the study of the effectiveness of innovative activity and its results in the main areas of work with children, teachers, parents.
Purpose: to form the initial ideas of preschoolers about the features of their hometown. Tasks: - to acquaint children with the peculiarities and traditions of the city; - to form ideas about the hometown: history, streets, professions; - to acquaint with the names of famous fellow countrymen; - to form knowledge about the living and inanimate nature of the city; - to lay the foundations of a moral personality, national pride and national identity.
The effective formation of the foundations of the cultural and historical heritage in children is possible if the following factors are observed: the use of programs and technologies for local history; a complex combination of various types of child's activities; creating conditions for the self-realization of each child, taking into account the experience accumulated by him, especially the cognitive, emotional sphere; taking into account the specifics of the organization and construction of the pedagogical process; the use of forms and methods aimed at developing emotions and feelings.
For the effective implementation of the regional component, a number of pedagogical conditions are required: Creation of a cultural and developmental environment in preschool education; Preparation of the teaching staff for the implementation of the regional component of preschool education; Organization of effective interaction between preschool educational institution and society; Integration of the regional component into educational activities; Organization of effective interaction between preschool educational institution and family.
Age characteristics of the assimilation of program material by preschoolers in the educational field "social and communicative development" (regional component) 3-4 years 4-5 years 5-6 years 6-7 years knows his own name, recognizes and names adults in life and in pictures, understands that other children also have their own family, parents know their last name, parents' name, family ties and their social role, knows how to politely address teachers by name and patronymic; notes characteristic changes in nature; names the plants growing on the site. names the home address, the name of the city in which he lives. knows the name and patronymic of the parents; their profession, briefly talks about them, names some of the city's attractions. names objects located in the kindergarten microdistrict; streets, can independently determine the route from home to kindergarten on the plan and in space, is familiar with the works of local poets and artists. has a general idea of \u200b\u200bthe history of his city, symbolism, traditions of his native city
Preparing the teaching staff for the implementation of the regional component of preschool education Starting work on the regional component, the teacher himself must know the cultural, historical, natural, ethnographic characteristics of the region where he lives in order to instill in preschoolers love and respect for the folk traditions of his region.
Organization of effective interaction between a preschool educational institution and society A modern preschool educational institution cannot successfully implement its activities and develop without broad cooperation with society at the level of social partnership (museums, theaters, folklore groups, etc.)
Integration of the regional component An important place in introducing preschoolers to the culture of their native land is occupied by folk holidays and traditions, which are studied during the preparation for calendar and ceremonial holidays: Christmas, New Year, Maslenitsa, Bird Day, etc.
THEME BLOCK “CITY. ATTRACTIONS. HISTORY "Tasks Themes and forms of work To form knowledge about the hometown, its cultural and historical values. To acquaint children with the symbols of the city, its sights. To develop a cognitive interest in the history of the homeland based on local history material. Junior and middle preschool age. Where we live ”“ My home, my street ”“ Favorite kindergarten ”“ The streets of my hometown ”“ City life ”Excursions starting from the 2nd half of the middle group: around the kindergarten, to buildings, along the city street. Role-playing games: House Family Street of the city Commonwealth with the family Questionnaire "Do you know the sights of the city" Open Day Stand "History of one photo"
Expand children's knowledge about their hometown, its cultural and historical values. Continue to acquaint children with the symbols of the city, its sights, memorable places of the city. To develop a cognitive interest in the history of the native land based on local history material. Senior preschool age Topic “Where we live” My hometown, region Symbols of the city Memorable places Journey into the past of the city Kaliningrad - the city of the future Excursions: The alphabet of a pedestrian To the museum of local lore To places of military glory Role-playing games: House-family City street Construction Contests: Drawings "Kaliningrad - the city of the future" Making models of the hometown "Friendship with the family Questionnaire" Do you know your city "Open Day Stand" History of one photo "Competition" Making a model of the city ", co-creation of parents with children Family project" Family traditions "
THEME BLOCK "NATURE OF THE NATIVE TOWN" Objectives Themes and forms of work Expand, generalize and systematize children's knowledge about the nature of the preschool educational institution. To educate from the first years of life a socially active, creative person who is able to understand and love nature Younger and middle preschool age Topic “Welcome to ecology” “Trees around us” “Labor in nature” “How birds in the city prepare for winter” “Top dressing birds "" Friends of the forest. What is good and what is bad ”Promotions Labor walks-actions Let's feed the birds Commonwealth with the family Competition“ Birdhouses for birds ”
Expand, generalize and systematize children's knowledge about the flora and fauna of the city's environs and about the problems of their native land. To educate from the first years of life a humane, socially active, creative person who is able to understand and love nature, take care of it, transform and multiply it. Senior preschool age Topic "Welcome to ecology" Conversation about pets and wild animals of Doctor of the Forest. Why does a man plant a forest? "Living, inanimate nature of the Kaliningrad region" "Influence of inanimate nature on the life of plants and animals in the city" Competition. Stock. Exhibition "Fantasy" / handicrafts from natural materials / Action "Second life of waste material" Exhibition of drawings "The nature of the hometown" Friendship with the family Questionnaire "What I know about the nature of my native land" Competition of family traditions Hiking trips Subbotnik "Greening of d / garden plots"
THEME BLOCK "CULTURE, RECREATION, SPORT" Objectives Themes and forms of work To acquaint children with Russian folklore, with craftsmen, with the work of local poets, composers, artists. To contribute to the general development of the child based on love, interest in the culture of the city. Topic "Introduction to folk origins, urban traditions" Younger and middle preschool age Acquaintance with folklore Wonderful Russian chest Fair Crafts shop Grandmother's fairy tales Grandfather's golden hands Senior preschool age Wonderful miracle, marvelous miracle (fairy tales, legends and folklore of the Russian people) Russian traditions people Acquaintance with the work of local poets, composers, artists Cultural and sports centers of the city Sport is health Traditions of the native city
To acquaint children with Russian folklore, with craftsmen, with the work of local poets, composers, artists. Promote the overall development of the child based on love, interest in city culture and sports. To form in children the skills of cultural behavior Excursions starting from the second half of the middle group: to an art school to a music school Calendar and ritual holidays Russian gatherings Kolyada - open the gates Wide Maslenitsa Easter City traditions Children's creativity festival City Day June 1 - Children's Day Commonwealth with the family: joint physical culture and music leisure old family traditions drawing competition, co-creation of parents with children photo exhibition "Summer Rest"
When implementing the regional component, the organization of project activities plays an important role. "Attractions of Kaliningrad", "Why was the street called that", "Sunny stone", "My microdistrict" "Birds of the Kaliningrad region" "Baltic Sea" "Animals of the Kaliningrad region" "The Red Book of the Kaliningrad region", etc.
To ensure the implementation of the regional component, it is important to create an aesthetically attractive educational and cultural environment, aimed, first of all, at ensuring the spiritual and moral development and upbringing of children in accordance with the requirements of the Federal State Educational Standard.
The effectiveness of work on the implementation of the regional component assumes that in the process of forming the foundations of local history, the child: acquires a certain system of knowledge about the connection and interdependence of humans, animals, flora and the world of people of the native land, about the peculiarities of human communication with the outside world and the impact of this interaction on him ; masters ideas about himself, his family, his belonging to a certain nation, elementary history of his kind; defines his social role; has elementary ideas about the history of his native city, its attractions; enriches vocabulary, develops memory, thinking, imagination; learns to rationally use skills in independent activities; acquires goodwill, sensitivity, cooperation skills in the process of communicating with each other; develops independence, creativity, initiative;
Conclusion: the implementation of the regional component in a preschool institution, built in the system, will contribute to the achievement of the following targets of the Federal State Educational Standard of DO: - the child masters the installation of a positive attitude to the world, to different types of work, other people and himself, has a sense of his own dignity; -distinguishes between conventional and real situations, knows how to obey different rules and social norms; - possesses initial knowledge about himself, about the natural and social world in which he lives.
Literature: 1. Bure R.S. Social and moral education of preschoolers. Methodical manual / R.S. Bure - M.: Mosaic-Synthesis, - 80 p. 2. V. Koltakov "From the history of the Lipetsk region." - Voronezh: Central Black Earth book publishing house, A.S. Morgachev “Lipetsk. Pages of history ". - Lipetsk: Central Black Earth Book Publishing House, A. Berezen" Our Lipetsk Land ". - Voronezh: Central Black Earth Book Publishing House," Art of the Native Land ". - Lipetsk: LIRO, Astakhov V.V., Dyukarev Yu.V., Sarychev V.S. Protected nature of the Li Peck region. - Lipetsk: LLC "Photo-Prof-TASS", Shalnev B.M., Shakhov V.V. The world of childhood. Native culture: textbook-reader on local history of the Lipetsk region for preschool and primary school age. Ryazan - Lipetsk: HELION, Shalnev B.M., Shakhov V.V. Lipetsk encyclopedia: in 3 volumes - Lipetsk, Baradulin V.A. Fundamentals of art craft: in 2 hours - M., Education, 2010.
Part 1
Implementation of the regional component
in the educational process of the MDOU "Kindergarten No. 3" Forget-me-not ",
kotlas, Arkhangelsk region.
Head Nikitina L.Yu.
“Love for the native land, native culture,
native speech begins with small - love for
to his family, to his home, to his children's
garden. Expanding gradually, this love
turns into love for his native country, for her
history, past and present. To all
human. "
D.S. Likhachev
Based on order No. 655 dated 23.11.09. "On the approval and implementation of federal state requirements for the structure of the main general educational program of preschool education" determines the orientation of the educational area "Socialization" to achieve the goals of mastering the initial ideas of a social nature through the implementation of the task: the formation of citizenship, patriotic feelings. One of the means for solving these problems is the introduction of a regional component into the educational process.
To work in this direction, our preschool institution has developed conditions, necessary for the organization of innovative activities for the local history development of children :
Software and methodological support: combination of a comprehensive educational program N.Ye. Veraksy "From birth to school", with the program "Look how good the land you live in" by SN Bryzgunova and new effective technologies.
Advanced planning.
A developing environment as a condition for the successful implementation of the program "Look how good the land you live in", the project "What an old photo will tell".
Interaction with parents.
Establishing connections with society and institutions of additional education, culture.
Recently, the view of the regional component as the most important value, integrating not only social, but also spiritual, moral, ideological, cultural, historical, and other components, has become increasingly widespread.
In the program "From birth to school" edited by N.E. Veraksa, based on the expansion of knowledge about the environment, the task is to foster patriotic and international feelings, love for the native land, the Motherland, through the area of \u200b\u200b"Socialization", in the area of \u200b\u200b"Knowledge" - to acquaint with the native city, and through the section "Cultural and leisure activities" - to expand the understanding of state, folk and Orthodox holidays. Therefore, we present Part 2 of OO Programs, formed by the participants of the educational process, which reflects: the specifics of the national-cultural, demographic, climatic conditions in which the educational process is carried out, which takes place as integration through other areas.
Raising love for the Motherland in a child begins through emotional perception of the world around him, direct interaction with him and the accumulation of a certain social experience in the very place where he was born and grows up. This is the basis for the formation of citizenship and patriotic feelings.
Therefore, the problem of regionalization of education must be solved from preschool childhood, carrying out educational work with children taking into account the following principles:
the principle of gradual , the implementation of which presupposes a gradual transition from closer (at home, family) to less close (cultural and historical material);
operating principle , thanks to which the child should be in a constant process of learning, discovering new knowledge and consolidating already received;
principle of developmental learning through which the tasks of regional content are realized through the activities of each child, in the zone of his proximal development;
principle of continuity , which assumes that social and personal development does not end only with some isolated educational situations, but continues in the joint activities of teachers and children, in various types of children's activities;
historicism principle , is realized by preserving the chronological order of the described phenomena and is reduced to historical concepts: the past / a long time ago / and the present / today /. This is due to the fact that preschoolers are not well-formed with historical consciousness.
the principle of harmonious education , which involves the interaction of the child with various fields of activity: play, native language, visual arts, music, etc .;
principle of integration , which allows you to integrate educational content in solving educational and educational problems and which is fundamental in FGT, since without it, a full-fledged organization of children's educational activities is impossible.
According to many sociologists, at the present stage there is a gap between generations, a loss of family traditions, stagnation of folk culture and folk art. These factors negatively affect the formation of patriotic feelings in children, a sense of pride in their homeland, for their people, their small homeland. therefore
The goal of our preschool institution for the implementation of the regional component is: development of cognitive interest in the history of the native land and fostering a feeling of love for their small homeland.
Tasks:
To introduce children to the traditions of the Northern Territory, to form ideas about the history of their native city, heroes-kotlashans, sights of the city of Kotlas, famous people and collectives working at the enterprises of our city.
To form the ability to navigate in the immediate natural and social environment, to promote the manifestation of children's interest in the history and culture of their native land.
To develop in children an emotional-value attitude towards their family, home, kindergarten, street, city, nature.
|
Year |
A task |
Forms of work |
Working with parents |
|
2012-2013 |
1. To improve the system of work in the preschool educational institution for the implementation of the regional component in the educational process. |
Pedagogical council« Implementation of the regional component in the educational process of preschool educational institutions " Consultation "Education of the culture of folk traditions among preschoolers" Workshop workshop "Northern paintings" Exhibition works of children, educators, parents "Look how good the land you live in" Exhibition of Russian felt boots
|
Parents' questioning. Parent meeting "Family hobbies" Food tasting competition "Grandma's recipes Parents survey
|
2012Annual participation in the tourist game "Dad, Mom, I am a tourist family", participation in the city competition "Experts-tourists" -3rd place,
FROM 2012-15 years... the preschool institution is working on a single methodological theme "Implementation of the regional component in the educational process of MDOU No. 3" Forget-me-not. "
The preschool institution has developed a long-term plan for the implementation of the regional component in all age groups. (Episode of the future plan)
Calendar-thematic planning 2nd junior group.
|
Theme |
|
The form |
|
Knowledge day |
|
"We treat everyone with tea", tea party with parents. Tour around the kindergarten |
|
Autumn |
|
Entertainment "What's in the basket for autumn?"
D / game
|
With older children the project "What an Old Photo Tells About" is being implemented
Objective of the project: Introducing preschoolers to the history and culture of their hometown, local attractions, fostering love and affection for their homeland.
Project objectives:
Provide knowledge about the historical past and cultural appearance of the native land.
To familiarize children with the historical, cultural, geographical, natural and ecological originality of their native land.
Develop a respectful attitude towards native nature.
To foster a sense of pride in their fellow countrymen, an emotional-value attitude towards the native land .
Episode of calendar-thematic planning for the project,
senior group.
|
Area section |
Content of the regional component |
The form |
|
Cognition Socialization
|
City `s history
|
Reading: "The story of Kotlas in stories for children" Photo album creation:"The past and the present of the city of Kotlas" Entertainment: "Gatherings at Granny Agafya's" (games of antiquity), "Our Northern Land" Master Class: chrysalis –shore Excursions to the museum: City tour "What an old photo will tell about", "How a shirt grew in a field", "What a steam locomotive will tell about", "Countrymen - heroes of war" Didactic games: "Whose portrait?", "My city" Exhibitions: "Look how nice the land you live in" Video library "Making a slide film about the old and modern city" Presentation "Hometown of Kotlas" Working with parents: "The design of the folder - moving on the theme" Land of dear, beloved " |
Estimated performance resultsfor the project "What an Old Photo Tells About":
Active participation and interest of children in various activities.
Moral and patriotic feelings for history, culture, nature of the native land.
Development of coherent speech, enrichment of the vocabulary.
The result will be a final city tour, where children will show their knowledge of the topic.
The purpose of the circle work: the formation of the beginnings of local history and tourism activities of children of senior preschool age. All work is built according to cycles and seasons. In each cycle, exits are planned, both in the natural and in the social environment
Regional component: to acquaint children with their native land by sections of the program:
Section "We are Kotlashane"... Topics for Study: Genealogy. Natural heritage. History of the city of Kotlas today.
Section "Beginnings of tourist technology"... Topics: Fundamentals of topography. Orientation.
The ABC of tourist and household skills.
Section "Lessons of Aibolit".Topics: Medicinal plants of our area.
Familiarization of preschoolers with regional content can be successful if teachers provide active cognitive, play, communicative and artistic activities of children ... (Slide)
Forms of organization of local history and tourism activities of the "Ryukzachok" circle:
Training activity, its forms:learning cognitive cycle - on acquaintance with the life and history of the Northern Territory, as well as thematic walks, excursions, "hikes" ...
Play activities:these are role-playing games reflecting the work of the people of our city, social, everyday, patriotic themes, didactic games .
Visual activity:creation of creative works based on impressions of the natural and social environment, design of seasonal exhibitions, participation in citywide exhibitions
Communication activity:conversations, conversations, situations, interviews, exchange of information, word games, reading fiction, viewing albums, illustrations, viewing paintings by artists from the city of Kotlas, television programs of local history and tourism content.
Cognitive and research: observations at different times of the year, acquaintance with the forest, field, park, river, stream, excursions, experimentation, collecting.
Cognitive and constructive activities: production of models of city microdistricts, city streets, landscapes: forest, tundra,
Tourist activities: orientation according to the plan of the group, site, tourist games, meetings with tourists from TsDYUTEK, participation in city competitions "Dad, Mom, I am a tourist family"
A variety of activities naturally connects local history and tourism activities with all processes of development of the personality of a small child. Directly educational activity is aimed at the development of observation, curiosity, creative activity of children. Each cycle ends with a holiday according to the section of the program.
Episode of calendar-thematic planning, circle "Backpack", preparatory group.
|
Section Areas
|
Content of the regional component |
Forms of work with children |
|
Cognition Socialization |
« We are Kotlashan "
|
Reading fairy tales:S. Pisakhov, stories by B. V. Shergin; Create a photo album : "Get to know my city" (photos with views of the old and new Kotlas " Quiz: on the work of S. Pisakhov. Dramatization of a fairy tale "Loud Fashion" S. Pisakhova. Master Class: "Angel", "" Twisting doll " Excursions to the museum: "How people lived in the old days", "Severnaya izba" Didactic games : "Famous countrymen", "Learn by model", "Assemble the building." Exhibitions : "Old Album", "My Native Land" Working with parents: design of the photo exhibition "Native Land, Our North Land" |
Expected results and ways of checking them on mastering the program “Look how good the land in which you live” is. Basic knowledge.
* The social competence of older preschool children by the end of the year is due to the formation of ideas: about the history of Kotlas; about everyday life, clothes, crafts, toys of northerners in the old days; about heroes-kotlashans; about the factories of Kotlas, about the addresses of public buildings of the city, about the "rules of tourists", tourist equipment, about the organization of a halt, about the methods of transporting victims; about the benefits of medicinal plants in our area.
*Independence can be traced in the ability: equip yourself in tourist equipment; provide first aid for minor injuries during the hike; navigate the map using conventional symbols; to simulate the plan of the group, the microdistrict according to the scheme and from memory.
Methods for testing the knowledge and skills of preschool children are carried out through monitoring at the beginning and end of the school year, in addition, at the end of the year, final classes, cognitive games on local history and tourism activities are held.
Along with the traditional forms of work in the implementation of the regional component, we useinnovative methods and technologies:
Method of projects: project “What an Old Photo Tells About”, author-educator, SN Bryzgunova; "Hello, it's me", author-educator, N. Vyatkina; "The city of Kotlas is my native land", author-head of the MDOU, Nikitina L.Yu ..
A corner of the Russian hut, mini-museums "Three heroes", "Clock", "Dolls of different times", "Lukoshko", "Russian birch";
Vernissage is an exhibition of paintings by city artists.
Artistic creation using murals of the Northern Dvina
Using computer technology in working with children
Using the technique integrated learning preschool children.
Model of the preschool educational environment:
"Forget-me-not"
Mini-museums
subject-developing environment of MDOU
Center for Local History and Tourism
Photo exhibitions
Traveling exhibitions of artists
Corners
edge
denia
Corner "Russian hut"
Mobile corner "Russian hut".
Mini-museums "Three heroes", "Hours", "Dolls of all times", "Lukoshko", "Museum of the Russian birch tree".
Traveling photo exhibitions: “Look how good the land in which you live”, “Old album”, “Our travels”, “This is what our summer is”.
Vernissage is a traveling exhibition of paintings by urban artists.
Group corners on local history.
Center for Local History and Tourism "Ryukzachok" (Slide)
MDOU "Kindergarten No. 3" Forget-me-not "
Center for Folk Arts and Crafts
TsDYUTEK is a tourism center.
The House for arts and crafts for children.
Children's Library named after A.A. Ostrovsky.
Kotlas Museum of Local Lore.
Museums of the Kotlas region.
Exhibition hall of the House of Culture of Railwaymen.
Leisure center "Tausen", drama theater.
MOU DOD "School of Arts" Gamma ". An important place in the work of a preschool educational institution is given to interaction with parents and their involvement in the educational process:
Study and generalization of the experience of the MDOU with the family on the patriotic education of children: "Hobbies of families of children", "Personal exhibitions of parents", "Family traditions"
Pedagogical propaganda through the media: "Everything that is not known is interesting for our children." "Backpack" calls on the road "," Birthday of the brownie ".
Pedagogical education: parent meetings, questionnaires, open days.
Folklore holidays, contests and quizzes.
Joint events between parents and children: thematic, integrated node; contests of drawings, photographs and crafts; visiting personal exhibitions; excursions to museums of the city and region.
"A small homeland, still big, because it is the only one" J. Renard (Slide)
h. 1
"Implementation of the regional component in the activities of preschool educational institutions"
Agisheva N.A. -
educator MBDOU
"Zubovo-Polyansky children's
garden number 3 "Brook" combined type "
Education, created by the people themselves,
based on folk principles,
has that educational power,
which is not in the best
systems based on abstract
N. K. Ushinsky
Dear Colleagues!!!
The implementation of the regional component is now very relevant in the preschool educational institution.
After all, we continue ourselves in children. And we want them to be better, more perfect than us. In general, we want to raise a citizen. But a high sense of citizenship does not arise by itself. It must be awakened in a growing person and as early as possible. Literally from the first glimpses of consciousness to bring up in a child love for the native land on which he was born and lives.
The formation of the child's personality takes place from an early age: the first ideas about the world around are developed, and, first of all, through familiarization with the traditions of "one's", native, cultural environment - local historical, cultural, national, geographical, natural features of the region. It is known that it is precisely the preschool age that is the most important period of the formation of the personality, when the prerequisites for civic qualities are laid, when interest in culture, national customs, and traditions of the peoples living in the territory of Mordovia is formed. It is very important to instill in children a feeling of love and attachment to the natural and cultural values \u200b\u200bof their native land, to foster pride in the achievements of fellow countrymen in the field of culture, these include G. Petelin, A.A. Bychkov, in the field of sports G.V. Pekin, local historian Prokhorov A.A., for heroic deeds during the Great Patriotic, Afghan and Chechen wars, since it is on this basis that patriotism is brought up.
In our preschool institution, an approximate module of the regional program of preschool education "We live in Mordovia" was adopted for implementation, therefore the ethnocultural education of preschool children acts in our kindergarten as a system of upbringing and training, educational work with children is carried out in accordance with the approximate complex-thematic planning, in all age groups we have drawn up a long-term planning to get acquainted with the native land.
Education today is focused on the ethno-cultural needs and educational interests of various nationalities, which presupposes a reasonable acquaintance of the younger generation with the history, art, traditions of the peoples inhabiting our Republic. In this regard, one of the tasks of the modern education system is the integration of traditional (folk, national, ethnic) cultures with modern educational systems, ideas, technologies that create an educational environment. In the process of upbringing, we, the educators of the kindergarten No. 3 "Trickle", try to include in the child's environment the maximum number of ethnospecific objects, play tools that have different purposes. For this, a corner of the local history mini-museum was created in our group, where we expand our understanding of the history of Mordovia and the Mordovian people who have long lived in this territory, give children a general idea of \u200b\u200bthe way of life of the Mordovian people. In our mini - museum there is a stove decorated in the Mordovian flavor. The grandfather is sleeping on the stove, apparently tired of hard work in the field. On the forefoot are bast shoes, which are a symbol of Mordovian shoes.
There is a table in the room on which we see typical objects inherent and characteristic of the Mordovian people. This is a samovar, an old iron, jugs for various purposes. There are a poker, a grab, and pots of different sizes near the stove. In the corner of local history, we have dolls in costumes of the Erzi and Moksha peoples. Here we acquaint preschoolers with parts of the national dress: shirt - panar (moksh), apron - saponya (moksh), belt-karx (moksh), headdress - panga, breast adornment - syulgam (moksh).
There are also thematic albums about Mordovia, about the city of Saransk, about Zubova Polyana, albums with reproductions of paintings by F. Sychkov and contemporary Mordovian artists, photographs of sculptures by S.D. Erzya.
In the corner of local lore, there are also the Russian and Mordovian flags, Russian and Mordovian dolls, photographs with the sights of the Zubovo-Polyansky district, books on relevant topics, in order to visually familiarize children with their native village, form ideas about its attractions and about the Mordovian national culture.
At the same time, we give an idea that there are many countries on earth in which people of different nationalities live. They speak their own languages, have their own culture, customs and traditions. We explain in an accessible form how important it is to live in peace with all peoples, to know and respect their culture. We give children elementary ideas about the Finno-Ugric peoples, to which the Mordovians belong (in Russia - Udmurts, Karelians, Mari, Komi, Khanty, Mansi; in the world - Finns, Estonians, Hungarians). By organizing work with the children of our kindergarten, we aim it at introducing preschoolers to various national cultures, and form a tolerant attitude towards their carriers. Such systematic work with children in this area contributes to the creation of an ethnocultural environment in a preschool institution and the acceptance of the world by children in all its diversity.
The appeal to the folklore art of the Mordovian people provides invaluable material for the development of preschool children.
In accordance with the FGT, the implementation of an approximate regional module of the preschool education program "We live in Mordovia" is carried out in all main areas: physical development (educational area "Health", "Physical culture"), social and personal development (educational areas "Socialization", « Safety "," Labor "), cognitive and speech development (educational areas" Cognition "," Communication "," Reading fiction "), artistic and aesthetic development (educational area" Artistic "," Music ").
NGO "Socialization" is carried out through familiarization with the native village, its name, which is realized by showing reproductions with views of the village, stories about it. We also conduct excursions into nature, to the sights of the village.
The educational area "Reading fiction" is a direct acquaintance of children with melodious works of Mordovian national folklore. The works of Mordovian folklore contain images that convey the traditions and character of the Mordovian people, they are available for children's perception, include a variety of means of artistic expression, and have an emotional impact on children.
Oral folk art has long been an important means of educating preschool children. Children's folklore is an inexhaustible source of expressiveness of children's speech and carries cognitive, moral and aesthetic aspects. We continue to acquaint children with Mordovian folklore (myths, legends, fairy tales, epics, since folk culture lays the foundation for interpersonal relations, conveys the norms and rules of social communication in an acceptable form, stimulates the manifestation of initial social emotions.
We continue to acquaint children with Mordovian songs and dances, form the skills of their performance.
In this direction, work is also carried out with parents - we expand our understanding of the history of the family together with the history of our native land, and we also recommend using works of national folklore (Russian and Mordovian); joke “Numolnaya yalgakai, carol“ Wuxi, tavusi, V. Korcheganov's song “I sing about Mordovia” and many other works of the Mordovian and Russian people.
With the help of folklore and works of Mordovian writers, we introduce children to rules of safe behavior for humans and the surrounding worldand we form elementary ideas about the correct ways of interacting with plants and animals surrounding the child: the Mordovian folk tale "The Mouse", the tale of Y. Pinyasov "Sprig", V. Korcheganov "Fish as a bast shoe", Y. Pinyasov "Berezkina song" and many others works that introduce children to the nature of Mordovia. And we familiarize parents with the ecological situation in Mordovia, inform how to protect the child from harmful environmental factors. We talk about the rules of behavior that is safe for humans and the surrounding world of nature.
We realize the educational area "Knowledge" again through acquaintance with the native village (the nearest environment: the nearest streets and houses, kindergarten, school, shop); acquaintance with native nature - animals and plants (also in the immediate environment and in pictures).
We teach children the ability to communicate, develop vocabulary in accordance with age characteristics, develop the speech of children and at the same time we are helped by conversations on the topic: “Tell me where and with whom you live”, “Who are your friends”, “Tell about your beloved village ". "Tell us about the most interesting place for you in Zubova Polyana", etc.
For the formation of preschoolers' initial ideas about healthy lifestyle we try to provide optimal physical activity throughout the day, using Mordovian outdoor games with simple content: "In the cabbage", "Keys", "Kite and chickens", "In pots", "In scarves", "Paradise-Paradise," In Chickens "," Bunnies "," Squirrels ". We hold folklore events "Harvest Festival", "Skylarks", "Maslenitsa", "Easter", "Spring Fair", "Fedul-Vetrennik", "Village Day", which also acquaint children with the traditions of the peoples inhabiting Mordovia, with the music of composers Mordovia.
The educational area “Labor” presupposes the formation of a primary understanding of the work of adults, its role in society and the life of every person, which is facilitated by the reading of the works of F. Bobylev to children “Who is lazy? and P. Mashkantsev "Ogorodnitsa", as well as observation and work in the corner of wildlife, observation of the work of adults in the garden, flower bed, feasible participation in helping adults.
Artistic and aesthetic development we carry out through the NGO "Artistic Creativity" by introducing children to the national Mordovian costume, with works of Mordovian arts and crafts, Mordovian folk toys (bird-whistle, Mordovian matryoshka), illustrations for works of Mordovian children's literature. At GCD for application, we try to evoke in children an emotional response to the brightness of color images and the originality of the forms of these products; with children, we cut out and decorate with Mordovian patterns tableware, mittens, scarves; in drawing, we also introduce children to the technique of drawing Mordovian patterns, etc.
At the preschool age, a process of familiarizing and mastering the language of their people, surprising in its importance for the development of the child, takes place. Feeling of the Motherland ... It begins in a small child to the closest people - father, mother, grandfather, grandmother. The kid first discovers such concepts as "work", "duty", "honor", "Motherland" in the family. The upbringing of the younger generation in Russia was historically carried out in the process of familiarizing with the national treasures: language, song, fairy tale, poetry, etc. Taken together, this is the basis that invariably forms the civic feelings of the younger generation today.
Children is our future. It is very important to instill in them the correct vision of the world in a timely manner, to teach them to love their small homeland.
All work carried out by us on ethnocultural education is aimed at developing a child's sense of a wonderful, tolerant attitude and respect for people living nearby. A child will love and truly appreciate his land if we, teachers, teach him this.
MBDOU "Zubovo - Polyansky kindergarten No. 3" Stream "of combined type"
Report on the topic:
"Implementation of the regional component in the activities of a preschool educational institution"
Prepared and conducted by the educator of the 1st junior group Agisheva N.A.
The priority of the regional cultural heritage means the education of patriotism on local material in order to form respect for one's home (family, friends), respect for the nature of the native land and study its history, familiarizing the child with the national cultural heritage and traditions, the works of local writers and artists.
The study of the regional component goes through four main directions: physical, social and personal, cognitive and speech, and artistic and aesthetic. Familiarization of children with folk culture, history, natural environment occurs in all types of activities, affects all educational areas ...
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Implementation of the regional component in preschool educational institutions
Gotsulyak O.V., senior educator MBDOU number 56
The Federal State Requirements notes that the part of the program formed by the participants of the educational process should reflect the specifics of the national and cultural conditions in which the educational process is carried out..
The priority of the regional cultural heritage means the education of patriotism on local material in order to form respect for one's home (family, friends), respect for the nature of the native land and study its history, familiarizing the child with the national cultural heritage and traditions, the works of local writers and artists.
The study of the regional component goes through four main directions: physical,social-personal, cognitive-speech and artistic-aesthetic. Familiarization of children with folk culture, history, natural environment occurs in all types of activities, affects all educational areas ...
Before starting work in the direction of ethnocultural development, the teachers of the preschool educational institution in September 2012. diagnostics of children was carried out to identify the level of formation of knowledge about the subjects of folk life, holidays, traditions, folk games, the history of the region.
Analyzing the results of diagnostics, we made conclusions about the lack of knowledge of children on the national - regional component. Children knew fairy tales, games, but found it difficult to name household items, tools, history of Russians and Circassians in ancient times; children are practically unfamiliar with the symbols, sights of the city and the flora of the RA; insufficient knowledge in the field of arts and crafts, traditions.
Based on the results of the study, we determined:
Goal: Building an innovative model of the educational space of a preschool educational institution, ensuring the availability and new quality of education in accordance with the FGT.
Tasks:
To develop a system of measures aimed at involving teachers in innovative activities in the regional component.
Create conditions for advanced training of teaching staff in innovative activities.
Provide an update of the subject-development environment of the preschool educational institution.
Outline the sequence and content of work with children according to the national - regional component.
To develop a system of measures for the regional component, together with society, to ensure the implementation of FGT.
For the successful implementation of these tasks, the efforts of many specialists of the institution were united: educators, music directors, a teacher-psychologist, a physical education instructor.
ASU teachers V.V. Zaiko, B.Kh. Panesh, and the project supervisor L.Kh. Tseev. They introduced teachers to the additional program"Me and my world", a distinctive feature of which is the presence of a regional component.The program provides for the introduction of the child into the world of universal and ethnocultural values.It was jointly decided to create an experimental platform on the basis of the preschool educational institution for testing this program.
We also use an additional program"Inviting children to the origins of Russian folk culture"- ed. O. L. Knyazeva. This program defines new guidelines in the moral and patriotic education of children based on their introduction to Russian folk culture.primary goal - to contribute to the formation of a personal culture in children, to introduce them to the rich cultural heritage of the Russian people.
Particular attention was paid to the creation of a subject-developing environment, with the help of which the child enters the world of national folklore, language, way of life.
In the corners of national and regional education, a child has the opportunity to first penetrate the history of the life of his native land. This is where the delivery of information through play expands for children. The most relevant material for each age was selected: in the junior and middle groups there are albums of their immediate surroundings ("My family", "The streets of our city", "My kindergarten"), at an older age the topic expands ("Sights of the city of Maykop", "My land", "Our Maykop", etc.), dolls in national costumes "Russian beauty" and "Cherkeshenka", household items, models of dwellings of Adyghe and Russian families, maps of the Russian Federation and the RA. The visual material on patriotic education “My big and small Motherland” is also designed, where children get acquainted with the Russian and Adygean state symbols. Even the design itself contains a deep meaning of the unity of peoples.
"Folk art" - enriched with items of folk art crafts ("Dymkovo toy", "Gzhel", "Khokhloma painting", Adyghe ceramics, toys made by folk craftsmen, etc.), musical instruments.
In the methodical study, material on local history was collected: methodical and fiction literature (poems, stories, folk tales); thematic albums were designed: "My beloved city of Maykop" for acquaintance of children with architectural monuments and "Nature of Adygea" (Great Caucasian Reserve, Guzeripl, Lago-naki, Rufabgo waterfalls, etc.), a video library was selected; card file of abstracts of classes and methodological developments in this direction; photographic materials, visual demonstration material of local lore: illustrations and albums for acquaintance with the flora and fauna of the RA “Birds of our land”, “Animals of the RA”, a “Red Book” was drawn up, which introduces children to the protected plants and animals of the RA.There is an electronic "Bank of Ideas", where the experience of preschool teachers in working with children is accumulated.
Work in the kindergarten on the regional component is carried out in several directions - this process includes children, teachers, and parents. As part of the work with personnel in our preschool educational institution,various forms professional development of teachers:
Pedagogical councils, workshops, consultations, round tables, days of pedagogical skills; master classes on the topic: "Me and my family", "Genealogical family tree", etc.
The second and main direction is working with children. The regional component is implemented in the course of GCD, joint activities of children, teachers and parents, motor and health related work. The effective and systematic assimilation of knowledge about their country, hometown and the Republic of Armenia by children is facilitated by perspective-thematic planning of upbringing and educational work. It contains topics such as: "Republic Day", "Folk Culture and Traditions", where children get acquainted with the national culture. Topics are repeated in each group, but the content and volume of the material changes, each topic pays attention to the study of the culture of its people. For example, folk tales are dramatized by children and teachers on the theme "Theater Day".
The principle of integration of educational areas allows us to organize this work in an interesting and diverse way, so that everything that we want to convey to children is perceived by them deeply and for a long time.
For example, when planning work in educational areas:
"Physical education" - a physical education instructor teaches children the folk games "Lapta", "Zhmurki", "Hat", "Zhuravushka-Zhuravel". We acquaint children with the achievements of the athletes of our Republic of Adygea (we are champions of judo, hand-to-hand fighting, volleyball, gymnastics) - we plan to create a portrait gallery of outstanding athletes of our RA.
"Cognition" - acquaintance with the nature of the native land is carried out through excursions, on walks, during observations, created an exhibition of photographs "City Attractions". We also use V. Voskobovich's gaming technologies: "GameVisor", "Crosses", "Honeycombs", "Letter Constructor", "Funny Numbers", "Gienesh Blocks", "Cuisiner's Sticks" etc.
"Communication - we conduct conversations (“I am in a multinational family”, “Famous names in the world, country and Adygea”, we introduce you to the peculiarities of the Adyghe ethnic group and enrich children's ideas about the diversity of traditions and customs of different peoples).
« Reading fiction to children» - a great deal of work is being done in reading fiction, oral folk art, fairy tales of writers and poets of Russia and the RA. A card index of the region's writers and composers has been created, as well as baby books “Outfits of different nations”, “National holidays”.
"Music" - music directors teach children national songs, dances ("Udzh", "Lezginka", round dances, Russian dances) introduce folk instruments (Adyghe: pshine - accordion, phachichi - rattles; Russian accordions, flutes, balalaikas, etc.) helping to acquaint children with the history and culture of nations.
In the preschool educational institution there is a theater group "Visiting a fairy tale". We triedcreate conditions for the child's immersion in the knowledge of living colorful national creativity and values \u200b\u200bthrough folklore and theatrical performances, playing with nursery rhymes, fairy tales - "Cap of Fables", "The Adventures of a Beekeeper", "Geese-Swans", "Sly Sparrow", "Turnip" "Sethenai -flower ", etc.
We organize folklore concerts and folk festivals.
"Artistic creation"- in art classes, children learn about the origin of Russian and Adygean dishes and utensils, master the skills of drawing national ornaments on the silhouettes of dishes, clothes, shoes. Together with the children, we prepared an exhibition of drawings on the theme "Russian and Adyghe folk tales."
"Socialization" -we acquaint children with basic information about the location of the RA on the map of Russia, the sights of the RA, the Symbols of Russia and the RA - coat of arms, anthem, flag.
We give an initial idea of \u200b\u200bthe history of the indigenous peoples of the RA - Circassians, Adygs, Russians, a general concept of the existence of different religions among the peoples of the RA. We are talking about the national cuisine of the Circassians, Russians, traditional national clothes.
Developed local history games: -Field of miracles on the topic: "My big and small homeland", "Love and know your land." "Ancient-non-old-fashioned", "Features of the life of the peoples of Russia and Adygea", "Sights of the native city";-games-conversations "We need differences"- games - travel "Russia is my native country", "Guess where they live"; excursion games "Souvenir shop".
"Labor" - created models of the city of Maykop and the city park from waste material.
"Safety" - teachers have developed games "Safety on the city streets", "Find your way home", etc.
In work we usemultimedia learning tools (presentations on the themes: "Moscow - the capital of our Fatherland", "Adyghe national costume", "Tale of tolerance"). In the course of computer presentations, children get acquainted with antiquities that they cannot see directly, with the art of other nations.
National flavor is always present in various events. A special significant event is the celebration of the day of the city of Maikop - teachers make crafts together with children and parents, timed to this day.
I would especially like to note the holding of an open event: for the "International Day of the Mother Language" - a theatrical performance based on R. n. from. "Geese - Swans" with the aim of promoting knowledge of the native language, Russian and Adyghe folklore and children's folk games, developing interest in the study of folk tales. The children sang ditties, recited poems by Russian and Adyghe poets about their native language and native land: "About the native language" G. Purga, "Mother tongue" M. Paranuk). National dishes (slits, pancakes) were prepared with the help of parents and employees of the preschool educational institution.
The educators, together with their parents, compiled the "Book of Folk Wisdom" - a collection that includes Russian and Adyghe proverbs, sayings, fairy tales, jokes, riddles, rhymes, sentences, songs.
At the preschool educational institution we conduct entertainment and holidays with ethnocultural and state themes: "Day of the Adyghe national costume", "Day of Slavic writing and culture", "Day of the Adyghe language and writing". There were organized: contests for reciters of poems in the native language and for the best illustration to the works of Adyghe authors, open shows of the OOD. Children take an active part in all activities with interest.
The family is the main source of folk traditions. We interested them in the problem of familiarizing children with the cultural and historical values \u200b\u200bof Russia and the RA. Such forms of work as have proven themselves successfully: - parent meetings, at which they actively discuss issues of ethnocultural educationand raising children ("Favorite folk games of children", "Native fairy tales"); -consultations for parents ("Russian and Adyghe traditions in raising children", "How to make a folk toy with your baby", "My pedigree"); - workshops in the form of business games, a visit to the national museum.
Parents took an active part in creating a subject-developing environment in groups (collecting exhibits for the museum), assisted in the manufacture of folk costumes, participate in folk festivals and entertainment.
Within the framework of the developed plan, exhibitions of products of joint creativity of adults and children were organized (“My family”, “National costume”, “Genealogical tree of my family”).
Were organizedmeeting children with the staff of the National Museum of Maykop (play program for the introduction of childrenwith household items of the Circassians "Babushkin's Chest", with the folk toy "Story of a Toy"), the ensembles "Maikopchanka", "Kazachata".
After testing the programs in April 2013, a follow-up study was conducted. After analyzing the results obtained, you can do the followingconclusions : that the work on the programs “I and my world”, “Involvement of children in the origins of Russian folk culture” has brought positive results: many children have increased their knowledge of the subjects of folk life, holidays, traditions, folk games, various types of folk applied art. This suggests that most of the pupils of the groups have ideas about ethnocultural values \u200b\u200band are ready to learn the history of the people.
Actively involved in project activities, our teachers last year paid special attention to the creation of projects, methodological developments and copyright programs for the regional component, presented in the framework of city and republican competitions: the project - "I and my Republic of Adygea!" and methodological developments - “Our multinational family”, “My homeland is my Adygea”, the program “Love and know your native land… ..” Experience in the regional component is summarized in print, at pedagogical readings, discussed at scientific and practical conferences.
The introduction of the national regional component makes it possible to achieve certain goals in the cognition and understanding of universal human values \u200b\u200bby children.It is very important to instill in children a sense of love and attachment to the natural and cultural values \u200b\u200bof their native land, since it is on this basis that patriotism is brought up.
So, the advantage of the regional component is, first of all, that the created unified system:
It gives more effective results in the development of emotional responsiveness to the ethnocultural heritage in children;
Allows you to search for non-standard forms of activity;
It makes it possible to harmoniously introduce the requirements of FGT into the system of ethnocultural education, to combine new technologies with traditional ones.
Municipal budgetary preschool educational institution "Combined Kindergarten No. 75" Carnation "
Presentation at the seminar
"National and regional component in preschool educational institutions"
Prepared by:
Educator Metudanova A.O.
Naberezhnye Chelny, 2013
Today, modern concepts of the development of a child's personality, as well as regional approaches to the educational process in preschool institutions, imply the inclusion of a national-regional component in the process of child development.
When drawing up educational programs of a preschool institution, the second part recommends a national-regional component. Each institution determines this component for itself independently, taking into account the type of institution, the specifics of the organization of educational and educational and correctional and developmental activities of the teaching staff. In this regard, the problems associated with determining the content and ways of implementing the national-regional educational component seem to be very important both from a theoretical and practical point of view.
One of the main sources of the content of education is the social experience that has been accumulated in society as a result of the cognitive and objective-creative activities of many generations. It includes not only the generalized experience of mankind, but also the experience of a specific community (nationality) of people, i.e. national social experience. In this regard, the national-regional educational component is filled with knowledge about the historical past and present of the people, their culture, national traditions and customs; ways of activity associated with traditional national activities, national fine and musical arts, as well as those social relations of people that are enclosed in national traditions and customs, behavior and activities. We are talking about progressive social experience, the assimilation of which by the younger generations contributes to the goals of their upbringing.
The second aspect of solving the problem under consideration is related to the implementation of the content of the national-regional educational component. Two ways are possible here:
1. Accumulation of the Federal educational component by content that reveals individual national sociocultural values.
2. Inclusion in the curriculum of educational institutions of disciplines, the content of which directly reflects the social national experience.
T. the national-regional component is, first, the real form of functioning of the federal standard in a particular region; secondly, it performs a number of very important functions in the educational process and has certain didactic and educational capabilities:
Ensures the unity and continuity of the content of education within the region and the Russian Federation, solving the problem of the integrity of the educational space;
Able to form a new thinking of a person based on a holistic view of the world, nature, man;
Allows you to use the ideas of individual and personal learning;
Creates conditions for the revival of national culture, education of patriotism;
Promotes adaptation to the surrounding social and natural environment in the conditions of the region;
Forms a regional community of people.
The inclusion of the national-regional component in educational and correctional-developmental education allows teachers to solve the following tasks:
1. To educate the moral qualities of the child's personality: kindness, responsiveness, ability to empathize, love for the Motherland, pride in it.
2. Encourage children to learn about history and their true homeland.
3. To expand the volume of knowledge about art: to form the ability to distinguish the national originality of decorative and applied, fine arts, its characteristic features.
4. To form abilities and skills for independent artistic activity.
5. Develop voluntary attention, perception, memory, imagination, thinking, develop emotional responsiveness, the ability to concentrate.
6. Stimulate the speech activity of children, improve the lexical and grammatical structure of speech, develop its semantic side, improve communication skills.
7. To organize fruitful cooperation between the kindergarten and the family in organizing the upbringing and education of children on a national-regional basis.
Conditions for the successful solution of the assigned tasks:
1. The competence of the teacher on this issue.
2. Availability of the necessary methodological kit for this problem.
What are the most optimal ways to implement the national-regional component in a preschool educational institution?The most priority directions of the activity of preschool institutions in the framework of the implementation of the general problem of the national-regional component are outlined. It:
- integration of the national-regional component into the educational process of older preschoolers;
- circle work, in the program of which various narrow areas (fairy tales, theater, tourism, museum, etc.)
Enriching the range of ideas about our native land, we not only solve the problems of cognitive development, but also contribute to the quickest mastery of correct speech. The most effective form of work is the use of methods of problem-search developmental nature: research, experimental activities, project method, excursions - searches, conversations, complex studies. The method of dialogue is fundamental in all types of classes.
The work on local history education of preschoolers is built in close cooperation with the families of the pupils. One of the promising methods in working with the family is the method of research project activity.
The inclusion of the national-regional component in the educational and correctional and developmental process has cognitive, educational and developmental functions. Acquaintance of children with disabilities with their native land will make it possible to form a moral and patriotic component in the basic characteristics of the personality of a preschooler:
- interest in the people of their native land, their professions, respect for their work, love for the nature of their native land, indifference to the environmental problems of the city, the desire to take an active part in environmental conservation measures;
- interest in the history of the native land, a desire to engage in research activities individually and in creative groups;
- interest and respect for the culture and traditions of the Tatar people;
- children's interest in their closest environment: to their home, family, kindergarten, street, city, republic;
- the perception of people of a different culture, other traditions, highlighting significant differences in them and at the same time finding common human values \u200b\u200bin them: kindness, friendship, honesty, love, hard work, justice, mutual assistance;
The inclusion of the national-regional component in the educational and correctional-developmental process also makes it possible to solve the problems of correctional education: the development of higher mental functions, stimulation of the speech activity of children, the development of communication skills, the improvement of the lexical and grammatical structure, its semantic side, the formation of understanding and construction skills. detailed speech statements, the development of fine motor skills of the hands and fingers.