Presentation. Topic: “Patriotic education of preschool children.” MBDOU “Kindergarten No. 29” in the city of Kostroma “Love for your native land, native culture, native speech begins small - with love for your family, for your home, for your kindergarten. Gradually expanding, this love turns into love for the Motherland, its history, past and present, for all humanity.” D.S. Likhachev Goal: education of a humane, spiritual and moral personality, worthy future citizens of Russia, patriots of their Fatherland. Objectives: Instilling in children a sense of love for their native land, their small homeland based on familiarization with their native nature, culture and traditions. Formation of a feeling of attachment to your home, kindergarten, and your loved ones. Expanding ideas about Russia as a native country, about Kostroma as a native city. Fostering patriotism, respect for the cultural past of Russia through aesthetic education: artistic activity, artistic expression. THE FEELING OF HOMELAND... The Motherland is the city in which a person lives, and the street on which his house stands, and the tree under the window, and the singing of a bird: all this is the Motherland. Preschool childhood is the most important period in the formation of a person’s personality, when the moral principles civic qualities, children’s first ideas about the world around them, society and culture are formed. This age has its own potential for the formation of higher social feelings, which include the feeling of patriotism. The feeling of the Motherland begins with admiration for what the child sees in front of him, what he is amazed at, and what evokes a response in his soul... And although many impressions are not yet deeply understood by him, but are passed through the child’s perception, they play a huge role in the formation of the personality of a patriot. By introducing children to their native country, their understanding of the meaning of state symbols of Russia expands. A respectful attitude towards the coat of arms, flag, and anthem of the Russian Federation is fostered. By introducing children to the capital of our Motherland - Moscow and other cities of Russia, the idea is formed that Russia is a multinational country with distinctive, equal cultures. Children develop the foundations of civic-patriotic feelings: love, pride and respect for their country, its culture, awareness of personal involvement in the life of the Motherland. In moral and patriotic education, the example of adults and loved ones is of great importance. Based on specific facts from the lives of older family members: grandfathers, grandmothers, participants in the Great Patriotic War, their front-line and labor exploits, children are instilled with such important concepts as: duty to the Motherland, love for the Fatherland, hatred of the enemy, feat of labor. The child is brought to the understanding that we won because we love our Fatherland. The Motherland honors its heroes who gave their lives for the happiness of people. Their names are immortalized in the names of cities, streets, squares, and monuments have been erected in their honor. MY FAMILY. A child's world begins with his family. Preschoolers' understanding of the Motherland is closely related to specific ideas about what is close and dear to them. It begins in a child with his relationship to his family, to the closest people - mother, father, grandmother, grandfather. These are the roots that connect him with his home and immediate environment. In conversations, children talk about their family, family stories, traditions. My small homeland is Kostroma. Love for the Motherland begins with a feeling of love for your city. The history of the city is living history; it is reflected in the biography of the family and in the fate of the generation. We live in Kostroma, a city with an extraordinary history and unique appearance. And our task is from the very early years to instill in children not only an interest in the history of our city, but also to instill a sense of respect for it, pride in the heroic past and present. In direct educational activities, excursions, conversations, children are given local history information about their hometown, the history of its origin, its sights, city buildings and institutions, and famous fellow countrymen in an accessible form. By instilling in children a love for their city, we bring them to the understanding that our city of Kostroma is a part of the Motherland, since in all places, large and small, there is much in common: - everywhere people work for everyone; - traditions are observed everywhere: the Motherland remembers the heroes who protected it from enemies; - people of different nationalities live everywhere, work together and help each other; - people take care of and protect nature; - there are common national and public holidays. By cultivating pride in their small homeland, children develop a desire to make it better. Gradually, from walk to excursion, from conversation and reading a book, children develop a wonderful image of their native land, their small Motherland. All this lays the first foundations of patriotism in children. Children are the future of our Motherland; they must cherish and protect its open spaces, its beauty, its wealth. Children's artistic activities. Children's wall newspapers. Holidays and entertainment in preschool educational institutions. Decor kindergarten and groups. Patriotic education in groups. Goal: formation of spirituality, moral and patriotic feelings in children. The system and sequence of work on moral and patriotic education is presented in blocks: . - My kindergarten. . - My family. . - My city. . - Culture and traditions of the native land. . - My motherland. . - We will serve our Motherland. . Work on each topic includes: conversations, didactic games, conversation games, dramatization games, excursions, competition games, entertainment. The groups have: - a sliding folder “I am a citizen of Russia” - a corner “My city - Kostroma” - an album for viewing “Kostroma is my favorite city” (photos of the city’s attractions) - didactic games. - demonstration material on the topic “The Great Patriotic War” - sound recordings of songs from the war years, songs for the holidays “February 23”, “Victory Day”, Russian folk songs, the Russian anthem - scripts for the matinees “Defender of the Fatherland Day”, “Victory Day”, “Autumn” - presentations “February 23 - Defender of the Fatherland Day”, “No one is forgotten, nothing is forgotten”, “We brought this day closer as best we could!”, “Russian folk crafts” - Russian folk costumes - hussar costumes - fiction By patriotic education- Map - diagram of the City of Kostroma - Coat of arms of the Kostroma region, Russia - Flag of Russia.
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Presentation on the topic: Patriotic education in preschool educational institutions
Slide no. 1
Slide description:
Development of social personal qualities preschoolers through patriotic education MBDOU kindergarten No. 45 “Yagodka” of a general developmental type with priority implementation of activities in the social and personal direction of children’s development “Where does the Motherland begin?” The work was completed by teacher Ivanova E.M. 900igr.net
Slide no. 2
Slide description:
Patriotism - love for the Motherland, devotion to it, responsibility and pride for it, the desire to work for its benefit, to protect and increase its wealth - begins to form already in preschool age. You cannot be a patriot without feeling a personal connection with your Motherland, without knowing how our ancestors, our fathers and grandfathers loved and took care of it. Already in kindergarten, as a result of long-term, systematic, purposeful educational work children can develop elements of citizenship and patriotism. A preschool child's love for the Motherland begins with love for his family, his home, kindergarten, and city. After all, vivid impressions of the native nature, the history of the native land, received in childhood, remain in a person’s memory for a lifetime.
Slide no. 3
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Relevance of the problem The problem of patriotic education of the younger generation is one of the most important today. Children starting from preschool age suffer from a lack of knowledge about their hometown, country, and the peculiarities of Russian traditions. They treat close people and group mates with indifference. They lack empathy and compassion for the grief of others. The system of working with parents on the issue of moral and patriotic education has not been sufficiently developed.
Slide no. 4
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Tasks that solve these problems: To increase the educational, professional, theoretical and practical knowledge of teachers on the problem of moral and patriotic education of preschool children. Systematize the knowledge and skills of teachers and children on this issue. To develop in a child of senior preschool age social and personal qualities such as compassion, empathy, self-esteem and awareness of oneself as part of the world around him. Help parents develop and maintain children's curiosity in the process of joint activities.
Slide no. 5
Slide description:
Forms of work with children on civic-patriotic education: Targeted walks to monuments of military glory, along streets named after heroes of the Great Patriotic War; Excursions to memorable places. The content of such excursions is: observation of ritual moments (laying flowers at the monument, a minute of silence, meeting with war participants). The same excursion is carried out with the participation of parents. They are offered a “Weekend Route” with detailed description of the site being visited and recommendations on how to familiarize the child with the monument in an accessible way. Reading fiction appropriate to the age category of children - about the defenders of their native land, the Fatherland. Parents are given recommendations to visit district libraries with their children. Using audio and video equipment to listen to music about the Motherland, showing children films about the exploits of Russian people.
Slide no. 6
Slide description:
Examination of illustrations, paintings, reproductions and newspaper clippings containing historical facts and events from the surrounding life. Meetings with participants of the Great Patriotic War and labor veterans, participation in holidays: “City Day”, “Mother’s Day”, “Father’s Day”, “Victory Day”, etc. Preparation of thematic exhibitions dedicated to memorable dates, making souvenirs for war and labor veterans. Creation of mini-museums of military and labor glory, defenders of the fatherland, and a theater of Russian Costume. Carrying out campaigns: “Feed the birds in winter”, “Green patrol”, “Greening the territory of the kindergarten”. Equipping a subject-development environment for a kindergarten group: making attributes for the games “Border Guards,” “Sailors,” “Cosmonauts,” etc. production of paraphernalia of state symbols of Russia and the city; design of albums: “Sights of our city”, “My family”, “It’s good in our garden”, etc. Creation of the newspaper: “My sports family”, “In the morning the sun rises and calls me to kindergarten.”
Slide no. 7
Slide description:
Success in patriotic education can be achieved only if the teacher himself knows and loves the history of his country, his people. He must be able to select the knowledge that will be available to preschool children, something that can cause feelings of delight and pride in children. But no amount of knowledge will give a positive result if the teacher himself does not admire his country, his city. “In education, everything should be based on the personality of the educator, because educational power flows only from the living source of the human personality. No statutes or programs, no artificial organism of the institution, no matter how cunningly invented, can replace the individual in the work of an educator.” K. D. Ushinsky.
Slide no. 8
In my group, based on analysis, monitoring and individual work with children and their parents, I identified a problem: children have superficial knowledge about their native country, their region, region, and the Motherland as a whole; Parents do not pay due attention to the problem of patriotic education of preschoolers. Therefore, I consider the main direction in working with children on patriotic education to be the education of patriotism in preschoolers as the most important spiritual, moral and social value through nurturing love for one’s hometown, region, country.
In recent years, there has been a rethinking of the essence of patriotic education: the idea of cultivating patriotism and citizenship, acquiring increasing social significance, is becoming a task of national importance. 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 home, for one’s home street, for one’s hometown and one’s home country. The formation in preschoolers of love for the Motherland from an early period is the stage of their accumulation of social experience of life in the conditions of their small homeland, the assimilation of accepted norms of behavior, relationships, and familiarization with the world of their native culture. Therefore, patriotic education from preschool age is the only sure way of successful early socialization of the individual, the formation of a stable connection between generations and ensuring a person’s connection with his native roots, his love for the fatherland, which begins with a conscious and responsible attitude towards his small homeland.
To establish interaction between families and preschool educational institutions on the formation of moral and patriotic feelings in children; To promote in the child the development of love and affection for his family, home, kindergarten, home street, city; To promote the formation of a caring attitude towards native nature and all living things; Promote the development of tolerance, respect and sympathy for other people.
My work is based on the hypothesis that the process of moral and patriotic education of preschool children will be more effective if playful, verbal, visual, excursion and innovative methods of educational work are used.
When selecting methods for implementing the set goals and objectives, I studied the following methodological scientific literature: “Patriotic education of preschool children” by N.V. Aleshin, “Patriotic education of children aged 4–6 years” by N.G. Komratova, “Where does the Motherland begin?” L. A. Kondrykinskaya, “My Country” by V. I. Natarova, “Moral and Patriotic Education of Preschool Children” by N. D. Makhaneva
Methodological support is reflected in photographs, albums and special literature (fiction and reference and information). All this material enriches children’s understanding of their small Motherland. There are maps, booklets, diagrams, images of symbols of Russia, the Altai Territory, and the city of Barnaul.
The leading pedagogical idea is to accompany preschool children on the path to the development of citizenship and patriotism, the formation and development of competencies necessary for the successful socialization of a growing individual in the conditions of a small homeland (hometown).
My family. My family members. Our first and last names. Parents' house. My dad is the defender of the Fatherland. My mom. Parents' professions. We are the helpers of our kindergarten. Our group. Hometown. My native land. Nature of the region. Cultural heritage. Historical monuments. Russia is my homeland. Moscow is capital of Russia. Coat of arms, flag, anthem. To live is to serve the Motherland. Our grandfathers wear medals.
The feeling of love for the homeland is acquired independently and experienced individually. The task of adults, both teachers and parents, is to awaken this feeling in the child, to awaken it, and not to impose it. And for this it is necessary to adhere to the following principles when organizing the educational process: The principle of activity and independence The principle of differentiation The principle of historicism The principle of visibility The principle of humanization The principle of individual-personal orientation The principle of integrativeness The principle of phasing The principle of communication The principle of success The principle of cognitive expressiveness Positive centrism
Intensive changes in the surrounding life, the active penetration of scientific and technological progress into all its spheres dictate to the teacher the need to choose more effective means education and training require qualitatively new approaches, the use of new technologies in educational educational process. In my work on the topic, along with traditional ones, I use innovative forms of work:
Creation of a subject-developing group environment; -Development of a methodological piggy bank; -Development and implementation of long-term planning of work with children; -Development and implementation of a plan for successive relations with social institutions (Children’s Library 22, MBOU CS “Barnaul Cadet Corps” 90, Puppet Theater “Skazka”, Russian Chamber Orchestra of the city of Barnaul, etc.)
Conducting excursions with the participation of parents and children; -“Open Days” -Organization of non-traditional forms of work with parents (Club “Young Parents”, “ round table") -Involving parents and children in project activities on this topic; -Participation of children and parents in competitive activities at various levels; -Holding holidays and joint leisure activities.
Use of ICT technologies; -Conducting excursions; -Visiting social institutions within the framework of successive ties; -Organization of exhibitions, concerts, competitions, leisure activities. -Implementation of direct educational activities in accordance with Federal State Educational Standards.
Conducting excursions with the participation of parents; -Conversations – consultations; - “Open Days” - Organization of non-traditional forms of work with parents (club “Young Parents”, “round table”) - Involving parents in project activities on the topic; -Participation of parents in competitive activities in preschool educational institutions; -Holding holidays and joint leisure activities; -Questioning -Visually - information material.
I share my work experience within preschool educational institutions, at the city, interregional and all-Russian levels: - Teachers' Councils; -Consultations; -Open demonstration events for young teachers; - Demonstration events for students of BGPC 1; -Participation in competitive activities at different levels.
Systematic and systematic work to instill patriotic feelings in children contributed to enriching the knowledge of preschoolers. The children learned a lot of new things about our region, about its sights, about the customs and traditions of the Altai region and Russia. Replenishing children's active and passive vocabulary contributed to the formation of children's visual and figurative thinking. In play and work, friendly relationships between children have improved, and the system of relations between children and parent groups has been enriched. I hope that the knowledge gained in kindergarten will be useful to the children in their future lives.
This work experience can be extended among preschool educational institutions. There is methodological support: - Long-term planning of work with children; -Methodological piggy bank: notes, visual and illustrative material, card indexes, didactic games, teaching aids, multimedia presentations, literature.
Difficulties in implementing work on the moral and patriotic education of preschool children arise from parents, since due to modern workload they do not always have the opportunity to take part in the events that I conduct at the preschool institution. As a result, parents cannot fully apply their experience and knowledge in the process of moral and patriotic education of their children.
1. Patriotic education in preschool educational institutions./Compiled by E.Yu. Aleksandrov's system and others - Volgograd: ed. “Teacher”, Aleshina N.V. Familiarization of preschoolers with the environment and social reality. – M.: TsGL, Aleshina N.V. Patriotic education of preschool children: TsGL, Aleshina N.V. Introducing preschoolers to their hometown and country (patriotic education).-M.: UTs “Perspective”, How to teach children to love the Motherland: A guide for educators and teachers / Compiled by: Antonov Yu.E., Levina L.V., Rozova O.V., Shcherbakova I.A. – M.: ARKTI, My country. Revival of national culture and education of moral and patriotic feelings. Practical guide for educators and methodologists of preschool educational institutions // author. comp. Natarova V.I. and others - Voronezh: TC "Teacher", 2005.
7. Where does the Motherland begin? Experience in patriotic education in preschool educational institutions / ed. L.A. Kondrykinskaya. - M.: Sphere shopping center, System of patriotic education in preschool educational institutions: planning, pedagogical projects, development thematic classes and event scenarios / author - comp. Alexandrova E.Yu. and others - Volgograd: Teacher, 2007.
“Russia...like a word from a song, Birch trees with young foliage, All around there are forests, fields and rivers Razdolie, the Russian soul. I love you my Russia! For the clear light of your eyes! For the mind, for the holy deeds, For the voice as clear as a stream, I love, I deeply understand the pensive sadness of the Steppes! I love everything that is called in one broad word, Rus'!” S. Vasiliev The main goal of the teacher is to help show children their hometown in which they live in order to evoke in them feelings of admiration, pride and love. Nurturing these feelings in preschoolers is a very painstaking work that must be carried out systematically and systematically. We must remember that a preschooler perceives the reality around him emotionally, so his patriotic feelings for his native village (city) are manifested in a feeling of admiration for his village (city).
The tasks of patriotic education are to cultivate in a child love and affection for his family, home, kindergarten, street, city; formation of a caring attitude towards nature and all living things; instilling respect for work; developing interest in Russian traditions and crafts; formation of basic knowledge about human rights; expanding ideas about Russian cities; introducing children to the symbols of the state (coat of arms, flag, anthem); developing a sense of responsibility and pride for the country’s achievements; the formation of tolerance, a sense of respect for other peoples and their traditions.
Where does the Motherland begin? The feeling of the Motherland... It begins in a child with the attitude towards the family, towards the closest people - mother, father, grandmother, grandfather. These are the roots that connect him with his home and immediate environment. For preschool children, the Motherland is an abstract concept that cannot be touched or seen.
The first thing a child begins to understand the world with is a gentle mother’s smile, a quiet lullaby, kind eyes and warm mother’s hands. I believe that it is impossible to instill in a child patriotic feelings for the Motherland without such concepts as: “love for mother”, for home, for kindergarten, for one’s area...
Our heritage Every nation has its own fairy tales, and they all pass on the basic moral values: kindness, friendship, mutual assistance, hard work. “These are the first and brilliant attempts of Russian folk pedagogy,” wrote K.D. Ushinsky, and I don’t think anyone would be able to compete in this case with the pedagogical genius of the people." It is no coincidence that K.D. Ushinsky emphasized that "... education, if it does not want to be powerless, must be popular ". 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 the children began to understand and independently understand this concept, I was now faced with the task of teaching them to love everything that surrounds them. This is the Motherland. At the age of 4-5 years, children should know that every tree and bush near the house is already their Motherland and must be loved and protected.
What information and concepts about their hometown can children learn? The range of objects that older preschoolers are introduced to. This area and the city as a whole are expanding, its attractions, historical places and monuments. The children are explained in whose honor they were erected. An older preschooler should know the name of his city, his street, the streets adjacent to it, and also in honor of whom they are named. They explain to him that every person has a home and a city where he was born and lives. This requires excursions around the city, into nature, observation of the work of adults, where each child begins to realize that work unites people, requires them to be coherent, mutual assistance, and knowledge of their business. And here, acquaintance of children with the folk crafts of the region and folk craftsmen becomes of great importance.
A Journey into History In patriotic education, the example of adults, especially loved ones, is of great importance. Based on specific facts from the lives of older family members (grandparents, participants in the Great Patriotic War, their front-line and labor exploits), it is necessary to instill in children such important concepts as “duty to the Motherland,” “love for the Fatherland,” “hatred of the enemy,” “feat of labor”, etc. It is important to bring the child to the understanding that we won because we love our Fatherland, the Motherland honors its heroes who gave their lives for the happiness of people. Their names are immortalized in the names of cities, streets, squares in their honor. monuments were erected.
During my classes, I was faced with the task of teaching children to live and work so that the Motherland would be proud of them. Millions of sons of our Motherland died so that the world would not be plunged into fascist slavery. Our people survived the most terrible war, the children will learn more about this war when they grow up and go to school.
The country where we live The continuation of this work is to introduce children to other cities of Russia, to the capital of our Motherland, to the anthem, flag and emblem of the state. Everywhere people work for everyone (teachers teach children; doctors treat the sick; workers make cars, etc.); Traditions are observed everywhere: the Motherland remembers the heroes who protected it from enemies; People of different nationalities live everywhere, work together and help each other; people take care of and protect nature; there are general professional and public holidays, etc.
I AM A RUSSIAN, I AM PROUD OF MY COUNTRY Patriotism is devotion and love for one’s fatherland, for one’s people. Our native nature provides us with excellent opportunities for cultivating patriotism; it is this that instills in children emotional responsiveness and a sense of beauty. The education of patriotism is also impossible without the formation of feelings: satisfaction and attachment to the place of birth and residence, a certain circle of people, which expands and deepens from meetings and communication with other adults: residents of the house, village, employees of the educational school and children's art school, library, museum, when exploring local attractions.
Principles of patriotic education “positive centrism” (selection of knowledge that is most relevant for a child of a given age); continuity and succession of the pedagogical process; differentiated approach to each child, maximum consideration of his psychological characteristics, opportunities and interests; rational combination different types activities, age-appropriate balance of intellectual, emotional and motor stress; activity approach; the developmental nature of learning based on children's activity.
Thematic planning Planning of this work is most appropriate for the following topics: “My family”, “My favorite kindergarten”, “My district and the city in which I live”, Our Motherland - Russia”, “Our defenders”, etc. Work on each topic should include classes, games, excursions, and for some topics - holidays.
Relationship with parents The formation of patriotic feelings is more effective if the kindergarten establishes a close connection with the family. The need to involve the family in the process of familiarizing preschool children with the social environment is explained by the special pedagogical capabilities that the family has and which cannot replace preschool: love and affection for children, emotional and moral intensity of relationships, their social rather than selfish orientation, etc. All this creates favorable conditions for the education of higher moral feelings. In its work with families, a kindergarten should rely on parents not only as helpers child care facility, but as equal participants in the formation of a child’s personality.
Speech at the teachers' council Teaching staff have the necessary professional qualifications. A survey was conducted with teachers on working with parents and an express survey on the problem of patriotic education of children in kindergarten. In order to increase the effectiveness of pedagogical work, teacher councils, consultations, and events with parents were held. Work on self-education of teachers continued. Teachers received new information about programs, non-traditional methods and techniques. Passed at a fairly high level open classes: “Streets of Moscow”; "Streets of Moscow"; “Our district Medvedkovo”; “Our district Medvedkovo”; "Moscow Kremlin"; "Moscow Kremlin"; "Moscow nature"; "Moscow nature"; "Victory Day". "Victory Day".
“Love for your native land, native culture, native speech begins small - with love for your family, for your home, for your kindergarten. Gradually expanding, this love turns into love for the Motherland, its history, past and present, for all humanity.” D. S. Likhachev
Relevance Currently, the relevance of problems associated with patriotic education at the present stage of society is acquiring extreme significance. The state program “Patriotic education of citizens of the Russian Federation for years” has been adopted, aimed at all social strata and age groups of Russian citizens. In system preschool education certain changes have occurred: the content of education and upbringing of children is being updated, many innovative programs have appeared, and the more obvious has become the vacuum that has arisen as a result of the fact that the section “ moral education" It is very important to introduce a child to the culture of his people, to the heritage of his ancestors. This fosters respect and pride for the land on which we live. Unfortunately, some of the measures that politicians take are not always popular. Therefore, patriotic education of preschool children today is one of the priorities in the field of education.
Object and subject of research The object of research is the process of educating patriotic feelings in preschool children. The subject of the study is the pedagogical conditions for the patriotic education of preschool children (knowledge, skills, habits, ways of behavior that are formed in the process of educating moral and patriotic feelings in children) through familiarization with the history and culture of their native village, native land, country.
Goals and objectives Goal: - education of a humane, spiritual and moral personality, worthy future citizens of Russia, patriots of their Fatherland. Objectives: 1. To form a feeling of attachment to your home, kindergarten, friends in kindergarten, and your loved ones. 2. To form in children a feeling of love for their native land, their small Motherland on the basis of familiarization with their native nature, culture and traditions. 3. Fostering feelings of patriotism, respect and gratitude for the feat of compatriots during the Great Patriotic War Patriotic War, to the soldiers of the Russian Army.
Originality and novelty of experience Scientific novelty: based on the concept of a systemic understanding of education, the problem of patriotic education of preschool children is considered, which meets the current needs of society at the present stage. The uniqueness of the experience: - a combination of elements of known techniques; - rationalization and improvement of certain aspects of teaching work; - development of tools and rules for their use; - setting and solving pedagogical problems.
Significance of experience Theoretical significance: - the content of the concept of “patriotic education of children” has been clarified; - ideas about the organization of work on patriotic education of children in preschool have been expanded educational organization Practical significance: - children have developed an interest and need to study the historical past and present of our Motherland; - children’s knowledge about the history, culture and nature of their native land is enriched; - modern approaches to organizing work on patriotic education have been applied; - the subject-spatial environment of the group is enriched in accordance with the requirements; - developed forward planning on patriotic education for all children age groups; - methodological materials on the topic have been prepared (notes, entertainment and leisure scenarios, reports, consultations for parents, etc.) - interaction has been carried out with the families of pupils on the issue of patriotic education of children.
TECHNOLOGY OF EXPERIENCE Principles of constructing the pedagogical process - The principle of historicism; - The principle of humanization; - The principle of differentiation; - The principle of integrativeness; - Positive centrism; - The principle of activity and independence; - The principle of visibility; - The principle of phasing; - The principle of individual - personal orientation; - The principle of cognitive expressiveness; - The principle of success; - The principle of communication.
Block thematic planning The topic of the block is Family Children's sal Village Region Country Army Objectives To introduce the concept of “family”, to cultivate the child’s attachment to the family, love and caring attitude towards family members, to consolidate the ability to determine family relationships between close family members To introduce children to the kindergarten, its employees, positions employees, cultivate love and respect for kindergarten employees, introduce them to their native village, the history of its origin, its sights, industry, nature, cultivate pride in their small homeland. To acquaint with the natural resources, the historical and geographical location of our region, its historical past, sights To form a holistic idea of the surrounding world, nature, to acquaint with the heraldic symbols of the country, the rights and responsibilities of citizens The formation of patriotic feelings based on familiarization with the military and labor traditions of our Army
