Organization of moral and patriotic education of preschool children

Organization of moral and patriotic education of preschool children

Patriotic education of the younger generation

is one of the most pressing problems of our time. Huge changes have occurred in our country in recent years. This concerns moral values, attitudes towards the events of our history. Children have distorted ideas about patriotism, kindness, and generosity. People's attitude towards their homeland has also changed. Today, material values dominate over spiritual ones. However, the difficulties of the transition period should not become a reason for suspending patriotic education. The revival of spiritual and moral education is a step towards the revival of Russia.

It is moral and patriotic education that is one of the most important elements of public consciousness; this is the basis for the viability of any society and state, the continuity of generations.

Moral and patriotic education can be called one of the most difficult areas for a number of reasons: the characteristics of preschool age, the multidimensionality of the concept of “patriotism” in the modern world, the lack of concepts, theoretical and methodological developments (a characteristic feature of many studies is to address only certain aspects of the problem).

The level of children’s ideas about patriotism largely depends on what content (availability and amount of material for perception and understanding) is selected by the teacher, what methods are used, how the subject-development environment in the group is organized.

Patriotism

- this is a social feeling that is characterized by attachment to the native land, people, and its traditions.

Moral and patriotic education in kindergarten

is a set of civic activities that contribute to the formation of common values in a child and his family.

Patriotic education of preschool children according to the Federal State Educational Standard is quite relevant in modern conditions. This is due to the establishment of priority for material values over spiritual ones in our society. However, raising the younger generation within the framework of respect and love for the Motherland forms a morally healthy, viable population.

Children of preschool age are especially emotional, inquisitive, ready to empathize, they are in the process of forming personal guidelines, so educational work can be carried out most fruitfully. This is also facilitated by the special susceptibility of preschoolers to the influence of adults.

Patriotic education in preschool educational institutions is carried out with the aim of instilling love for the fatherland, a responsible attitude towards the surrounding nature and people, and establishing a stable connection between generations. The formation of these values occurs as a result of purposeful, systematic work with the child.

Objectives of moral and patriotic education:

• Cultivate love and reverent attitude towards the values of family, kindergarten, hometown.

• Contribute to the formation of a desire to participate in public events aimed at improving one’s yard, the group’s territory, and the streets of one’s hometown.

• Teach a caring attitude towards family and friends, younger peers and the older generation.

• Foster respect for the work of different professions.

• Develop interest in the traditions of the native land, observe and preserve them.

• Develop a reverent attitude towards nature, its resources, and use them sparingly.

• To introduce the symbols of the Russian state, its significance for the people and the country as a whole.

• Give ideas about children's rights aimed at protecting the interests of every preschooler.

• Expand children's understanding of the regions of the country and its big cities.

• Foster pride in Russians who have achieved success in various fields of activity: agriculture, science, sports, culture, education.

• Contribute to the development of international feelings towards other peoples, their cultures and traditions.

When planning educational activities in kindergarten, the teacher takes into account the basic principles of working with children: (regionalization, continuity, accessibility, scientificity, integrity, consistency, continuity, cultural relevance, stimulation of children's activities).

It should be taken into account that a preschooler perceives the reality around him emotionally, therefore, his patriotic feelings for his hometown, for his native country are manifested in a feeling of admiration. Such feelings may not arise immediately. This is the result of long-term, systematic and targeted influence on the child. Raising children is carried out every second, in educational activities, events, holidays, in play and in everyday life. The work is structured in such a way that it passes through the heart of every kindergarten student. The love of a small preschool child for the Motherland begins with the attitude towards the closest people - father, mother, grandfather, grandmother, with love for his home, the street on which he lives, kindergarten, city.

V.V. Sukhomlinsky argued that childhood is an everyday discovery of the world and therefore it is necessary to make sure that it becomes, first of all, the knowledge of man and the Fatherland, their beauty and greatness.

Preschool age

- the most important period in the formation of personality, when the prerequisites for civic qualities are laid, and children’s ideas about man, society and culture develop. The basic stage in the formation of love for the Motherland in children is their accumulation of social experience of life in their city, the assimilation of the norms of behavior and relationships accepted in it, and the introduction to the world of its culture.

For a kindergarten, pedagogical activities aimed at developing interest and love for the native land and the ability to reflect all this in productive activities, the formation of an aesthetic attitude to the surrounding reality, are of particular importance. Teaching the basics of work and forming ideas about the social problems of the city, nurturing the child’s spiritual and moral feelings, instilling respect and love for one’s home, acquaintances and friends.

Love for the Fatherland begins with love for the small Motherland. In this regard, it is of great importance to familiarize preschoolers with the historical, cultural, national, geographical, natural and ecological uniqueness of their area. Getting acquainted with his hometown and its attractions, the child learns to recognize himself as living in a certain time period, in certain ethnocultural conditions and at the same time become familiar with the riches of national and world culture.

For more effective activities in instilling morality and patriotism in preschoolers, in addition to relevant forms of work that meet a specific educational task, the following pedagogical conditions are also important: a heuristic environment in kindergarten and in the family, close cooperation between kindergarten teachers and family members, the preparedness of teachers and parents for solving the problems of instilling patriotism in children.

The heuristic environment is characterized by saturation with positive emotions and is a field for the child to demonstrate creativity, initiative and independence. First of all, the correct style of relationships between adult members of the team should be created in the children's institution. Mutual respect and care, love for work, involvement in the political and working life of the country - all this should ensure children’s trust and respect for the teacher.

No less important is the correct style of relations between the teaching and parent teams, which develops as a result of the systematic work of the kindergarten with parents and the study of the experience of families. Close cooperation between kindergarten teachers and family members is expressed in the establishment of trusting business contacts with the families of pupils; providing parents with a minimum of psychological and pedagogical information, teaching them how to communicate with the child, ensuring regular interaction between children, educators and parents, involving family members in the pedagogical process, holding thematic meetings, conversations, creating a subject-based developmental environment in kindergarten and family.

The preparedness of teachers to carry out the process of forming patriotism presupposes that they have an appropriate level of professional competence, professional skill, as well as the ability for self-regulation and self-discipline to solve assigned problems. If the teacher himself does not feel a feeling of love for the fatherland, then he will not be able to convey it to the children; the teacher also needs to know how to most effectively convey the ideas of patriotism to preschoolers. Methodological work on patriotic education in preschool educational institutions is aimed at increasing the qualification level of educators and their pedagogical literacy. For this purpose, thematic pedagogical councils, consultations, and mutual visits to OOD are held.

A prerequisite for successful moral and patriotic education is a high level of relationships between adults and children, and the attitude of adults towards children. They must be based on respect for the personality of a growing person, love for him, and knowledge of the laws of mental and physical development.

Equally important is the clear routine of the kindergarten, the provision of groups and the site with the necessary materials and equipment, and their pedagogically appropriate location and use.

It is important to create such an environment in the group so that the child has a positive emotional attitude towards the people around him. In order to implement moral and patriotic education in kindergarten, all conditions must be created so that children can trustfully rely on the constant care and support of adults.

In the formation of a child’s personality, motives that encourage certain behavior and activities are of significant importance. Motives can be moral, social or selfish. The teacher certainly needs to know about the thoughts, feelings, and intentions of the child in order to correctly evaluate the action and behavior. Knowing the reasons that prompted a student to do this or that action, the teacher will be able to find the most correct methods of moral education. Motives of behavior are formed mainly in the process of experience that a child acquires in everyday life and activities, in relationships with adults and peers. The more stable and valuable the feelings, behavioral habits and ideas of a preschooler are, the degree of their awareness.

Features of the manifestation of moral and patriotic feelings in preschool children are transience and situationality. A child may be excited by the story he has just heard about a heroic deed, but then these impressions are superimposed by others, and the first feeling that arises may fade away, therefore, as psychologists note, it is necessary to consolidate this feeling in repeated experiences. The task of the educator in this case is to work purposefully to create appropriate educational moments. Similar problems are solved in all types of children's activities without exception: in educational activities, in games, in work, in everyday life.

The teacher’s worldview, his personal example, views, judgments, active life position, and the involvement of parents in the lives of their children are the most powerful factors in education.

Thus, we can conclude that the goals and objectives of moral and patriotic education in a preschool educational institution meet the current views, needs and values of modern society regarding the formation of a harmoniously developed personality.

Basic methods and forms of moral and patriotic education of preschool children

Current goals and objectives of moral and patriotic education set the vector of the educational process in preschool institutions, determine the main forms, means and methods of working with children. This takes into account the close relationship of the tasks of moral and patriotic education with the age and personal characteristics of the child, as well as with social living conditions.

Means of moral and patriotic education of preschoolers can be combined into several groups.

Fiction, visual arts, music, cinema, filmstrips can be combined into a group of artistic media. This group of means contributes to the emotional coloring of cognizable phenomena. Children emotionally and trustingly perceive fairy tales, poems, stories read to them, and look at illustrations for books. The child is strongly impressed by the works of artists who depict the world realistically and clearly. Artistic media are most effective in forming ideas and cultivating feelings in children.

The means of moral and patriotic education of preschoolers is the nature of their native land. It evokes humane feelings in children, a desire to take care of those who are weaker and who need help. The impact of nature on the personality of children creates a sense of belonging, belonging to this corner of the Earth, and this corner belonging to a little person.

The means of moral and patriotic education of preschoolers is the children’s own activities: play, work, learning, artistic activity. Each type of activity has its own specificity, serving as a means of instilling the practice of moral and patriotic behavior.

A special place in the group of means is given to communication. It, as a means of moral and patriotic education, fulfills the task of correcting ideas about morality and patriotism, based on the awakening of feelings and the formation of relationships.

The means of moral and patriotic education is the atmosphere in which the child lives.

The environment surrounding the child becomes a means of nurturing feelings, ideas, and behavior. It activates the entire mechanism of moral and patriotic education and influences the formation of moral and patriotic qualities.

The choice of means of education depends on the leading task, on the age of the students, on the level of their general and intellectual development, on the stage of development of moral and patriotic qualities.

The remedy becomes effective in combination with adequate methods and techniques of education.

Education methods

- these are ways of organizing joint activities of teachers and students aimed at mutual development, improving the personality of the teacher and shaping the personality of the student in accordance with the goals of education.

In pedagogy, there are several approaches to the classification of educational methods. V.G. Nechaeva distinguishes two groups of methods of moral education of preschool children: organization of practical experience of social behavior (training method, demonstration of action, example of adults or other children, method of organizing activities); the formation of moral ideas, judgments, and evaluations in preschoolers (conversations, reading works of art, viewing and discussing paintings, illustrations). The author includes the method of persuasion, positive example, encouragement and punishment to both groups of methods.

Classification proposed by V.I. Loginova, combines all methods into three groups: methods of forming moral behavior (training, exercise, management of activities); methods of forming moral consciousness (beliefs in the form of explanation, suggestion, conversation); methods of stimulating feelings and relationships (example, encouragement, punishment).

The most appropriate classification of methods of moral and patriotic education is one that corresponds to its mechanism. Educational methods produce effective results under certain conditions:

• any method must be humane, not humiliating to the child, and not violating his rights;

• the method must be real, feasible, and logically complete. In moral and patriotic education, each method must be weighty and significant;

• to use the method, conditions and means must be prepared;

• the method should not be applied in the same way, stereotyped way to all children and in any situation. Otherwise, the method of persuasion may turn into edification and cease to bring the desired result;

• education methods should be applied tactfully, indirectly. The child should not feel that he is being raised;

• when selecting methods, the degree of complexity of the quality being formed should be taken into account;

• when designing and selecting methods, it is important to foresee the possible results of their impact on a particular child;

• application of methods of moral and patriotic education requires tolerance and patience. You should patiently repeat those already used and select new ones, with the understanding that the result will not be achieved immediately;

• Practical methods that involve teaching the child methods of action should prevail in moral and patriotic education. If you rely on awareness, understanding the significance of positive behavior and do not teach ways of such behavior, the desired results will not happen. Positive actions of adults do not guarantee the same actions in a child;

• methods are not used in isolation, but in combination, in conjunction. The basis for selecting methods is the leading educational task and the age of the children.

There are the following forms of work aimed at developing patriotic feelings:

• introducing children to cultural heritage, holidays, traditions, folk applied arts, oral folk art, musical folklore, folk games;

• getting to know the family, its history, relatives, family traditions, drawing up a pedigree; with the kindergarten, its children, adults, games, toys, traditions; with the city, village, its history, coat of arms, traditions, outstanding citizens of the past and present, sights;

• conducting targeted observations of the condition of objects in different seasons of the year, organizing seasonal agricultural work in nature, sowing flowers, vegetables, planting bushes, trees, etc.;

• organization of creative, productive, playful activities for children, in which the child shows sympathy and care for people, plants, animals in different seasons of the year in connection with adaptation to new living conditions and daily, as necessary.

An integrated approach to the issues of developing love for their homeland in children - the interrelation of various means, methods and forms of education.

The most important method of pedagogical influence is observation of the surrounding reality. However, if a teacher reduces the work of moral and patriotic education of children only to organizing observations, he will greatly limit the range of children’s knowledge and ideas and will not be able to give the child an idea of the entire country. He can solve such a problem only by skillfully combining observation with reading fiction, listening to music, looking at paintings, watching films, thematic presentations, etc.

The active, varied activities of preschoolers are of great importance, since being a patriot means not only knowing and loving your country, but also actively acting for its benefit. To achieve this, various forms of organizing children’s activities are used, the main one of which is thematic educational activities. They are aimed at increasing children's mental activity. This is helped by comparison techniques, questions, individual assignments, and appeal to the experience of children. It is necessary to teach them to independently analyze what they see, make generalizations and conclusions. You can suggest looking for the answer in the illustrations, asking your parents.

Addressing the same topic several times helps develop attention and maintain long-term interest in it. It is necessary to combine several educational activities with one topic, not only in the native language, but also familiarization with nature, music, artistic activities, and manual labor.

To create a positive emotional atmosphere and activate children's cognitive interest, it is necessary to widely use gaming techniques. For example, the study of Russian folk crafts can take place during the game “Souvenir Shop”. Children are of great interest in games - trips to the past of the city, along the river, etc. Each topic is supported by various games, productive activities (making collages, crafts, albums, thematic drawing, etc.).

The results of work on a topic that unites children’s knowledge can be presented during general holidays and family entertainment.

Difficulties in familiarizing children with everyday life, traditions, and individual historical moments are caused by the fact that preschoolers are characterized by visual-figurative thinking. Therefore, it is necessary to use not only fiction, illustrations, didactic material, but also “living” visual objects and materials (national costumes, dishes, tools, embroidered towels, napkins, etc.). “Everyday Everyday Life” is extremely effective for introducing children to fairy tales, folk crafts, and antique household items. It is advisable to visit museums, as well as organize special premises in kindergarten. Here the child has the opportunity to gain his first insight into the history of life in his native land. In such museum corners, the possibilities of a playful way of presenting a variety of information are expanded.

An important condition for the moral and patriotic education of children is a close relationship with their parents on this issue. Touching “living” documents of family history awakens the child’s thoughts, evokes strong emotions, makes them empathize, and attentively pay attention to the memory of the past, their historical roots, which contributes to the preservation of vertical family ties.

Currently, this work is relevant and especially difficult, requiring great tact and patience, since in young families the issues of instilling patriotism and citizenship are not considered important. However, parents must become indispensable participants in the work of moral and patriotic education of children, help in collecting and promoting materials from their native land, and recreating local national, cultural and labor traditions.

Forms of joint activities with parents for the moral and patriotic education of children can be varied: family clubs, family excursions to museums, inspections of cultural and historical monuments, organization of exhibitions, exhibition stands dedicated to family heirlooms (orders, medals, diplomas, certificates for military and labor merits, etc.).

Currently, there is an increase in people's interest in their ancestry. Family study of their ancestry will help children begin to understand very important and deep postulates:

As part of a family club, together with a teacher, you can conduct a “mini-research” on the history of a street or area. It’s good when family club activities include folklore activities (painting clay toys, folk weaving, etc.), as well as local traditional holidays and rituals: Christmas balls, Russian Maslenitsa, Trinity Day. All this introduces children to the history of the region and their people, and fosters love for the Motherland.

Thus, modern pedagogy has an extensive and varied toolkit that makes it possible to ensure the effective implementation of the tasks of moral and patriotic education of preschool children. These are various forms, methods, techniques of work, organization of the subject heuristic environment, specialized focus of classes, etc. However, the greatest results can be achieved only through the integrated use of methods and techniques aimed at developing morality and a sense of patriotism in children. At the same time, the role of the family in raising the morality of the child, its traditions, foundations, and orientation towards the development of citizenship and spirituality acquires great importance. An important task of a preschool educational institution is to provide the family with the basic pedagogical tools, to make it its ally in the implementation of the main aspects of moral and patriotic education.

Program for moral and patriotic education of preschoolers, thematic plans for work on moral and patriotic education of preschoolers.

Due to the relevance of this problem, a significant number of programs have been created in Russia aimed at the moral and patriotic education of preschoolers:

1. “Heritage” by M.Yu. Novitskaya

The “Heritage” program is a partial program of patriotic education by M. Yu. Novitskaya, E. V. Solovyova.

P.'s goal is to introduce children to traditional Russian culture, which is understood as domestic culture in multinational Russia, as a form of historical memory, self-awareness and self-development of the peoples inhabiting it. The program consists of the following blocks: “Circle of Events”, “Family Circle”, “Let’s Stand in a Circle”, “Circle of Reading”.

2.Program “Introducing children to the origins of Russian folk culture”

Authors: O. L. Knyazeva, M. D. Makhaneva.

Goal: to form the basis of culture in preschool children (3-7 years old) based on familiarization with the way of life and the life of their native people, their character, their inherent moral values, traditions, and cultural characteristics.

The educational goal of the program is to introduce children to all types of national art from architecture to painting, from dance, fairy tales and music to theater.

The program consists of three parts. The first contains specific recommendations for the implementation of the program and organization of the developmental environment in preschool educational institutions, and highlights the forms and methods of interaction between the teacher and children. The second part provides long-term and calendar plans for working with children of all age groups, and describes in detail the content of all classes. The third part includes applications: literary, historical, ethnographic, historical texts, a dictionary of Old Church Slavonic words most often used in fairy tales, proverbs, and sayings. The program is recommended by the Ministry of Education of the Russian Federation.

3. Program “I am a man”. Author S. A. Kozlova.

Goal: to help the teacher reveal to the child the world around him, to form his idea of himself as a representative of the human race, about people living on Earth, about their feelings, actions, rights and responsibilities, various activities; on the basis of knowledge, develop a creative, free personality, with self-esteem and imbued with respect for people.

The program is aimed at developing a child’s worldview – his own vision of the world, his own “picture of the world”, consonant with the possible level of development of his feelings. The program includes four large sections: “What I know about myself”, “Who are adults”, “Man is a creator”, “The Earth is our common home”. Each section has several subsections that specify its content. All sections of the program are interconnected, they complement each other, although each has its own specifics, its own educational goal.

The program presents requirements for the level of mastery of all sections, and also offers recommendations to parents, educators and primary school teachers. The program has teaching kits consisting of workbooks, sets of flashcards and teaching aids for adults.

The author has written a textbook “Theory and Methods of Familiarizing Preschool Children with Social Reality,” which can serve as a technology for implementing the “I am a Human” program. The program is approved by the Department of General Secondary Education of the Ministry of Education of the Russian Federation.

4. Program “Development of children’s ideas about history and culture.” Authors: L. N. Galiguzova, S. Yu. Meshcheryakova.

Goal: to develop in children of senior preschool age the foundations of spiritual culture, a humane attitude towards people and their work, respect for the cultural values of different nations; development of cognitive activity and creative abilities.

The program consists of four sections: (primitive people, wonders of the ancient world, traveling with a fairy tale, before and now). The content of classes for each of the listed sections is set out in a separately published manual, which contains illustrations, games and simple tasks. The program, at an accessible level, introduces children to the lives of people in different historical eras and gives basic ideas about technological progress.

5 Program “We live in Russia” by N.G. Zelenova, L.E. Osipova

The proposed program is intended to implement work on civic-patriotic education in a preschool educational institution and can be used as a partial program. The result of mastering this program is to ensure a social and educational effect: raising the future generation with spiritual and moral values, civil and patriotic feelings, respecting the cultural and historical past of Russia.

6. Program “Little Russians” edited by T.I. Overchuk

The program is aimed at socializing the personality of a preschooler, developing love for the Motherland - Russia on the basis of familiarization with the national culture.

Thus, a review of a number of moral and patriotic education programs demonstrates the great creative activity of specialists - an understanding of this problem and the need to solve it.

MAGAZINE Preschooler.RF

"Moral and patriotic education of preschool children."

“Patriotism does not mean only love for the motherland. It's much more than that. This is the consciousness of one’s inalienability from one’s homeland, an integral experience with it of its happy and unhappy days ,” wrote A. N. Tolstoy.

Children of preschool age have access to a feeling of love for their family, their hometown, their native nature, their homeland. This is precisely the beginning of patriotism, which is born in knowledge, and is formed in the process of purposeful education. Currently, patriotic education of preschool children according to the Federal State Educational Standard is relevant and a priority for the younger generation. Children in preschool age are very active, inquisitive, proactive, and have amazing abilities for sympathy and empathy. This is the time that is favorable for the development of patriotism and spirituality.

Having examined the methodological recommendations for patriotic education, it should be noted that patriotism is a feeling of love for the Motherland, a sense of duty to it, and a readiness to defend one’s country at any time. Home and family are the most important institutions that help a child instill warm feelings for the Motherland. Many parents do not think about this direction in the development of the child, therefore, a preschool educational institution is also called upon to enlighten and give valuable advice on instilling patriotism in preschoolers.

I believe that a child’s sense of homeland begins with love for the closest people - mother, father, grandmother, grandfather, brother, sister. And his home, the yard where he walked more than once, and the view from the apartment window. Kindergarten, where he gets the joy of communicating with peers, and native nature - all this is the Motherland. How many discoveries does a child make every day? And although many of his impressions are not yet realized by him, it all begins with admiration for what the little man sees in front of him. Each of us should know the history, traditions, culture of our people, our native nature, feel a sense of belonging to our family, our city, our country, the nature of our native land, the cultural heritage of the people, and respect representatives of other nations, their traditions and customs .

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

The main tasks can be identified as follows:

developing a caring attitude towards nature and all living things
the formation of tolerance, a sense of respect for other peoples and their traditions.
formation of basic knowledge about human rights
developing pride in the achievements of one's country.
development of interest in Russian traditions and crafts
expanding ideas about Russian cities
introducing children to the symbols of the state
developing a sense of responsibility and pride for the country's achievements
nurturing a child’s love and affection for his family, home, kindergarten, street, city
instilling respect for work

These tasks are solved in all types of children's activities: in classes, in games, in work, in everyday life - as they instill in the child not only patriotic feelings, but also form his relationships with adults and peers.

Moral and patriotic education of a child is a complex pedagogical process. It is based on the development of moral feelings.

All of the above determined for me the relevance and choice of topic: . ” The following stages of work can be distinguished.

The importance of moral and patriotic education for the harmonious development of a child’s personality

I began studying the chosen topic with the selection and analysis of literature.

Moral and patriotic education of preschool children is a complex pedagogical process. It is based on the development of the child’s moral feelings. “Those high moral feelings that characterize a developed adult and which are capable of inspiring him to great things are not given to a child ready-made from birth. They arise and develop throughout childhood under the influence of social conditions of life and upbringing ,” wrote A.V. Zaporozhets.

Love for the Motherland is brought up in children under the influence of the surrounding life. The targeted influence of parents and preschool teachers in instilling feelings of patriotism is becoming a normal phenomenon.

Feelings of love for the Motherland are expressed from love and affection for loved ones, for a family where the child is surrounded by care, attention, and affection. Gradually, the feeling of love and respect for family expands and is transferred to other people - preschool workers, neighbors, acquaintances. By adopting the behavior of adults, children learn the tone, manner, and ideas that exist in the family. Children sensitively understand the peculiarities and nature of relationships between people.

For a small child, the Motherland begins with his native place - from the street on which he lives, where his kindergarten is located. Gradually, children get an idea about their hometown, village, get acquainted with the sights of the street on which they live, learn about what their city, village is famous for, and begin to be proud of it. Preschoolers will learn about people who glorified themselves through their work and military merits, and whose names are given to cities, streets, and squares.

A kindergarten is a child’s second family, where he is surrounded by the attention, love and care of the preschool staff. Children develop respect for the work of those who raise them, treat them, feed them, and take care of the cleanliness of the premises. By observing the work of a nanny, laundress, cook, janitor and other workers, children understand the meaning of their actions aimed at creating cleanliness and comfort in the kindergarten, providing children with delicious food, and filling their lives with meaningful, interesting activities. Preschoolers will learn about the technical equipment of work, the coordinated, collective nature of work, aesthetics and culture. Children will learn about his social assessment of people's work - awards and encouragements.

Moral and patriotic education helps the child develop skills in relationships with adults and peers; interest in Russian traditions and customs develops; there is a feeling of responsibility and pride for the country’s achievements, a feeling of attachment to one’s family, home, kindergarten, street, district, country, and respect for work.

Creation of a subject-development environment

At the next stage of work, to implement moral and patriotic education, it was necessary to create a developmental environment, taking into account the age characteristics of children.

It was decided to create a corner of Russian culture in the group, a corner of state symbols; produce and purchase manuals, fiction, didactic games on moral and patriotic education.

The corner of Russian culture includes:

fiction
folk musical instruments
folk toys
works of decorative and applied art

The government activity corner includes:

The following didactic manuals have been produced: “What is good and what is bad?” , “Cities are heroes” , “Who is the odd one out” , “Lay out the pattern” , “Who lives where?” , “Find the flag” , “Collect the flag” , “Moscow is the capital of the Russian Federation” , “Tell me about your city” , “Russian heraldry” , “Heraldry of Orenburg”

Albums “Pages of the Great Patriotic War” , “Sights of Orenburg” , “Orenburg Down Shawl” , “National Village of Orenburg” ,

Didactic material in pictures “My home, my family” ,

Card index of didactic games on moral and patriotic education.

Set of cards “Space” , “Tell the children about the Moscow Kremlin” , “Moscow Kremlin”

Picture dictionary “The main holidays of the country”

Developmental tasks for children “Stories about professions”

Riddles for children “Polite words”

By the end of the preschool period, the child should know: people of different nationalities live in our country, each nation has its own language, its own customs and traditions, art and architecture; Every nation is talented and rich in craftsmen, artists, musicians...

Thus, when solving the problems of moral and patriotic education, each teacher must build his work in accordance with local conditions and characteristics of children.

Working with parents.

No less important is the correct style of relations between the teaching and parent teams, which develops as a result of the systematic work of the kindergarten with parents. Close cooperation between kindergarten teachers and family members, involving family members in the pedagogical process, holding conversations, thematic meetings, creating a subject-specific development environment in the family and kindergarten.

The group actively works with parents of students. The work carries out a number of tasks:

Spend holidays and weekends with children.
Involve your child in family activities.
Tell and show your child the sights of the city.
Talk about the exploits of the heroes of the Great Patriotic War, read the memory of them.
Tell your child about your work and how the work of his parents benefits society.
Tell the story of your family, about its traditions, about your ancestors.
Create a family tree together.

Patriotic education is also combined with all other areas of the state standard:

- speech development

child development in musical activity - labor training
development of elementary natural scientific concepts
development of ecological culture
development of ideas about man in history and culture
physical development and health
artistic development.

It is possible to achieve success in patriotic education only when the teacher himself knows and loves the history of his country, his city. He must be able to select the knowledge that will be truly accessible to preschool children, so that it can evoke a feeling of delight and pride in children.

When raising the future generation, we must remember that society needs the right creator of our state, full of strength and energy. The future of our country largely depends on how the tasks of patriotic education are solved.

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parents » Culture of behavior and useful habits » Moral and patriotic education of preschoolers
Moral and patriotic education of preschoolers

Patriotic education of the younger generation is one of the most pressing tasks of our time. Huge changes have occurred in our country in recent years. This concerns moral values, attitudes towards the events of our history. Children have distorted ideas about patriotism, kindness, and generosity. People's attitude towards their homeland has also changed. If earlier we constantly heard and sang the anthems of our country, now they talk about it mostly negatively. Today, material values dominate over spiritual ones. However, the difficulties of the transition period should not become a reason for suspending patriotic education. The revival of spiritual and moral education is a step towards the revival of Russia.

It is moral and patriotic education that is one of the most important elements of public consciousness; this is the basis for the viability of any society and state, the continuity of generations. The formation of the personality of an older preschooler is impossible without instilling respect for spiritual values from childhood.

Moral and patriotic education can be called one of the most difficult areas for a number of reasons:

* features of preschool age,

* multidimensionality of the concept of “patriotism” in the modern world,

* lack of concept, theoretical and methodological developments (a characteristic feature of many studies is to address only certain aspects of the problem).

Fostering patriotic feelings in preschool children is one of the tasks of moral education, which includes nurturing love for loved ones, for kindergarten, for one’s native village and for one’s native country. Patriotic feelings are formed in the process of life and existence of a person located within a specific sociocultural environment. From the moment of birth, people instinctively, naturally and imperceptibly get used to their environment, the nature and culture of their country, to the way of life of their people.

It should be taken into account that a preschooler perceives the reality around him emotionally, therefore, patriotic feelings for his native village, for his native country are manifested in a feeling of admiration for his village, his country. Such feelings cannot arise after several classes. This is the result of long-term, systematic and targeted influence on the child. Raising children is carried out every second, in classes, events, holidays, in play and in everyday life. The work is structured in such a way that it passes through the heart of every kindergarten student. The love of a small preschool child for the Motherland begins with the attitude towards the closest people - father, mother, grandfather, grandmother, with love for his home, the street on which he lives, kindergarten, village.

The education system is designed to ensure the education of Russian patriots, citizens of a legal democratic, social state who respect individual rights and freedoms, have high morality and show national and religious tolerance. The implementation of such a system is impossible without knowledge of the traditions of one’s homeland, one’s land.

Preschool age is the most important period in the formation of personality, when the prerequisites for civic qualities are laid, and children’s ideas about man, society and culture develop. The basic stage of developing love for the Motherland in children is their accumulation of social experience of life in their village, assimilation of the norms of behavior and relationships accepted in it, and introduction to the world of its culture.

The formation of love for the Motherland begins in early childhood, with a picture in the primer, a mother’s song, the corner where children live. V. A. Sukhomlinsky says: “It is impossible to awaken the feeling of the Motherland without perceiving and experiencing the world around us. Let the memories of a small corner of distant childhood remain in the baby’s heart for the rest of his life. Let the image of the great Motherland be associated with this corner.”

How to introduce children to moral and patriotic education?

1. Teach your child to take care of things, toys, and books. Explain to him that the work of many people is put into every thing. Treat books with care and promote interest in the content. Go to the library with your child and see how books are stored there. This game technique “like in a library” will help teach your child to treat books with care.

2. Preschoolers begin to show interest in the history of the country and region very early. If there are monuments in the city, organize excursions to them and tell them everything you know about how the memory of the dead is honored. You can make exciting trips around our country and around the world using the globe, maps and photographs.

3.If the child has building materials, you can invite him to build a house. When the house is built, play housewarming with your child, help place dolls, bunnies, and bears. See if the house is solidly built, beautiful, and comfortable to live in.

4. Cultivate in your child a respectful and caring attitude towards bread. Watch how bread is delivered and unloaded. Tell us how bread is grown, how much work is put into it, together with your child, dry the leftover bread, make crackers.

5. Tell your child about your work: what you do, what benefits your work brings to people and the Motherland. Tell us what you like about your job.

6. When returning with your child from kindergarten, invite him to play the game “Who has noticed more interesting things?” “Let’s tell each other who has noticed more interesting things on our street. I see cars cleaning the street. What do you see? The game teaches observation skills and helps to form ideas about the environment. At home, invite your child to draw what they liked best.

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. In winter on skis, in summer on a bicycle or on foot, 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. When cultivating love for their native land, it is important to teach a child to take care of nature and protect it.

How to raise a little patriot?

Contents of patriotic education of preschool children:

* introducing children to cultural heritage, holidays, traditions, folk applied arts, oral folk art, musical folklore, folk games.

* getting to know the family, its history, relatives, family traditions, drawing up a pedigree; with the kindergarten, its children, adults, games, toys, traditions; with the city, village, its history, coat of arms, traditions, outstanding citizens, villagers of the past and present, sights;

* conducting targeted observations of the condition of objects in different seasons of the year, organizing seasonal agricultural work in nature, sowing flowers, vegetables, planting bushes, trees, etc.;

* organization of creative, productive, playful activities for children, in which the child shows sympathy and care for people, plants, animals in different seasons of the year in connection with adaptation to new living conditions and daily, as necessary.

For more effective work on instilling patriotism in preschoolers, the following pedagogical conditions are necessary:

- heuristic environment in kindergarten and in the family,

- close cooperation between kindergarten teachers and family members,

— preparedness of teachers and parents to solve problems of instilling patriotism in children.

The heuristic environment is characterized by saturation with positive emotions and is a field for the child to demonstrate creativity, initiative, and independence.

Close cooperation between kindergarten teachers and family members is expressed in the establishment of trusting business contacts with the families of pupils; providing parents with a minimum of psychological and pedagogical information, teaching them how to communicate with their child; ensuring regular interaction between children, teachers and parents; involvement of family members in the pedagogical process; creating a subject-based developmental environment in kindergarten and family.

The preparedness of teachers to carry out the process of forming patriotism presupposes that they have an appropriate level of professional competence, professional skill, as well as the ability for self-regulation and self-discipline to solve assigned problems.

All of the above pedagogical conditions are interconnected and interdependent.

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

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

The upbringing of a little patriot begins with what is closest to him - his home, the street where he lives, kindergarten.

* Draw your child’s attention to the beauty of his hometown

* While walking, tell us what is on your street, talk about the meaning of each object.

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

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

* Expand your own horizons

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

* Read him books about his homeland, its heroes, traditions, culture of his people

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