Pedagogical project “My native land”
Introduction Much has been written about the importance of introducing a child to the culture of his people, since turning to the paternal heritage fosters respect and pride for the land on which you live. Therefore, children need to know and study the culture of their ancestors. It is the emphasis on knowledge of the history of the people and their culture that will help in the future to treat the cultural traditions of other peoples with respect and interest. The feeling of patriotism is multifaceted in content. This includes love for one’s native places, pride in one’s people, a sense of inseparability with the outside world, and a desire to preserve and increase the wealth of one’s country. A child’s sense of homeland begins with love for the closest people - father, mother, grandmother, grandfather. And his home, the yard where he walked more than once, and the view from the windows of the apartments, and the kindergarten, where he gets the joy of communicating with his peers, and his native nature - all this is the Motherland. Gradually expanding, this love turns into love for the native country, for its history, past and present, for all humanity. The relevance of this topic at the present stage is obvious: the leading methodological approaches to this problem have changed, a search is underway to form a mechanism and stages in nurturing love for the native land, their place in the emotional, intellectual and moral structure of the individual is being determined. Currently, there is a lot of methodological literature on patriotic education. However, it covers only certain aspects of the moral and patriotic education of children in certain types of activities; there is no coherent system that reflects the fullness of this problem. Thus, the moral and patriotic education of children is one of the main tasks of a preschool educational institution. To carry out this work with preschool children, the teacher must correctly use the sources of pedagogical skill, experience accumulated over centuries. Patriotic education is understood as the interaction of an adult and children in joint activities and communication, which is aimed at revealing and forming in the child universal moral qualities of the individual, familiarization with the origins of national regional culture, the nature of the native land, nurturing an emotionally active attitude, a sense of belonging, and attachment to others. . The purpose of this project is to show the possibility and effectiveness of forming the foundations of moral and patriotic knowledge in children of senior preschool age. Objectives of patriotic education: • formation of a spiritual and moral attitude and a sense of belonging to one’s home, family, kindergarten, city, and cultural heritage of one’s people; • formation of a spiritual and moral attitude towards the nature of the native land; • fostering love, respect for one’s nation, understanding one’s national characteristics, self-esteem and a tolerant attitude towards representatives of other nationalities (peers and their parents, neighbors and other people.) The content of patriotic education of children of primary preschool age includes: • inclusion of children to cultural heritage, holidays, traditions, oral folk art, musical folklore, folk games. • getting to know the family, history, family members, relatives, the kindergarten and the city. • conducting targeted observations of flora and fauna, organizing seasonal work in nature; • organization of creative, productive, playful activities for children, in which the child shows empathy and care for people, plants, and animals.
Chapter 1. Theoretical foundations of moral and patriotic education of children of primary preschool age
The first years of a child’s life are crucial in the formation of the foundations of the child’s personality, therefore it is important to properly organize the upbringing and the process of assimilating the experience of social life. At each age stage of a preschooler’s development there is its own circle of images, emotions, ideas, habits that are acquired by him and become close and irreplaceable. The world of his own family, then his own kindergarten, appears before the child in sounds and colors; at an older age - the world of his native land and, finally, the world of his native homeland - Russia. It is very important to raise a child in the world of national culture, since it is in folk art that the features and thinking of the nation are preserved. By immersing a child in national life, methods of speech, songs, we create a natural environment for mastering the language of the native people, its folk traditions, way of life, and thus form a love for the small and large Motherland. The central link of socialization is raising a child based on universal human values: love for parents and family, for the people who accompany the child in the first years of life, for the native place where he grew up, and, of course, for the Motherland. During this period, those feelings and character traits also begin to develop that invisibly connect the child with his people, significantly influencing his worldview. The roots of this influence are in the national language that the child learns, in folk songs and music, in the toys and games that he plays. The baby naturally and easily absorbs impressions from pictures of his native nature, life, traditions, and customs of the people among whom he lives. In the preschool years, under the guidance of adults, the child acquires initial experience of behavior, relationships with loved ones, peers, things, nature, and learns the moral norms of society. By directing the activities of children, the teacher forms in them such important traits for a person as love for the Motherland, goodwill and respect for others, caring attitude towards the results of people’s work, the desire to help them as much as possible, activity and initiative in independent activities. Research by scientists shows that preschool age is characterized by great opportunities for the moral education of children: in various developing types of their activities, some ways of consciously managing their behavior, activity and independence, and interest in the social environment are successfully formed. In the initial associations - a society of peers - relationships are established between preschoolers, which, under the guidance of the teacher, acquire a collectivistic character, the beginnings of collectivism are formed in children, and a sense of camaraderie and friendship arises. In raising a child from the first years of life, the formation of moral feelings plays an important role. In the process of communicating with adults, a feeling of affection and love for them is cultivated, a desire to act in accordance with their instructions, to please them, and to refrain from actions that upset loved ones. The child experiences excitement when he sees disappointment or dissatisfaction with his prank or mistake, rejoices at a smile in response to his positive deed, and experiences pleasure from the approval of people close to him. Emotional responsiveness becomes the basis for the formation of his moral feelings: satisfaction from good deeds, approval from adults, shame, grief, unpleasant experiences from his bad deed, from an adult’s remark, dissatisfaction. In preschool childhood, responsiveness, empathy, kindness, and joy for others are also formed. Feelings encourage children to take active actions: help, show care, attention, calm, please. Taking into account the age characteristics of children requires the widespread use of gaming techniques, which are important both for increasing the cognitive activity of children and for creating an emotional atmosphere of the lesson. A feature of preschool children is their pronounced ability to imitate. At the same time, insufficiently developed arbitrariness of behavior, the inability to control one’s actions, and to be aware of their moral content can lead to undesirable actions. These circumstances make it paramount to the formation of moral skills of behavior, which develop into moral habits in the process of gaining experience. The teacher develops in children a variety of behavioral skills that reflect respect for adults, a positive attitude towards peers, caring attitude towards things that, turning into habits, become the norm of behavior: the habit of saying hello and goodbye, thanking for a service, putting any thing in its place, being polite. yourself in public places, politely make requests. The content of moral ideas formed in preschool childhood includes ideas about the phenomena of social life, about people’s work, its social significance and collective nature, about patriotism and citizenship, about norms of behavior in a group of peers (why it is necessary to share toys, how to negotiate with each other). others, how to take care of younger ones, etc.), about respectful attitude towards adults. Formed moral ideas serve as the basis for the development of motives of behavior that encourage children to perform certain actions. It is the analysis of the motives of actions that allows the teacher to penetrate into the essence of the child’s behavior, understand the reason for one or another of his actions and choose the most appropriate method of influence. Spiritual, creative patriotism must be instilled from early childhood. But like any other feeling, patriotism is acquired independently and experienced individually. It is directly related to a person’s spirituality, its depth. Therefore, without being a patriot himself, a teacher will not be able to awaken in a child a feeling of love for the Motherland. It is to awaken, and not to impose, since the basis of patriotism is spiritual self-determination.
Chapter 2. System of work with children of primary preschool age on moral and patriotic education in a kindergarten
In the 2012-2013 academic year, I developed and implemented the project “My Native Land” for children of the senior group, which has a moral and patriotic content. Rationale: The project method is the most acceptable in the system of organizing moral and patriotic education, as it allows you to combine the interests of all project participants: teachers, parents, children. Goal: systematize children’s knowledge about family, hometown, region. Project product: local history corner in a group, exhibition of photographs, children's and family creativity. Objectives: • to awaken in children a feeling of love for their city, region, respect for its traditions and customs; • cultivate respect for the culture of other peoples of the region; • develop the need for independent exploration of the surrounding world by studying the cultural heritage of different peoples. Project participants • educators • children • parents Implementation period (long-term) October - May
Stage 1. Project development 1. Development of thematic planning of the project. 2. Selection of methodological material for the project. 3. Enrichment of the group’s developmental environment with didactic and visual material, taking into account age characteristics. 4. Increasing the motivation of parents of students and activity in the implementation of the project.
Stage 2. Implementation of the project Forms and methods of working with children Game activities • didactic games “Who is doing what”, “Plant World”, “Animal World”, “My City”; • p/i “Grandma’s Games”, folk games: “Polar Owl”, “Wolf and Deer”, “Streams and Lakes”; • s/r “Family”. Cognitive development • excursions around the village: “My Street” with the involvement of parents; • Examination of the illustrations “What the old photographs told us”; Design • production of buildings “My House”, “Our Kindergarten”. Artistic and creative activities • Drawing “Animals that live next to me”, “My mother”, “My dad is the best” • Application “Flag of my Motherland”, “Autumn Bouquet”. • Modeling “Treats for Mom”, “Pancakes for Grandma” Speech development • conversations with children “We are a friendly family”, “Holidays in our family”, “Nature of our native land”; • reading and memorizing nursery rhymes; • reading and explanation of proverbs and sayings about the Motherland; Music • Lesson - game “Getting to know the games of grandparents” • “Carol came on the eve of Christmas” • “Seeing off winter” • “We are playing in an orchestra of folk instruments” • Folk games of our region. Forms and methods of working with parents 1. Design of a traveling folder “Love and know your fatherland” 2. Making family albums “My family in the history of the city” 3. Artistic and creative productive activities in the family on various topics 4. Round table for parents “Little Citizen” 5. Involving parents in replenishing local history corners with objects of Russian and national life
Stage 3. Project presentation
1. Presentation of the local history corner (during the week) 2. Design of the photo exhibition “My family in the history of the city.” 3. Musical and literary entertainment “Cuckoo”.
Of course, this project cannot convey the full scope of work on this issue. All these tasks are present, as it were, within the work of moral and patriotic education. My main task in developing the project was to select from the mass of impressions received by the child the most accessible to him: nature and the world of animals at home (kindergarten, native land); people's work, traditions, social events, etc. Moreover, the episodes to which children’s attention is drawn should be bright, imaginative, specific, and arousing interest. Therefore, when starting work on nurturing love for my native land, I was aware that I myself should know it well. I have to think about what is most appropriate to show and tell the children. The first stage of working with older preschoolers is introducing them to oral folk art. Having become acquainted with the literature on spiritual and moral education, I realized that the moral qualities of an individual can be developed with the help of children's folklore, or oral folk art. The child strives to imitate the heroes he likes. The plots of literary works are translated into children's games. By living the lives of their favorite characters in the game, children become involved in spiritual and moral experience. Literature that introduces a child to the spiritual life of his people, first of all, are works of oral folk art in all its genre diversity: riddles, counting rhymes, proverbs, sayings, tongue twisters, fairy tales. These works, with their content and form, best meet the objectives of the spiritual and moral education and development of a child of primary preschool age. When working with children, I use this type of oral folk art, such as nursery rhymes, proverbs, and sayings from both Russian folklore and the folklore of the indigenous peoples of the North. I explain to the children that every nation has its own fairy tales, and they all pass on from generation to generation the basic moral values: kindness, friendship, mutual assistance, hard work. Thus, works of oral folk art not only form a love for the traditions of their people, but also contribute to the development of personality in the spirit of patriotism. When selecting folklore material, it is important to rely on the principles of accessibility of content, cognition and spiritual and moral significance. Any region, region, even a small village is unique. Each place has its own nature, its own traditions and its own way of life. The selection of appropriate material allows preschoolers to form an idea of what their native land is famous for. Hometown... It is famous for its history, traditions, sights, monuments, and best people. What information and concepts about their hometown can younger preschoolers learn? The child must know the name of his city, his street and the one on which the kindergarten is located. Then you can draw the attention of children to objects that are located on the nearest streets: a school, a cinema, a post office, a pharmacy, etc., talk about their purpose, and emphasize that all this was created for the convenience of people. I explain to the children that every person has a home and a city where he was born and lives. This requires excursions around the neighborhood, observations of the work of adults, where each child begins to realize that work unites people and requires them to be coherent, mutually helpful, and knowledgeable about their craft. Excursions help preschoolers to experience the beauty of their native nature, the diversity of flora and fauna of our region. After the excursion, children share their impressions with each other, with their parents, and the teacher, which contributes to the formation of an emotional and value-based attitude towards their native land. In raising children's love for their city, it is necessary to bring them to the understanding that their city is a part of the Motherland, since in all places, large and small, there is much in common: everywhere people work for everyone (teachers teach children; doctors treat the sick; workers do cars, etc.); People of different nationalities live everywhere, work together and help each other; people take care of and protect nature; there are common holidays, etc.
When preparing for conversations about getting to know my hometown, the most difficult thing for me was writing stories for preschoolers. In this regard, I have drawn up recommendations for their compilation: 1. The story must be accompanied by visual material: photographs, reproductions, slides, drawings, etc. 2. In order to activate the attention of children, arouse the desire to learn something on their own, to try something guess for yourself, contact them with questions more often during the story. 3. Children of primary preschool age should not name dates: they make it difficult to perceive the material. 4. Vocabulary should be accessible. Explain unfamiliar words, try not to use special terminology, and do not overload the story with complex grammatical structures.
Preschoolers are characterized by visual-figurative thinking. Therefore, in the process of working on a project, when introducing children to their native land, I use not only fiction, illustrations, jokes, etc., but also “living” visual objects and materials (national costumes, antique furniture, dishes, tools, etc.). etc.), which is extremely effective for introducing children to fairy tales, folk crafts, and household items. To do this, we visit the museum of Russian life and the corner of national cultures in an educational institution. It is here that the child has the opportunity to gain his first insight into the history of life in his native land. In addition, in such a “room” the possibilities of presenting information through play (through fairy tale characters, etc.) are expanded. Game is the leading activity of preschoolers. It is in the game that the socialization of a little person occurs, moral qualities and tolerance are easily instilled, and also acquaintance with the culture of human society occurs. Therefore, an important place in the project belongs to the organization of outdoor, didactic, role-playing games. As the project progresses, children develop their own favorite games. The organization of artistic and creative activities under the project is designed to deepen, expand, and consolidate children’s existing ideas. In addition, children can express their own attitude to the depicted objects using the means of fine art, convey the author’s vision of the world, which will certainly play a positive role in the personal development of children. In the process of this activity, children are oriented towards mastering universal human values, respecting the rights and dignity of another person, showing care, empathy, and a humane attitude towards people. In moral and patriotic education, the example of adults, especially close people, is of great importance. Therefore, the project cannot be implemented without the participation of parents. The formation of patriotic feelings takes place effectively in close connection with the family. My close cooperation with family members is expressed in establishing trusting business contacts with the families of pupils, providing parents with psychological and pedagogical information, involving family members in working on the project, creating a subject-based developmental environment in the kindergarten and family. I provide pedagogical support to the family in these matters through meetings, consultations and conversations, joint holidays and excursions. Parents can also be advised such forms of involving children in public life as walks and excursions and the purpose of getting to know historical places, monuments to fallen soldiers; visit to the local history museum. The result of the work carried out with the family is the conviction of parents in the need for moral education of children from the first years of life, in the ability to prevent and overcome negative manifestations in their behavior. The proposed system of moral and patriotic education can be modified depending on specific conditions. Work organized in this way will contribute to the proper development of the microclimate in the family, as well as the cultivation of love for one’s country.
Chapter 3. Performance Evaluation
This project was implemented in the senior group for children 5-6 years old from September 2013 to March 2014. At the beginning of the work, a diagnosis of the moral and patriotic development of children was carried out (based on the recommendations of V.G. Nechaev, T.A. Markov. “Moral education in kindergarten). Diagnostics were carried out in three directions: 1. - knowledge and ideas about the native land. 2. - knowledge and ideas about native nature. 3. - knowledge and ideas about people’s work. Thus, the implementation of this project effectively increased the effectiveness of work on the moral and patriotic education of younger preschoolers: during the 2013-2014 academic year, the level of ideas of older preschoolers about their native land increased by 20%, about their native nature - by 28%; labor of the people of our region - by 15%.
Conclusion One of the most important tasks in the development of the personality of a preschool child is his assimilation of the spiritual wealth, cultural and historical experience of the people, created over the centuries by a huge number of generations. The relevance of this topic at the present stage is obvious: the leading methodological approaches to this problem have changed, a search is underway to form a mechanism and stages in nurturing love for the native land, their place in the emotional, intellectual and moral structure of the individual is being determined. The formation of the foundations of a person’s moral qualities begins in preschool childhood. The further moral development of children largely depends on how successfully this process is carried out. In the preschool years, under the guidance of adults, the child acquires initial experience of behavior, relationships with loved ones, peers, things, nature, and learns the moral norms of society. Through joint activities, such important traits for a person are formed as love for the Motherland, goodwill and respect for others, caring attitude towards the results of people’s work, the desire to help them as much as possible, activity and initiative in independent activities. The work carried out turned out to be effective and showed that with the help of the teacher, in the process of joint activities using various forms of work, children are able to acquire knowledge about their native land and native nature. In the future, in the pre-school group, I plan to expand the range of children’s ideas. To consolidate and deepen children’s knowledge about their hometown, to give ideas about their native land, and then about the country, to create conditions for integration with the music director, arts teacher, and to introduce new forms of work with the students’ parents.
Literature 1. Alyabyeva E.A. Moral and ethical conversations and games with preschoolers. – M., 2004. 2. Antonov Yu.E. Levina L.V. How to teach children to love their Motherland. – M., 2003. 3. Bure R.S. Friendly guys: nurturing humane feelings and relationships in preschoolers. – M.: Education, 2004. 4. Dyachenko O.M., Lavrentieva T.V. Diary of a teacher: development of preschool children. – M.: Publishing House GNOM and D, 2001. 5. Zvereva O.L. Social development of the child. – M.: A.P.O., 1994. 6. Nechaeva V.G., Markova T.A., Zhukovskaya P.I. Moral education in kindergarten. A manual for educators. – M., 1984.
Applications
"Russian heroes" (sports leisure)
Equipment: two benches, six hoops, two gymnastic sticks, small balls, a rope, four racks, two jump ropes.
Everyone enters the hall to the music. Presenter. Let's take a look at V. Vasnetsov's painting “Bogatyrs”. The strong, courageous people depicted on it vigilantly peer into the distance, ready to repel the enemy’s attack. Have you ever thought that they - Ilya Muromets, Dobrynya Nikitich, Alyosha Popovich - once lived on earth, just like you and me, that they are historical figures and truly existing heroes. The glory of their exploits is passed down from generation to generation in epics and legends. After all, the words “epic” and “bylo” have the same root. Such epics and fairy tales are called “heroic”, and people keep the names of heroes in their memory. Moreover, Ilya Muromets is canonized, called a venerable, and every year on January 1 the day of his memory is celebrated. For many years, Rus' repelled endless attacks from enemies from all corners of the world. And always, at all times, courageous and persistent, strong and devoted people stood in the way of the enemy - defenders of the Fatherland. Today you yourself will try to be heroes, and heroism is not only great physical strength, but above all strength of spirit, nobility and a kind heart.
Children are involved in heroic games.
1. “The Journey of the Heroes”: two participants are sitting on chairs, opposite there are “horses” with a bridle, you need to quickly bring yourself a “horse” by the bridle; 2. “Horse racing” (on sticks, harnessing the “horses” to a hoop”; 3. “The most accurate shooter” (throwing balls at a target); 4. “Tug of war”; 5. “Bogatyrs come to the rescue” (disassemble from the piled cubes is the entrance to the cave); 6. “The strongest hero” (standing shoulder to shoulder, push the opponent off the gymnastics mat) 7. “Rider” (relay race, competition on toy horses)
Presenter. Well done! I see how noble, strong and dexterous you are, and heroic friendship won our competition. You showed strength, the ability to come to each other’s aid, because it’s not without reason that the proverb says: “Help a friend everywhere, don’t leave him in trouble.”
Appendix No. 2
“Symbols of Russia” (lesson on cognitive development in the preparatory group)
Goals: consolidation and expansion of knowledge about the state symbols of the country; formation of simple geographical ideas about the country; nurturing patriotic feelings - love for the Motherland, respect for the flag, coat of arms, and anthem of the Russian Federation.
Equipment: geographical map, image of state symbols (flag, coat of arms, anthem), audio recording of the country's anthem, handouts for games.
Progress of the lesson
I. Introductory part The teacher introduces a map of Russia and draws the children's attention to it. Educator: Our Motherland. If we fly for a long, long, long time on a plane, If we look at Russia for a long, long, long time, Then we will see forests and cities, Ocean expanses, ribbons of rivers, lakes, mountains.
We will see the endless distance, the tundra where spring rings, And then we will understand how big our Motherland is, an immense country. Yu. Stepanov
Educator. Look what a huge territory our country occupies. What is it called? (children's answers) The teacher shows the borders of Russia with a pointer, the children look at them, then they themselves show the borders of our country. Educator. What is the largest Russia? (big, huge) The teacher says that you can cross our country by train in a few days, by plane - in one day; When it is morning in the west, it is already evening in the east. What a big country this is! Educator. Guys, how do you understand the phrase “home country”? The teacher explains why dear - our great-grandparents, our parents and we lived and were born here.
II. Main part. 2. 1. Conversation about the symbols of Russia. Flag. Educator. Each country has its own distinctive signs. Do you know them? Children. Flag, coat of arms, anthem. Educator. That's right, Russia also has them. You are already familiar with one of them. (shows the flag) Each country has its own flag, which is not similar to the flags of other countries; each flag has its own color and design. What colors does the flag consist of? Children. From white, blue, red. Educator. What does the white stripe remind you of? Children. White-trunked birches, daisies in the meadow, clouds, snow, etc. Educator. That's right, and it also means that our state treats all countries honestly and friendly. What does the blue stripe mean? Children. Rivers, seas, lakes, sky. Educator. That's right, and it also means that Russia is against war, it wants to be friends with all the peoples of the world. What does the red stripe mean? Children. Fire, warmth, sun, love. Educator. That's right, and it also means that every citizen of Russia is ready to defend their Motherland from enemies. Educator. Guys, when do they hang flags on the streets? Children. On holidays, special occasions, during sports competitions.
Didactic game “Fold the flag” The teacher invites the children to fold a flag from parts. Determines the correctness of completing the task together with the children.
2. 2 Coat of arms. Educator. Guys, now let's look at the coat of arms and try to describe it. (children's statements). The coat of arms is a special distinctive sign of the state. A double-headed eagle is depicted on a red field. We see crowns above the eagle’s heads, the eagle’s wings are like the rays of the sun, and the golden bird itself is like the sun. On the eagle's chest there is a red shield with the image of a horseman. This is Saint George the Victorious, sitting on a white horse. In his hand he holds a spear, which helped him defeat the dragon. The terrible serpent is a symbol of evil. The coat of arms of Russia symbolizes beauty and justice, the victory of good over evil. Educator. Guys, do you know that not only a country can have a coat of arms, but also a city, region, town, and even every person.
Didactic game “Invent and draw your coat of arms” Educator. I suggest you come up with your own coat of arms and draw it. You should draw what you like to do most. For example, I love reading and knitting, and on my coat of arms I will depict a book and a ball of thread.
2.3 Anthem. Educator. Guys, who knows what the Russian anthem is? That's right, the anthem is the main song of the country. If we see the coat of arms and flag, then we hear the anthem. The melody of the anthem is majestic and solemn. The national anthem is played on especially solemn occasions: during meetings of heads of state, ceremonial meetings, the anthem is performed during sports competitions. The words of the anthem were written by S. Mikhalkov, and the music by A. Alexandrov. Guys, do you know that people listen to the anthem while standing? Let us rise and listen to the National Anthem. Listening to the Russian National Anthem
III. Final part. Educator. Guys, what new did you learn today? What symbols does our country have? What did you like? Do you love your homeland? What is it called? Well done boys. As a souvenir of our lesson, take the flags and coats of arms that you drew.
Author: Ikonnikova Elena Vladimirovna, teacher of MDOBU “Kindergarten No. 4, village. Ekaterinoslavka “Alyonushka”, Amur region, Russian Federation.
The article is published in the author's edition
Project work “Here is my land, here I live”
N. Chukhanov
- Our village.
Why a village and not a village?
Some people think it's a matter of size. If the settlement is small, then it is a village. If there are many courtyards, then it is a village. But what is the threshold beyond which a village grows into a village? Some sources say that less than 1000 people is a village, more is a village. We have a population of 440 people, therefore our settlement is a village.
Now there is generally no clear division in these names; it existed before 1917. Now everything is considered a rural locality. But the concepts of “village” and “village” remained. Most often they indicate that if there is a church in a populated area, then it is a village, and if there is no church, then it is a village.
2.2
History of the village.
The history of our village can be called unique. The exact date of its origin is unknown. But according to historical information, the approximate date of the founding of the village of Novokurupkaevka is the 17th century. According to one legend, it was a small settlement of several families near Lake Iske-Yurt. According to the old-time indigenous residents, tragic events began to occur in families, after which the elder advised the residents to settle in another place. Having chosen a place near a nearby lake, the residents decided to settle there. In the new place, people began to build houses and start farming. Gradually, the population began to grow, and the village of “Bakhcha-Kul” appeared. In the 18th century, a mosque was built in the village; it served as a cultural center. A madrasah was opened here. Education at the school was conducted in Arabic, mainly only boys studied, since according to Muslim custom, a man is considered the most important in the family.
Another legend says that eight brothers lived in one family in the city of Kazan. Ivan the Terrible baptized seven brothers and took them as soldiers. The youngest remained, the parents decided to keep their faith. Having cried that in old age they would be alone, without their beloved son, they decided to send him to a distant, fabulously rich land called Siberia. He was joined by two neighbors - Chuvash brothers. At night, having saddled their horses, said goodbye to their parents, they left their native land forever.
After long wanderings, the friends finally arrived in the so-called “Siberia” place and chose a place near a birch grove. They built log houses and named their village: “Bakhcha Kul”, which in the translation of the cultural Tatar language means: “behind the gardens there is a lake.” Indeed, behind the gardens there was a lake: “Ar-tu”. The lake was freshwater, they took water from there for drinking. "Ar-tu - probably means - behind"
Centuries have passed, there is no lake today, but instead there is a swampy area and a highway runs along its bottom. But the old-timers, out of habit, even now call this place “Ar-tu”.
