Slide 16

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2. THEMATIC BLOCK “NATURE OF HOME TOWN”

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"NATURE OF HOMETOWN"

Slide 19

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3. THEMATIC BLOCK “WORLD OF PROFESSIONS”

Slide 21

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4. THEMATIC BLOCK “CULTURE, RECREATION, SPORTS”

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5.FAMOUS PEOPLE OF THE CITY OF Makhachkala.

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To ensure the implementation of the regional component, it is important to create an aesthetically attractive educational and cultural environment, aimed, first of all, at ensuring the spiritual and moral development and education of children in accordance with the requirements of the Federal State Educational Standard for Education.

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Children from MBDOU No. 56 regularly visit the Dagestan Museum of Fine Arts named after. P.S. Gamzatova

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Viewing performances, participating in folklore holidays allow children to develop knowledge about their hometown, creative people and groups.

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Lezgin fairy tale “The Cheerful Carpet”

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When studying the local history traditions of the Republic of Dagestan, we try to more effectively organize communication with parents so that the family and kindergarten carry out a single set of educational influences aimed at familiarizing children with their native land.

Slide 31

The effectiveness of the work on the implementation of the regional component assumes that in the process of forming the foundations of local history, the child:

acquires a certain system of knowledge about the connection and interdependence of humans, animals, flora and the world of people of their native land, about the peculiarities of human communication with the outside world and the impact of this interaction on him; masters ideas about himself, his family, his belonging to a certain nation, the elementary history of his family; determines its social role; has a basic understanding of the history of his native city and its attractions; enriches lexicon, develops memory, thinking, imagination; learns to rationally use skills in independent activities; acquires goodwill, sensitivity, and cooperation skills in the process of communicating with each other; develops independence, creativity, initiative;

Slide 32

Conclusion: the implementation of the regional component in the social and communicative development of preschool children, built in the system, will contribute to the achievement of the following targets of the Federal State Educational Standard for Education:

The child masters a positive attitude towards the world, towards different types of work, other people and himself, and has a sense of self-esteem; - distinguishes between conditional and real situations, knows how to obey different rules and social norms; -has basic knowledge about himself, about the natural and social world in which he lives.

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Literature:

1. Bure R.S. Social and moral education of preschool children. Methodological manual / R.S. Bure - M.: Mozaika-Sintez, 2011. - 80 p. 2. V. Koltakov “From the history of the Lipetsk region.” - Voronezh: Central Black Earth Book Publishing House, 1965. 3. A.S. Morgachev "Lipetsk. Pages of history." - Lipetsk: Central Chernozem Book Publishing House, 1991. 4. A. Berezen "Our Lipetsk Land." - Voronezh: Central Chernozem Book Publishing House, 1974. 5. "The Art of the Native Land." - Lipetsk: LIRO, 2008. 6. Astakhov V.V., Dyukarev Yu.V., Sarychev V.S. Reserved nature of the Lipetsk region. - Lipetsk: LLC “Foto-Prof-TASS”, 2000. 7. Shalnev B.M., Shakhov V.V. The world of childhood. Native culture: a textbook on local history of the Lipetsk region for preschool and primary school age. Ryazan - Lipetsk: GELION, 1996. 8. Shalnev B.M., Shakhov V.V. Lipetsk Encyclopedia: in 3 volumes - Lipetsk, 1999. 9. Baradulin V.A. Fundamentals of artistic craft: in 2 hours - M., Education, 2010.

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“Implementation of the regional component in the activities of preschool educational institutions”

Agisheva N.A. -

MBDOU teacher

"Zubovo-Polyansky children's

Garden No. 3 "Stream" of a combined type"

Education created by the people themselves,

based on popular principles,

has that educational power

which is not in the best

systems based on abstract

N. K. Ushinsky

Dear Colleagues!!!

The implementation of the regional component is now very relevant in preschool educational institutions.

After all, we continue ourselves in children. And we want them to be better, more perfect than us. In general, we want to raise a citizen. But a high sense of citizenship is not born on its own. It must be awakened in a growing person as early as possible. Literally from the first glimpses of consciousness, cultivate in a child a love for his native land on which he was born and lives.

The formation of a child’s personality occurs with early years: the first ideas about the surrounding world are developed, and, above all, through familiarization with the traditions of “one’s own”, native, cultural environment - local historical and cultural, national, geographical, natural features of the region. It is known that preschool age is the most important period of personality development, when the prerequisites for civic qualities are laid, when interest in the culture, national customs, and traditions of the peoples living in the territory of Mordovia are formed. It is very important to instill in children a sense of love and affection for the natural and cultural values ​​of their native land, to cultivate pride in the achievements of their fellow countrymen in the field of culture, these include G. Petelin, A.A. Bychkov, in the field of sports G.V. Pekin, local historian A.A. Prokhorov, for exploits during the Great Patriotic, Afghan and Chechen wars, since it is on this basis that patriotism is brought up.

In our preschool institution, an exemplary module of the regional preschool education program “We live in Mordovia” was adopted for implementation, therefore the ethnocultural education of preschool children acts in our kindergarten as a system of education and training, educational work with children is carried out in accordance with an approximate comprehensive thematic planning; in all age groups we have compiled forward planning to get acquainted with his native land.

Education today is focused on the ethnocultural needs and educational interests of various nationalities, which presupposes the appropriate familiarization of the younger generation with the history, art, and traditions of the peoples inhabiting our Republic. In this regard, one of the tasks of the modern education system is the integration of traditional (folk, national, ethnic) cultures with modern educational systems, ideas, technologies that create an educational environment. We, the teachers of kindergarten No. 3 “Rucheyok”, in the process of education, try to include in the child’s environment the maximum number of ethno-specific objects, play equipment that have different purposes. For this purpose, our group has created a corner of a local history mini-museum, where we expand our understanding of the history of Mordovia and the Mordovian people, who have long lived in this territory, and give children a general idea of ​​the way of life of the Mordovian people. In our mini-museum there is a stove decorated in Mordovian flavor. A grandfather is sleeping on the stove, apparently tired from hard work in the field. Bast shoes hang on the stove, which are a symbol of Mordovian footwear.

In the room there is a table on which we see typical objects inherent and characteristic of the Mordovian people. This is a samovar, an antique iron, jugs for various purposes. Near the stove there is a poker, a grab handle, and pots of different sizes. In the local history corner we have dolls in costumes of the Erzi and Moksha peoples. Here we introduce preschoolers to parts of national clothing: shirt - panar (moksh), apron - saponya (moksh), belt-karks (moksh), headdress - panga, chest decoration - sulgam (moksh).

There are also thematic albums about Mordovia, the city of Saransk, the village of Zubova Polyana, albums with reproductions of paintings by F. Sychkov and contemporary Mordovian artists, photographs of sculptures by S.D. Erzya.

In the corner of local history there are also Russian and Mordovian flags, Russian and Mordovian nesting dolls, photographs of the sights of the Zubovo-Polyansky region, books on relevant topics - in order to visually familiarize children with their native village, form ideas about its sights and about the Mordovian national culture.

At the same time, we give an idea that there are many countries on earth in which people of different nationalities live. They speak their own languages, have their own culture, their own customs and traditions. We explain in an accessible form how important it is to live in peace with all peoples, to know and respect their culture. We give children basic ideas about the Finno-Ugric peoples, which include the Mordovians (in Russia - Udmurts, Karelians, Maris, Komi, Khanty, Mansi; in the world - Finns, Estonians, Hungarians). By organizing work with children in our kindergarten, we aim to familiarize preschoolers with various national cultures and form a tolerant attitude towards their bearers. Such systematic work with children in this area contributes to the creation of an ethnocultural environment in a preschool institution and children’s acceptance of the world in all its diversity.

Turning to the folk art of the Mordovian people provides invaluable material for the development of preschool children.

In accordance with the FGT, the implementation of the exemplary regional module of the preschool education program “We live in Mordovia” takes place in all main areas: physical development (educational area “Health”, “ Physical Culture"), social and personal development (educational areas "Socialization", « Safety”, “Labor”), cognitive and speech development (educational areas “Cognition”, “Communication”, “Reading Fiction”), artistic and aesthetic development (educational area “Artistic Creativity”, “Music”).

OO “Socialization” is carried out through familiarization with the native village, its name, which is realized by showing reproductions with views of the village, stories about it. We also conduct excursions into nature and to places of interest in the village.

The educational area “Reading fiction” is a direct familiarization of children with melodious works of Mordovian national folklore. Works of Mordovian folklore contain images that convey the traditions and character of the Mordovian people; they are accessible to children, include a variety of means of artistic expression, and have an emotional impact on children.

Oral folk art has long been an important means of educating preschool children. Children's folklore is an inexhaustible source of expressiveness of children's speech and carries cognitive, moral and aesthetic aspects. We continue to introduce children to Mordovian folklore (myths, legends, fairy tales, epics, as folk culture lays the foundation interpersonal relationships, conveys the norms and rules of social communication in an acceptable form, stimulates the manifestation of initial social emotions.

We continue to introduce children to Mordovian songs and dances and develop their performance skills.

We also work with parents in this direction - we expand our understanding of family history together with the history of our native land, and also advise using works of national folklore (Russian and Mordovian); the joke “Numolnya yalgakai”, the carol “Usi, tavusi”, the song by V. Korceganov “I sing about Mordovia” and many other works of the Mordovian and Russian people.

With the help of folklore works and works of Mordovian writers, we introduce children to rules of behavior that is safe for humans and the environment and form elementary ideas about the right ways interaction with plants and animals surrounding the child: the Mordovian folk tale “Mouse”, the fairy tale by Y. Pinyasov “Twig”, V. Korceganov’s “Fish like a Bast Shoe”, Y. Pinyasov’s “Berezkin’s Song” and many other works that introduce children to nature Mordovia. And we introduce parents to the environmental situation in Mordovia and inform them how to protect their children from environmental factors harmful to health. We talk about the rules of behavior that is safe for humans and the natural world around us.

We implement the educational area “Cognition” again through acquaintance with the native village (immediate environment: nearest streets and houses, kindergarten, school, store); acquaintance with native nature - animals and plants (also in the immediate environment and in pictures).

We teach children the ability to communicate, develop vocabulary in accordance with age characteristics, we develop children’s speech and at the same time we are helped by conversations on the topic: “Tell me where and with whom you live,” “Who are your friends,” “Tell me about your favorite village.” “Tell me about the most interesting place for you in Zubova Polyana,” etc.

To form preschoolers’ initial ideas about healthy lifestyle We try to ensure optimal physical activity throughout the day, using Mordovian outdoor games with simple content: “In the cabbage”, “Keys”, “Kite and chickens”, “In the pots”, “In the scarves”, “Paradise-Paradise”, “In chickens”, “Into bunnies”, “Into squirrels”. We hold folklore events “Harvest Festival”, “Larks”, “Maslenitsa”, “Easter”, “Spring Fair”, “Fedul-windy”, “Village Day”, which also introduce children to the traditions of the peoples inhabiting Mordovia, with the music of composers Mordovia.

The educational field “Labor” involves the formation of a primary idea of ​​​​the work of adults, its role in society and the life of each person, which is facilitated by reading to children the works of F. Bobylev “Who is lazier?” and P. Mashkantsev “Vegetable Gardener”, as well as observation and work in a corner of wildlife, observation of the work of adults in the garden, flowerbed, and possible participation in helping adults.

Artistic and aesthetic development We carry out this through the NGO “Artistic Creativity” by introducing children to the national Mordovian costume, works of Mordovian decorative and applied art, Mordovian folk toys (whistle bird, Mordovian nesting doll), illustrations for works of Mordovian children's literature. At GCD applique we try to evoke in children emotional response on the brightness of color images and the originality of the shapes of these products; With children we cut out and decorate tableware, mittens, scarves with Mordovian patterns; during drawing we also introduce children to the technique of drawing Mordovian patterns, etc.

At preschool age, a process of familiarization and mastery of the language of one’s people takes place, which is amazing in its significance for the development of a child. The feeling of the Motherland... It begins in a small child towards the closest people - father, mother, grandfather, grandmother. The child first discovers such concepts as “work”, “duty”, “honor”, ​​“Motherland” in the family. The upbringing of the younger generation in Russia has historically been carried out in the process of familiarization with national treasures: language, song, fairy tales, poetry, etc. Taken together, this is the basis that invariably shapes the civic feelings of the younger generation today.

Children is our future. It is very important to promptly instill in them the correct vision of the world, to teach them to love their small Motherland.

All the work we do on ethnocultural education is aimed at developing in the child a sense of wonderful, tolerant attitude and respect for people living nearby. A child will love and truly appreciate his region if we, teachers, teach him this.

MBDOU "Zubovo - Polyansky kindergarten No. 3 "Rucheyok" combined type"

Report on the topic:

“Implementation of the regional component in the activities of a preschool educational institution”

Prepared and conducted by teacher 1 junior group Agisheva N.A.

A priority area of ​​work for preschool groups at the MDOU Development Center child - children's Garden No. 41 in Sochi is:

• study and maximum use of the favorable climatic, natural and cultural features of the southern region when carrying out sports, health, educational and educational work, development of physical qualities through preschool tourist training, participation of older preschoolers in the sports life of the city, in regional, city, all-Russian competitions, competitions, festivals, promotions; organization of intellectual, emotional and physical activity as the best option for moral, patriotic and spiritual education of preschool children

The work program includes a regional component in all types of children's activities:

By means of using regional, municipal programs, authorized programs and the work experience of pre-school teachers in the city of Sochi to familiarize children with the national and cultural characteristics of the Krasnodar Territory, city, district and the formation of spiritual and moral culture;

Through the study and maximum use of the favorable climatic, natural and cultural features of the southern region when carrying out physical education, recreational and educational work

The implementation of the regional component is carried out in senior groups in educational activities in special moments

The regional component provides:

• building a program on local (Krasnodar Territory, Sochi, districts of Sochi) material with the aim of instilling respect for one’s small homeland;
• introducing the child to the national cultural heritage: folk arts and crafts, national cultural traditions, works of local writers, poets, composers, artists. Children, together with adults, learn the traditions and customs of the peoples of Sochi. Get acquainted with the geographical features of the city, with the sights of the city and regions;
• development of physical qualities through preschool tourism training. Children of senior preschool age participate in the sports life of the city, in regional, city, all-Russian competitions, competitions, festivals, and promotions.

The educational process is carried out according to the author’s programs “Composition studies for kids”, “Preschool tourist training” (review by the director of the Center for Youth and Education R.R. Iskakov, Deputy Director for Water Resources Ya.A. Kukava, veteran of Kuban tourism, full member of the Geographical Society of Russia, winner of the Semenov-Tianshansky silver medal, winner of the 1st city competition of author’s programs E.N.

The purpose of program implementation is a process that involves:

Organization of intellectual, emotional and physical activity as the optimal option for moral, patriotic and spiritual education of preschool children

– using the example of the immediate natural and social environment to familiarize preschoolers with the world around them, to help them understand their place in it through tourism and local history activities

In this regard, the main tasks are:

In the field of education:

Expanding and deepening students’ knowledge of local history, city attractions, and social skills;

Acquiring skills and abilities in working with the map;

Acquisition special knowledge on issues of tourism and local history activities, provision of first aid;

Development of the child’s intellect, formation of visual and figurative thinking, improvement of the qualities of spiritual, moral, patriotic education of the younger generation;

Familiarity with the problems of ecology and nature conservation, protection of historical and cultural monuments.

In the field of education:

the formation of a spiritual and moral attitude and a sense of belonging to one’s home, family, kindergarten, city;

the formation of a spiritual and moral attitude and a sense of belonging to the cultural heritage of one’s people;

the formation of a spiritual and moral attitude towards the nature of the native land and a sense of belonging to it;

nurturing love, respect for one’s nation, understanding one’s national characteristics, self-esteem as a representative of one’s people, and a tolerant attitude towards representatives of other nationalities (peers and their parents, neighbors and other people.)

In the field of physical training:

Physical improvement of preschool children - development of strength, endurance, coordination of movements in accordance with their age and physical capabilities;

contribute physical development and health improvement

Compliance with relevant standards during the academic year, participation in tourism and orienteering competitions within the city, participation in hikes, including multi-day ones)

Learn to navigate the natural and social environment.

These tasks are solved in all types of children's activities: in classes, in games, in work, in everyday life - as they instill in the child not only patriotic feelings, but also form his relationships with adults and peers. Thus, when solving the problems of moral and patriotic education, each teacher must build his work in accordance with local conditions and characteristics of children, taking into account the following principles:

“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;

an activity-based approach that develops the nature of learning based on children's activity.

The national-cultural component is implemented by topic and makes up 20% of the main general educational program of preschool education at the child development center - kindergarten No. 41 in Sochi:

IN thematic plan programs include the following topics:

Geographical characteristics:

Introductory lesson - what is interesting about local history travel (introduction to the course of study); what and how they will do, watching videos, photographs, slides about the activities of the Caucasian Geographical Society, about the history of the city, its districts, about flora and fauna, etc...) Districts of Greater Sochi. Climate in Sochi. Population of the city of Sochi. Sochi City is a resort and the capital of the Winter Olympic Games.

Scheme map of the city of Sochi(study of topographic signs, depiction of relief and its elements on schematic maps, topographic maps, reading maps and working with them; using a compass on hikes; participation in qualifying orienteering competitions). Rivers and mountains in Sochi, lakes, waterfalls, caves of Sochi. Settlements. Sights of Sochi and its regions.

Relief of Sochi and rocks.

Characteristics of relief and rocks (study of relief and rocks at outdoor events, museum pedagogy)

-History of Khosta and Sochi

Acquaintance with the historical events of the region and city, where the names Khosta, Sochi, Kudepsta, Matsesta came from. Legends. Sochi and Sochi residents during the Great Patriotic War. Organization and holding of anniversary events, dedicated to the Day Victory. Sights of Khosta and Sochi. Visiting attractions - excursion sites and museums with the involvement of parents. Participation in the military-patriotic game “Zarnitsa”, competitions “I am a Sochi resident!”, “Sochi and Sochi residents during the Second World War”, participation in the “Tuning Fork” song festivals, ethnic festivals, holding folk and Cossack holidays Vvedensky fairs, Christmas, Maslenitsa , Easter, etc. Meetings with famous residents of Khosta and Sochi. Staging performances and theatrical games aimed at historical events.) Business events

Our region

Familiarization with the Krasnodar region. What is the Krasnodar region famous for? City and coat of arms of Sochi, Krasnodar; participation in city local history competitions, excursions, promotions, creating an album and photo exhibition about your favorite city; problems of protecting and preserving natural unity in recreation and tourism areas, etc. Staging performances based on legends, “My native land, beloved land”, “We live in Kuban”.

My family and clan.

Family presentation. Family tree. Creation of a personal album “Me and my family”. Traditions of the peoples who inhabited Khosta and Sochi. Traditional Russian religions. Meetings with representatives of the Orthodox Church. Tales of peoples. Folklore. Theatrical performances. Participation in family festivals, fairs and competitions. Excursions to ethnic museums and temples. Visiting families by families with the aim of introducing family traditions.

Black Sea.

Geographical characteristics. Riches of the Black Sea. Legends of the Black Sea. Flora and fauna of the Black Sea. Environmental problems of the Black Sea.

Participation in the city competition “Black Sea”. Celebrating Black Sea Day. Staging performances and theatrical games. Charity events.

Flora of Sochi.

Vegetation features of Sochi. Plants are exotic. Plants are relics. Tiers of the forest. Plants are endemic. Poisonous and dangerous plants. Medicinal plants. The ability to distinguish between medicinal and poisonous plants and mushrooms of the Sochi region in the herbarium, in drawings, and on walks and trips; " Green pharmacy» - use of medicinal and edible plants, etc. Visit to the Museum of Nature, Arboretum Park, “Southern Cultures” Photo exhibition. Staging performances and theatrical games. Planting trees on the territory of preschool educational institutions and courtyards.

Animal world .

Features of the animal world of Sochi. What animals can be found in the forest. Visit to the Museum of Nature and the Laura Aviary Complex, Aquariums, and Dolphinarium. Protected animals. Photo exhibition. Meetings with representatives of the Reserve and the “Refuge”. Participation in promotions and competitions. Staging performances and theatrical games. Business events to protect nature.

Protection of Nature

Protection of Nature. Ecology and nature conservation. Protected nature - Red Book of the Krasnodar Territory and Sochi. Rules of behavior in nature. Helping nature. Environmental actions. Participation in competitions “Bird Day”, “Earth Day”, “Water Day”, “I am a researcher”, “Black Sea Day”, March of Parks, “Our Home is the Earth”, etc. Staging performances and theatrical games.

- Study and protection of historical, cultural, and natural monuments.

Acquaintance with the monuments to the partisans, "Eternal Flame", "Feat of Mercy", Stele, Matsesta, Anchor - Cannon, N. Ostrovsky, Lighthouse, People's House, Library named after. Pushkin, yew-boxwood grove, etc. Laying flowers, participating in security measures with the involvement of parents. Photo exhibition and exhibition of drawings. Meetings with WWII veterans and local historians, residents of Khosta and Sochi. Staging performances and theatrical games aimed at historical events.

- Museum pedagogy.

Creating a mini-museum in a preschool institution. Collection of exhibits with the participation of parents and conversations in the mini-museum on the topics “History of Khosta”, “My city is the best!”, “People’s life”, “Natural resources of Sochi”, “Sochi and Sochi residents during the Second World War”, “Sochi - hospital city", "Sochi Olympic". Compilation of stories about the city, region, region. Excursions to museums of history, local history, sports glory, Cossacks, nature museums with the participation of parents. Photo exhibitions. An art gallery on the theme of a mini-museum.

Repetition of material.

Repetition of topics at competitions, quizzes, environmental holidays. Participation in the family festival “My city is the best!”, “Let’s join hands, friends!”

Based on the goals and objectives formulated in the program, the following methods and forms of work:

Joint activities with children: direct educational and educational activities in restricted moments;

Independent activities with children;

Interaction with families of pupils to implement the tasks of the national-cultural component;

Creation of a subject-development environment for the implementation of assigned tasks

Search and research method ( independent work children with fulfillment various tasks on excursions and hikes),

A method of self-realization through various creative activities, participation in competitions, hikes, excursions;

Method of control: medical, self-control, quality control of program assimilation, growth in the dynamics of sports performance;

Method integrated approach to education and upbringing, presupposing the unity of moral, physical, aesthetic and other forms of education.

To implement the program, a variety of forms work: various games (sports relay races for overcoming obstacles - “tourist strip”, role-playing games for orienteering “Find the treasure”, “Orienteering according to a legend”, etc.), quizzes, competitions, holding health days, excursion trips, weekend hikes.

Forms and types of control: contests, quizzes, games, competitions.

Intermediate results of mastering thematic blocks

6 years

Curious, active

Asks exploratory questions. Interested in new unknowns in the world around him. Names and shows the city of Sochi, the Black Sea on the map, notes their uniqueness, names the qualities of sea water (clean, salty, transparent, healing).

Names by presentation or with the help of pictures some of the inhabitants of the Black Sea. Guess and compose descriptive riddles about objects and objects of nature. Recognizes and names endemic plants in pictures, primroses, plants listed in the Red Book.

Emotionally responsive

Expresses delight, surprise, admiration when studying the inhabitants of the sea. Expresses positive feelings when viewing the nature of the city of Sochi in albums, when viewing slides, and videos. Responds to the emotions of loved ones and friends, empathizes with the characters of legends, stories, stories. Reacts emotionally to works of fine art, music and art, and the natural world. He motivates his attitude towards the Khostinsky district, the city of Sochi, and the Black Sea.

Composes simple stories about the flora and fauna of Sochi and the Black Sea. The child adequately uses verbal and nonverbal means of communication, has dialogical speech and constructive ways of interacting with children. Composes simple stories using illustrations.

Able to solve intellectual and personal problems appropriate for age

Establishes connections between flora and fauna (forest tiers) using a visual model. Conducts experiments with sea and river water. The child is able to propose his own idea and translate it into a drawing, construction, or story.

Having primary ideas about oneself, family, society, the world and nature

The child has an idea of ​​the flora and fauna of the Black Sea, the city of Sochi, water and air temperature; honorary residents of Sochi, parents' professions.

Having mastered the universal prerequisites for educational activities/

Performs independently step by step instructions an adult, in case of difficulty, turns to an adult for help.

Final results of mastering thematic blocks

7 years

Curious, active

Asks exploratory questions. Interested in new unknowns in the world around him. Names and shows the city of Sochi, the Black Sea on the map, notes their uniqueness

(the sea is two-layered, the lower layer is saturated with hydrogen sulfide, the upper layer is saturated with oxygen; the city of Sochi is protected from strong winds by mountains and a warm sea, the Winter Olympic Games will be held here), names the qualities of sea water (clean, salty, transparent, healing, stormy, calm) .

Names by presentation or with the help of pictures some of the inhabitants of the Black Sea. Guess and compose descriptive riddles about objects and objects of nature. Recognizes in pictures and names endemic plants, relict plants, primroses, plants listed in the Red Book. Participates in environmental events, city and all-Russian competitions and competitions, festivals, hiking trips, summer camps.

Emotionally responsive

Shows a steady interest in understanding the unique ecosystem of the city of Sochi and the Black Sea. Knows poems, legends about the sights of Sochi, about the inhabitants of the sea. Respects the work of adults of different professions in nature conservation.

Together with adults, she performs accessible environmental tasks.

Responds to the emotions of loved ones and friends, empathizes with the characters of legends, stories, stories. Motivates his attitude towards the city and its regions.

Mastered the means of communication and ways of interacting with adults and peers

Reflects knowledge about the city of Sochi, the inhabitants of the Black Sea in small coherent stories, in expressive, musical and theatrical activities.

Composes simple stories using illustrations.

Able to solve intellectual and personal tasks appropriate for age

Establishes connections between flora and fauna (forest tiers) using a visual model. Conducts experiments with sea and river water.

The child is able to propose his own idea and translate it into a drawing, construction, or story.

Has primary ideas about himself, family, society, and nature

The child has an idea of ​​life in the Black Sea and knows its inhabitants. Has an idea of ​​the sights of Sochi and its regions, and together with his parents participates in environmental events, city and all-Russian competitions and competitions, festivals, hiking trips, and summer camps.

Having mastered the universal prerequisites of educational activities, he is able to model the “floors” (layers) of the water of the Black Sea, the flora and fauna of Sochi and place plants and animals on them, according to their way of life.

Can make simple “discoveries” in the process of learning about the flora and fauna of his native city, region, and sea. Independently follows step-by-step instructions from an adult and, if in difficulty, seeks help from an adult.

Predicted results:

Students' acquisition of knowledge about the criteria healthy image life;

Formation of a child’s positive attitude towards a healthy lifestyle and active recreation;

Children's acquisition of experience of independent social action.

By the end of training, students should know:

Criteria for a healthy lifestyle;

Name of the region and regional center;

What is the Krasnodar region famous for?

The name of the city you live in, the name of the districts,

Sights: railway and sea, bus stations, St. Michael the Archangel Cathedral, Festival Hall, Winter Theatre, Art Museum, Central Children's and Youth Theatre, circus, stadium, parks "Arboretum", "Riviera", "Southern Cultures", monument "Anchor-gun" , stele “Feat of Mercy”;

The name of the area in which you live, its streets, attractions of the area, microdistrict;

Rules for arranging a bivouac (find convenient and safe overnight places away from villages, where it is more convenient to put up a tent, where to make a fire, is there firewood and water);

A variety of travel conditions (roads, forests, uneven terrain – descent, ascent);

Topographical signs: highway, path, garden, buildings, mountain pass, tall grass, well, hole, impassable swamp, river, barbed wire, cliff, pile of stones, river, spring, lake, bush, meadow;

Safety requirements while hiking, safety rules on the street; fire safety, road and transport safety; safety on water and in nature;

Features of the flora and fauna of the city;

be able to:

- distinguish and build a fire (taiga, well, star, hut, signal);

Proficient in hiking techniques (descent, uphill, bumps, pendulum, log, parallel and suspended crossing);

Free to set up and assemble the tent;

Choose healthy foods wisely;

Take care of yourself on a hike or at a tourist rally;

Follow the hygiene rules for young tourists;

Find your way around unfamiliar areas using a map;

Use a first aid kit (iodine, brilliant green, bandage, painkiller, adhesive plaster);

Use 3-5 medicinal plants as needed;

Fulfill general rules and responsibilities of the hike participant;

Distribute responsibilities in the group (detachment commander, deputy, supply manager, medic, commandant, photographer, fireman, responsible for equipment)

Show personal responsibility for the work started, the word given;

Conduct simple research to develop mini projects.

The conditions for the implementation of these tasks are:

Availability of qualified teachers of additional education who have the title “Instructor of children’s and youth tourism” or “Organizer of tourism and local history work”;

The relationship between theory and practical work;

Availability of sufficient camping equipment.

The idea of ​​a small homeland is a meaningful basis for the implementation of a variety of children's activities. Therefore, this content can be successfully integrated with almost all educational areas and consists of the following:

Inclusion of regional material to educational fields Programs implemented in preschool educational institutions, integration of the regional component into the educational process: