Introducing children 5-6 years old to their hometown through virtual excursions - Methods for introducing preschoolers to the sights

Methods for introducing preschoolers to sights

At preschool age, children absorb information about everything that surrounds them. To familiarize children with the sights of their hometown, it is appropriate to use various working methods. For children of senior preschool age, it is advisable to use visual and playful methods of forming ideas. When getting acquainted with the hometown, the teacher uses various means of education: works of oral folk art, the immediate environment, the nature of the native land, fiction, fine arts, music, cinema, the child’s independent activity, the environment in which the preschooler lives, communication. A tour is a visual method of forming ideas about the sights of your hometown. A traditional excursion allows you to integrate children's development across various educational areas. In modern conditions, traditional excursions have become difficult to use. But the development of information technology makes it possible to use virtual excursions in work.

In preschool age, feelings dominate all aspects of children's lives. In modern society there is a growing need for people who love and know their homeland. Therefore, starting from preschool age, it is necessary to acquaint children with the history, traditions and culture of their small Motherland. Familiarization with the hometown is the most important task of patriotic education of preschool children. The educational significance of ideas about the small Motherland has been studied in numerous pedagogical studies of the past and present; there is modern experience of practicing teachers on this issue. The main forms of local history work are walks, excursions, travel and hikes, relay races, rallies, and expeditions. However, it should be noted that most of the presented forms relate to school local history work. Due to the characteristics of preschool age and the working conditions of the kindergarten, it is not always possible to introduce preschoolers to their native land using these forms. An alternative could be virtual excursions. In recent years, the problem of using virtual excursions in educational activities has received attention from E.V. Alexandrova, O.V. Alekseeva, M.V. Liseiko, V.V. Ryabova, O.Yu. Tokareva, N.V. Ustyuzhaninova and others. The problem of forming knowledge about the world around us in the process of environmental education of children was considered in the works of authors I.V. Volkova, T. Bogdanets, A.N. Zakhlebny, I.D. Zvereva, L.V. Moiseeva, L.P. Simonova, I.T. Suravegina, etc.

The moral and patriotic development of children, according to a common opinion, is one of the main tasks of preschool education and includes the development in children of love and affection for their family, home, kindergarten, street, city, development of respect for nature, respect for work , expanding views about the country, developing a sense of responsibility and pride for the country’s successes, a sense of respect for other peoples. Work in this area is carried out gradually, from the close, familiar - family circle, kindergarten, to the distant - city, country.

Familiarization with the hometown as a means of patriotic education of preschool children

Bibliographic description:

Knyazyevskaya, S.V. Familiarization with the hometown as a means of patriotic education of preschoolers / S.V. Knyazyevskaya, L.V. Demidova, E.R. Kanapeeva. — Text: direct // Questions of preschool pedagogy. - 2016. - No. 3 (6). — P. 35-38. — URL: https://moluch.ru/th/1/archive/41/1213/ (access date: 02/05/2022).


In preschool age, a sense of patriotism begins to form: love and affection for the Motherland, devotion to it. Patriotic education of preschoolers includes the transfer of knowledge to them, the formation of attitudes based on it, and the organization of age-appropriate activities.

Key words: patriotic education, formation of social competence, social experience

The central idea of ​​cultivating love for the Fatherland among Russian teachers was the idea of ​​the people. So K. D. Ushinsky Fr. considering folklore a brilliant means of revealing national identity and forming patriotic feelings.

V. A. Sukhomlinsky argued that childhood is an everyday discovery of the world and therefore it must be done so that it becomes, first of all, a knowledge of man and the Fatherland, their beauty and greatness. A great contribution to the scientific substantiation of the moral and patriotic education of preschool children was made by R. I. Zhukovskaya, N. V. Vinogradova, E. I. Radina and others.

Modern research devoted to the problems of introducing preschool children to the history, culture, social life of their hometown (and through it the Fatherland) is associated with the study of the mechanisms of socialization, the formation of a child’s social competence, the child’s awareness of himself as a representative of the human race, the children’s perception of the world of objects of formation of knowledge about labor activity of adults, etc.

The basic stage in the formation of love for the Motherland in children should be considered their accumulation of social experience of life in their city, assimilation of the norms of behavior and relationships accepted in it, and familiarization with the world of its culture. Love for the Fatherland begins with love for one’s small homeland - the place where a person was born.

In this regard, it seems to us that it is of great importance to familiarize preschoolers with the historical, cultural, national, geographical, natural and ecological uniqueness of their native region.

The local history approach to the education of preschool children makes it possible to humanize the educational process, to choose an educational route for pupils not only in informational and educational terms, but also in emotional terms (I. A. Kolesnikova and others). Getting acquainted with his hometown and its attractions, the child learns to recognize himself as living in a certain time period and certain ethnocultural conditions and at the same time become familiar with the riches of national and world culture.

The central link of socialization - “the process of human development in interaction with the outside world” (A. V. Mudrik) - is the humanistic upbringing of a child based on universal human values, love for parents, family, the place where he grew up, and, of course, to Homeland. The experience accumulated in this case concerns both the knowledge and transformation of one or another area of ​​reality, and the attitude towards them, which corresponds to one of the principles of personality-oriented didactics - the principle of synthesis of intellect, emotions and action. In this regard, the successful development of preschoolers when getting to know their hometown will become possible only if they actively interact with the world around them in an emotional and practical way, i.e. through play, object-based activities, communication, work, learning, various types of activities characteristic of preschool age .

Getting to know your hometown was previously included in the “Getting to Know Your Surroundings” section. Nowadays this activity is considered as independent. At the same time, an analysis of the literature and the experience of kindergartens allows us to conclude that the problems of incorporating the fundamentals of local history into the educational practice of a preschool institution have not been fully developed.

At the same time, it seems to us that it is legitimate for teachers to believe that the following must be taken into account in the moral and patriotic education of preschool children using local history material.

‒ Familiarization of preschoolers with their native city should naturally be part of a holistic educational process, built on the basis of identifying the dominant goals of the basic program, solved against the background of local history material.

‒ Introduction of local history material into work with children, taking into account the principle of a gradual transition from what is closer to the child, personally significant, to less close - cultural and historical facts.

‒ Forming a personal attitude towards facts, events, phenomena in the life of the city, creating conditions for the active involvement of children in social reality, increasing the personal significance for them of what is happening around, lays the preconditions for the development of the child’s ability to take a “substantive attitude towards his own life activity” ( V.I. Slobodchikov) and is a necessary condition for the development of his subjectivity.

‒ Development of museum pedagogy, which makes it possible to establish a child’s dialogue with the cultural heritage of the past and present.

‒ Implementing an activity-based approach to introducing children to the history, culture, and nature of their hometown, i.e., their choice of activities in which they would like to reflect their feelings, ideas about what they saw and heard (creative play, writing stories, making crafts, writing riddles, appliqué, modeling, drawing, conducting excursions, activities for city improvement, nature conservation, etc.).

‒ Involving children to participate in city holidays so that they have the opportunity to plunge into the atmosphere of general joy and fun (Maslenitsa, Christmas, Easter, etc.), get to know the city residents - bearers of sociocultural traditions in the field of crafts, song, dance, etc. . P.

‒ The creation of such a developmental environment in the group and preschool educational institutions that would contribute to the development of the child’s personality based on folk culture based on local history material (mini-museums of Russian life, objects of decorative and applied art, folklore, music, etc.), would allow “satisfying the need to understand the surrounding world, transform it according to the laws of goodness and beauty.

‒ Organizing work with parents under the motto: their knowledge and love for the city should be passed on to their children.

When building a pedagogical process to familiarize preschoolers with their hometown, it is recommended to take into account the following principles.

The principle of historicism. It is implemented by maintaining the chronological order of the described phenomena and comes down to two historical concepts: the past (a long time ago) and the present (in our days). This is due to the immaturity of historical consciousness among preschoolers; they cannot imagine the historical straight line of time, determine their place on it and trace the distance of certain events.

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

The principle of differentiation. It consists in creating optimal conditions for the self-realization of each child in the process of mastering knowledge about their hometown, taking into account the age, gender of the child, the experience they have accumulated, the characteristics of the emotional and cognitive sphere, etc.

The principle of integrativeness. Implemented in collaboration with a family, library, exhibition hall, museum, etc.; in the natural inclusion of local history material in basic preschool education programs. The content of local history material is determined taking into account continuity with primary school; combinations of all types of activities when introducing children to the historical and cultural features of Novokuibyshevsk.

Integration in the pedagogical process is now considered as a factor in creating the emotional well-being of a child in kindergarten, as the most important condition for his holistic development, first creative manifestations and the formation of individuality. Familiarizing preschoolers with their hometown can become the core around which all types of children's activities are integrated.

One of the options for implementing the principle of integration in working with preschoolers is to organize the educational process based on thematic planning. This allows you to see different aspects of phenomena: social, moral and ethical, natural science, artistic and aesthetic, etc. In addition, “immersion” in a particular topic that children of different ages are simultaneously studying allows them to unite them with common feelings, experiences of holding joint matinees , leisure evenings, exhibitions. At the same time, older people can share their experience with younger ones, prepare materials necessary both for their own activities and for activities with children, make gifts for them, etc. This is how a children's community is created.

It is known that the most difficult thing in getting to know your hometown, especially its history and sights, is writing stories for preschoolers. In this case, it is necessary to remember the following.

‒ Accompany the story with visual material: photographs, reproductions, slides, diagrams, drawings, etc.

‒ Address children with questions during the story in order to activate their attention, arouse the desire to learn something on their own, try to guess something themselves (you can ask: “Why do you think people decided to build a city in this particular place? Where did they come from?” what is the name? What can it mean? How can one guess that the Kremlin is a fortress?).

‒ Don’t give dates: they make it difficult to understand the material. Use expressions such as: “It was a long time ago when our grandparents were as small as you”; or: “It was a very, very, very long time ago, when your mothers and grandparents were not yet alive.”

‒ Use vocabulary accessible to children, explain the meaning of unfamiliar words (prince, elder...); do not use special terminology, do not overload the story with complex grammatical structures.

When working with the proposed model, it is necessary to take into account that the “range of topics” is flexible. When returning to the material again, the local history content is gradually filled with new concepts, meanings and values.

Every moment of introducing preschoolers to their hometown should be permeated with education and respect for a person - a worker, a defender of the city, a worthy citizen. The tasks of introducing children to city life. Its history, culture, and nature can be addressed most effectively when a connection between generations is established in the classroom and knowledge of the immediate environment is necessarily connected with the cultural traditions of the past.

Based on the above, we can conclude that building the educational process on local history material allows us to solve the following tasks of the moral and patriotic education of preschoolers.

‒ To form a love for one’s hometown, and an interest in the past and present of the Samara region.

‒ Develop an emotional and value-based attitude towards family, home, street, region, country.

‒ To foster a sense of pride in one’s fellow countrymen, responsibility for everything that happens in the city, and involvement in it.

‒ Develop a caring attitude towards the city (sights, culture, nature).

‒ To develop the ability to navigate the natural and cultural environment and reflect this in one’s activities.

Literature:

1. Preschool education No. 6–2003. I. Rybalova “Acquaintance with your hometown as a means of patriotic education” p. 45.
2. Novitskaya, M. Yu. Heritage: patriotic education in kindergarten / M. Yu. Novitskaya. - Moscow: Linka-Press, 2003.
3. With love for Russia: methodological recommendations. - Moscow: Education of a preschooler, 2007. - 128 p.

Key terms
(automatically generated)
: hometown, local history material, familiarization of preschoolers, the world around them, child, type of activity, city life, pedagogical process, writing stories, Formation.

Objectives of patriotic education

The tasks of patriotic education in the Program are considered within the educational field of Social and communicative development by age. Let's look at them in more detail in the older group (from 5 to 6 years):

• At this age, it is planned to expand children's views about their small Motherland. The teacher tells the children about the sights, culture, and traditions of their native land; about magnificent people who glorified their region. The child’s views broaden about what his native country is, about what public holidays are traditional for the country (March 8, Defender of the Fatherland Day, Victory Day, New Year, etc.). The teacher is engaged in the formation of a feeling of love for the Motherland;
• to form views that the Russian Federation (Russia) is a large, multinational country. Tell the kids that the main city, the capital of our Motherland, is Moscow. Children are told about the flag and coat of arms of the Russian Federation, introduced to the melody of the anthem;
• expand the child’s views about the Russian army. Cultivate respect for the defenders of the fatherland. Talk about the difficult but honorable duty to defend the Motherland, protect its peace and security; about how during the wars our grandfathers, great-grandfathers and fathers heroically fought and protected our country from enemies. Invite military veterans from among the children’s close family members to the kindergarten. The teacher examines paintings, reproductions, and albums on military topics with the children.

Methods for forming ideas traditionally include:

1. Observations (for example, observing the working life of city residents, changes in the appearance of the city, district, street, new buildings being erected, etc.);
2. A story, explanations from the teacher, combined with a demonstration of the necessary objects and direct observations of the child;
3. Conversations with the guys about the country, hometown;
4. Reading children's works of art, looking at reproductions of paintings;
5. The teacher learns songs, poems, sayings, proverbs with the pupils, fairy tales are read to the children, and relevant musical works are listened to with them;
6. Children are introduced to the types of folk decorative paintings;
7. It is possible to involve children in participating in socially useful work in an environment that is closest to the children (children can work on the site in a kindergarten, participate in collective work with their parents, the purpose of which is to improve the territory of the kindergarten, etc.);
8. Children are given approval if they are proactive and strive to independently maintain order in their immediate environment, if they take care of public property, if they honestly carry out assignments, and behave well in public places;
9. The teacher must show his own example of love for his work, his street, his city, and he himself must actively participate in social life (it is important not to forget that the teacher’s views on life, his beliefs, judgments, active life position are a very strong factor in education);

An important question is the content of children’s ideas about their hometown. Let's look at the example of children getting to know the city of Belaya Kholunitsa.

The city is rich in attractions and monuments, to which you can organize virtual excursions: to the monument to the fallen soldiers in the Great Patriotic War; to the monument to Chernobyl victims from Belaya Kholunitsa; to the memorial to the fallen residents of Belaya Kholunitsa in the city center during the Great Patriotic War; to the monument to those who fell in the struggle for Soviet power in 1918; visit the Local Lore Museum.

In your work, you should actively use didactic games, which can help not only to record acquired knowledge about your native land, but also to learn a lot of new things.

So, for example, the didactic game “Sights of Belaya Kholunitsa” helps to intensify a child’s interest in the historical monuments of the city, historical and cultural heritage; contributes to the emergence of a sense of pride in the architectural monuments of the city of Bela Holunica.

The role-playing game “Enchanted City” is aimed at strengthening the child’s knowledge about the sights of his hometown; contributes to the emergence of a sense of pride in the architectural monuments of the city. These and many other games can be used independently and in joint activities.

Outline of educational activities with children aged 5-7 years on the topic “Travel around your hometown”

Outline of educational activities with children aged 5-7 years on the topic: “Travel around your hometown.”

(in accordance with the thematic week “My Favorite City”.)

Goals:

Introducing children to their hometown and its attractions, expanding their horizons.
Objectives:
Developmental: NGO “Speech Development”

-Continue to develop children’s coherent speech, ability to think and answer questions in full sentences.
-Develop the ability to conduct a dialogue between the teacher and the child. -Improve children’s artistic and speech performance skills when reading poetry. -Exercise children in word formation. — Enrich the vocabulary of preschoolers. NGO "Cognitive Development"
- To form an idea of ​​the sights of your hometown and its founder.
— To promote the development of logical thinking, cognitive interest, thinking abilities, attention, memory, observation, morality. -Expand ideas about sports, about the Volzhsky Automobile Plant and its produced car models. OO “Social and Communicative Development”
- Develop a sense of pride in one’s own successes and the successes of others.
— Build a business dialogue in the process of independent and joint activities with peers. - Politely respond to offers of communication, joint play, or activities from other people. OO "Artistic and Aesthetic Development"
- To form a comprehensively developed personality of the child (artistic and musical image, aesthetic design, joint practical activities of children and adults) - To develop creative skills, imagination, fantasy, independence, fine motor skills of the fingers.
OO “Physical Development”
- Continue to develop the need for physical activity.

Educational: -Cultivate love for one’s hometown, a sense of empathy, mutual assistance, and a sense of patriotism. Materials and equipment:

Interactive board, laptop, projector, presentation with images of the sights of our city, tickets and cameras according to the number of children, chairs arranged in 2 rows - “bus”, photos for completing tasks (sports), d/i “Name the correct answer” , “Find the sights of this park”, an audio recording of the song “Victory Day”, a poem about the VAZ, cut-out photos depicting the Transfiguration Cathedral, Whatman paper, a photo depicting your hometown and its attractions, scissors, glue, brushes, colored pencils, crayons, felt-tip pens . Preliminary work:

Reading stories and poems about your hometown, conversations about the city, looking at an album, books, photographs, illustrations about the city of Togliatti and its sights, memorizing poems, learning physical education exercises, finger gymnastics.
Vocabulary work:
Attractions, travelers, tourists, guide, monument, memorial, capital, buildings, VAZ.
Interaction with parents:
Exhibition of joint creativity on the topic: “My favorite city”, invite parents together with their children to study additional interesting information about the city and its attractions, a city tour on weekends and holidays, d/i “Name the correct answer”, “ Riddles and answers”, consulting parents on FTA issues.
Forms of organizing joint activities:
No. Children's activities Forms and methods of organizing joint activities 1. Communicative Stories of children and the teacher Dialogue Reading stories, poems. D/I “Riddles and guesses”, “Name the correct answer”, “Find the sights of this park”, 2. Productive Production of the album “My City”, wall newspaper “Sights of the city of Tolyatti”. Exhibition of drawings 3. Cognitive and research View presentation Experiment 4. Motor Physical education Finger gymnastics Use of FST

Technologies used and means of implementing tasks:

ICT Personally-oriented interaction Developmental training FTA
Content of educational activities Progress of activities:
Q: - Guys, do you like to travel? (Children's answers). Today we will go on a trip to our hometown. Let's get acquainted with its sights. What does this word mean? (This is a place where people can come to relax, admire a beautiful house, a monument). Well done! And what kind of travelers should they be? (Children’s answers). We will also develop memory and observation skills. But in order to travel, you need to purchase tickets. Whoever answers my questions correctly will receive tickets. The d/i ​​“Name the correct answer” is carried out. Q: What is the name of the country in which we live? D: - Russia. Q: — And the people living in it? D: - Russians. Q: — Guys, what is the name of our city? D: — Our city is called Tolyatti. Q: So, what can we be called? D: — Citizens, residents of Tolyatti Q: — Which of you can name the region in which our city is located? D: - Samara region. Q: - Correct, now let's go and look at the map of our region and find the city in which we live. Show our city on the map. (Those who wish, with the help of a teacher, show the city on a map of the Samara region.) Slide 1 (Map of the city of Tolyatti)

Q: — How many districts are there in our city?
D: - Three. Q: - Name them. D: — Avtozavodskoy, Central, Komsomolsky Q: — In what area do we live? D: - In the car factory. Q: — Each city, like a person, has its own age. You also have age. How old are you? (points to the child, he answers), What about you? (asks several children). And I have age. Who knows how old our city is (Children's answers.) Okay. Q: — How can you come to our city? Where do the buses arrive? (Children's answers) Q: - Today I invite you to be tourists. Tourists are people who come to different cities to admire them and relax. And I will be the tour guide. – Is this the person who accompanies excursions and talks about everything he saw? Q: — I suggest you go on a trip around the city, you will not just be tourists, but also photojournalists. You can photograph anything you like. For this I will give you cameras. (Hands out toy cameras.) I suggest you get on the bus, sit down comfortably. I will tell you about our wonderful city. We will begin our journey from the bus station in the Central District. Slide 2 (Bus station of the Central District.)
Once upon a time, our city was born with an amazing, beautiful name - Tolyatti.
Probably few people visit the Central region. I would like to introduce you to the monument, which is located between the Central and Avtozavodsky districts. Slide 3 (Monument to V.N. Tatishchev.)
B: The first stop is the monument to the founder of our city, Vasily Nikitich Tatishchev.
He was a historian. In 1737, Tatishchev founded the city of Stavropol - now the city of Tolyatti. Tatishchev was a versatile scientist. He wrote “The History of the Russian State from Ancient Times”; he compiled many works on geography and compiled the first Russian encyclopedic dictionary. The height of the monument is 21.5 m. Take a photograph of the monument. Let's move on. Let's continue our excursion. Tolyatti is a young city and is rightly considered one of the most sporting in Russia. The second stop is the Olympus universal sports complex. Slide 4 (U.S.C. “Olympus.”)
Q: — What is this?
What do they do there? I suggest you go to the table and select photographs of those sports that are practiced at the Olympus universal sports complex (Children perform tasks.) Well done! (sports - swimming, hockey, diving, handball) Let's move on. Next stop is Victory Park. Slide 5 (Victory Park.)
Memorial in honor of the 40th anniversary of Victory in the Great Patriotic War.
This is a memorable, one might say, holy place. (The song “Victory Day” is played.) People bring flowers here and thank those who defended our Motherland during the Great Patriotic War. (Children take photographs of the monument) A large number of people come here to relax on Sundays. I suggest playing the game “Find the attractions of this park.” This building is located next to Victory Park. Slide 6 (Volgar Sports Palace.)
Q: - What is this?
Why was this building built? (Children's answers). From an early age, a love of sports is instilled here, perseverance and faith in victory are instilled here. (Children look at illustrations of the building and take photographs.) I suggest you warm up a little, we live in a sports city. Imagine that you and I are also athletes. Physical education minute. Together we walk merrily One - two, three, four. Together we raise our legs One - two - three - four. Arms higher, legs wider Left, right turn Bend back, bend forward. Well done boys! Let's move on. Take your seats on the bus. Next stop "Guess - ka". Slide 7 (1/2 Fanny Park sweet.)
Let's move on.
Q: - Guys, to find out where we have arrived, what kind of structure this is, you need to put together cut-out pictures. We go to the table, divide into two teams (4 people each). Q: - Absolutely right - this is the Transfiguration Cathedral. Slide 8 (Preobrazhensky Cathedral)
Q: — Let’s move on.
And without this structure our city would not exist. The construction of this structure and the construction of our city began with him. Slide 9 (Photo of the old VAZ, 2-3 photos of the real VAZ.)
Q: - On October 31, 1967, the first block of AVTOVAZ was laid, and on April 19, 1970, the first car 2101 “Zhiguli” or as it was called “kopek” was released.
Side10 (The first car 2101 “Zhiguli.”)
Q: — The era of real motorization of our country has opened (poem about VAZ) Q: — How to decipher the word VAZ?
You are lucky, you were born and live in the city where VAZ cars are born. D: - Volzhsky Automobile Plant. Q: — Do you think our city can be called the capital? D: - Yes. Q: - Which one? D: - Automotive. Your parents work at VAZ and they are called: (children’s answers - VAZ workers, factory workers.) Q: I suggest you consider and name the models of our popular cars. Slides 11-14 (VAZ car models.)
Q: - Next stop
Slide 15 (Kindergarten No. 63 "Vesnyanochka".)
Q: - Do you know the name of our kindergarten and its address. (Children's answers). Let's remember the places we have visited. We took a lot of interesting pictures. To do this, I propose to make a wall newspaper about our trip so that the children of other groups can get acquainted with the sights of our city. You and I will paste these photographs onto whatman paper. I suggest you go to the table and take everything you need for work. (Completing of the work).

Formation of a developmental environment in the group

Serious attention should be paid to the formation of a developmental environment in the group, which promotes the cognitive development of children, enriching and consolidating their knowledge of their native land:

• in the book corner there are collections of postcards about the city, homemade books “Streets of our city”, “Memorable places of White Kholunitsa”, literature about the city and thematic albums.
• in the corner of artistic creativity, a large material of Belokholunitsky artists can be placed, such as landscape artist V.P. Belorybkin, artist L.P. Shkoldin.

In terms of working with parents, you need to use all kinds of forms: parent meetings using presentations, conversations, consultations, surveys, joint quizzes, crafts and drawing competitions, etc. Folding folders and consultations with information about city streets, memorable places, workdays of city residents, the history of the creation of the coat of arms and flag of the Russian Federation will also be available, and a library of educational literature for parents about the cultural values ​​of the city will be selected. Together with parents, it is possible to create a photo exhibition “We are the inhabitants of Belaya Kholunitsa”, perform a joint quiz “Experts of our hometown”, and also organize exhibitions of children’s works made in collaboration with parents: “My hometown”, “Nature of the native land through the eyes of a child” .

A virtual tour is a type of productive interactive learning method. A virtual excursion is an excursion in which the excursion program provides not only for the process of perceiving words and visualization, but also for involving children in activities through various means and participants in the event. Thanks to the virtual excursion, variety is introduced into the process of assimilation of educational material, the horizons are developed, and new material is consolidated through the use of visual methods. Preschool children, through the use of virtual excursions, have the opportunity to be completely immersed in new material through the use of a form that is interesting to them. When children have the opportunity to experience the full atmosphere, children can understand new learning material more and more deeply.

A modern virtual excursion is more reminiscent of an exciting journey or a fairy tale, in which children can participate in rescuing the main characters, solving unusual riddles, drawing, designing, sculpting from various materials and much more. The teacher can take on the role of a guide or the main character of the trip, which is the difference between a regular tour and a virtual one.

If you carry out work to familiarize yourself with your hometown systematically, and approach it wisely, then children will have an enriched stock of knowledge about the world that surrounds them, about the features of the city from the perspective of history and nature, a cognitive interest in studying the city will be formed, a love for the city will be cultivated, pride in outstanding people, ordinary workers who live and work for the good of the city. Purposefully carried out work in this direction can become the basis for instilling true patriotism in children.

GCD in the senior group “Our Hometown”

GCD in the senior group “Our Hometown”.

Target:

nurturing in children an interest in the history of their city, a sense of love and pride for the city in which we live.

Tasks:

Educational:

Organize and consolidate children’s knowledge about their hometown and its attractions.

introduce children to the concept of “Small Motherland”.

Educational:

To form in children feelings of love for their city.

Educational:

To develop children's cognitive interest and cognitive abilities;

develop vocabulary.

Equipment and materials:

a laptop for demonstrating a presentation of the city's attractions, album sheets for drawing, pencils, musical accompaniment - a song about the city.

Preliminary work:

Conversations about your hometown, city attractions;

reading literary works about the Motherland;

watching cartoons from the series “Mountain of Gems”, “Legends of the City”

Progress of the lesson.

Children go out onto the carpet and form a circle.

Guys, please show me your palms. Now rub them together. What do you feel? (warm). That's right - warm. This is the warmth of your kind hands. Take each other's hand and give warmth to your friends.

The children take their seats.

1.What is the name of our kindergarten? Children: “Sunny.” 2. What city do we live in? Children: city of Alapaevsk 3. Our country is called... Children: Russia 5. What streets of our city do you know? Children name the streets where they live. 6. On what street is our kindergarten located? Children: Pushkin.

Today we will go on a virtual tour of our city. Ready? (demonstration of a presentation of a city attraction).

Game "Guess what is pictured." Children try to remember from the slides what kind of buildings in our city are depicted. Maybe the children visited some attractions with their parents and they are familiar with them. Children's stories from personal experience.

Physical education minute

Early in the morning we get up, (raise your hands up and lower them to the sides) We see the city outside the window. (point with your hands at the window) He woke up, he lives, (hands on the belt, springs in both directions) Calls us to the street. (walking in place ) Houses are different: High and low, (raise your arms up and lower them) Distant and close, (extend your arms and bring them closer to you) Wooden, panel, brick, (move with one hand as if counting) Seemingly ordinary. (spread hands) We live, we grow in our native city. (gradually rise on your toes with your arms raised and take the position.) For some it’s small, (show a small object with your hands) But for us it’s huge. (raise your hands up and lower them to the sides) Let it grow, Let it bloom (hands on the belt, springs in both directions) Our modest town (spread straight arms to the sides).

And now I suggest you play the game “What? Where? When?".

Guess, guys, there are riddles about the city. I’ll start reading poetry, you’ll have to continue. Trains are noisy everywhere, and people are going everywhere. From all sides, from all ends, Who are waiting for the trains to arrive. We invite him to the hall, What is called... ( station

) 2. Here you can leave a letter, Send a telegram.
Call your mom on the phone while on a business trip. You can buy an envelope here Send a parcel urgently. Say hello to everyone. After all, this building is... ( mail
) 3. People in white don’t get bored, They don’t sit idle, They prescribe a course of treatment. These people in white.
If someone gets sick, everyone goes for treatment to the city, regional, children's... ( hospital
) 4. What kind of wonderful house is this?
There are a hundred children in that house, The house is very happy for the children. What is this... ( kindergarten
) 5. If the refrigerator is empty, If there is nothing to eat, There is no bread, no cabbage, There is no butter and buckwheat.
You come here quickly And take a basket, Buy what’s tastier In our... ( store
)

Game "You can - you can't."

Children stand in a circle. - Children, let's talk about what you can do at home, on the streets of the city and what you can’t do. I will ask a question, and you will answer silently using a sign. Clap is correct, hands down is not. • Cross the street when the light is red. • Pick flowers in the flowerbed. • Admire the blooming flowerbed. • Plant trees and flowers. • Throw in candy wrappers. • Cross the road when the traffic light is green. • Screaming, making noise in public places. • Speak in a calm, polite tone.

I invite you to depict our city and organize an exhibition of drawings “My Favorite City”.

Well done boys!!! And now our virtual journey has come to an end. Please tell me what you remember and liked most?! Remember the name of the street in our city where you live?!