An example of a regional model of long-term planning ("Self-concept" of the individual)
Forward planning on the implementation of the program for the education and development of preschool children based on the ideas of folk pedagogy (5-6 years old)
"Our home - South Ural" (regional component)
MonthSubject
goal
Preliminary work
Materials
September
Week 1
"The history of human life in the South Urals"
Provide familiarization of children with the history of the settlement of the South Urals by people; about the resettlement of primitive people.
Promote the acquaintance of children with the concepts of the "bronze", "copper" era.
To form an idea of \u200b\u200bchildren about the extraction of iron, copper ore, the emergence of the first metallurgy; the emergence of fortified cities in the Bronze Age; plots of the first drawings of people (animals, hunting scenes).
Illustrations depicting the settlement of primitive people; walled cities: the first drawings of people.
Book-album "Chelyabinsk Region".
2 week
"Man and his family"
Provide familiarization of children with the semantic meaning of the word "family", family composition.
Promote familiarity with the specifics of relationships between family members; family traditions.
Awaken feelings of respect for your parents.
Viewing the albums "My family".
Composing stories about your family.
Reading stories, poems about the family.
Learning poems about mom, dad.
Hearingmusical works and executionsongs about family, mom, dad.
Albums for viewing "My family".
Card file of riddles, poems about the family.
3 week
"Lullabies"
Achieve clarification of children's ideas about lullabies, their content, form.
Achieve an understanding of the role of lullabies in the life of the family, in the relationship between parents, grandmothers, grandfathers, children (mutual love, care).
To ensure the development of the ability to see the expressive images of a lullaby, figurative means of language (epithets: chiseled, gilded), rhythm, rhymes, the presence of words that create the rhythm of the lullaby ("bayu-buy", "lyuli-lyuli").
To contribute to the improvement of the performing skills of children.
Promote the development of children's creative abilities (the ability to compose their own lullabies).
Examining books with lullabies with illustrations.
Hearing lullabies.
Role-playing game "Upper Room".
Lullaby books with illustrations.
Lullaby music library.
Didactic material: cradle, cradle, doll.
4 week
"Stone master"
Provide familiarization of children with the products of stone carvers, with the Ural crafts - stone carving.
Promote the development of artistic taste.
Awaken feelings of pride for the craftsmen of the native land.
Reading P. Bazhov "Mistress of the Copper Mountain".
Examination of stone crafts.
Exhibition of stone crafts (figurines, jewelry, paintings).
October
Week 1
"Man and the World Around"
To form an idea of \u200b\u200bchildren about the folk idea of \u200b\u200bspace, the world, nature.
Provide familiarization of children with the concepts of "nomadic people", "sedentary people", with the nomadic and sedentary traditions of the peoples of the South Urals (Russians, Bashkirs, Kazakhs, Tatars, etc.).
Consideration of illustrations on this topic.
Listening to songs of the peoples of the South Urals.
Album “Chelyabinsk Region.
Illustrations on this topic.
Sound library of songs of the peoples of the South Urals.
2 week
"Family home"
Ensure that children are familiar with the traditions and customs associated with building and relocating to a new home. The choice of material for building a new home. Choosing a construction site. Timing of construction.
Promote familiarization with the names and purpose of parts of the people's dwelling: windows, walls, doors, layout features.
Consideration of illustrations on this topic.
album "Chelyabinsk region".
Illustrations depicting the construction of a dwelling, parts of a dwelling.
3 week
"Pestushki, nursery rhymes, jokes"
To systematize the knowledge of children about the poetry of nurturing, its role in raising children in the family.
Promote the development of the ability to highlight figurative language means in the text.
promote the performance of nursery rhymes, jokes in theatrical games, at folklore holidays. To improve the performing skills of children.
Consideration of books with nursery rhymes, jokes, pestushki with illustrations.
Drawing illustrations for nursery rhymes.
To stage nursery rhymes.
Reading nursery rhymes, jokes, pestushki.
Card file pestushkas, nursery rhymes, jokes.
Books of nursery rhymes, jokes, pestushki with illustrations.
4 week
"Zlatoust - the city of masters"
Provide familiarization of children with the oldest city of metallurgists - Zlatoust - the birthplace of damask steel.
Promote familiarization with the concept of "Zlatoust engraving".
Examination of illustrations depicting the city of Zlatoust. Consideration of the works of Zlatoust engraving.
Card file of poems about the city of Zlatoust.
Map.
Illustrations depicting the city of Zlatoust.
Exhibition of works by Zlatoust masters.
November
Week 1
"Man and the calendar of nature"
To contribute to the development of the idea that all peoples living in the South Urals (nomadic, sedentary) lived according to a certain order, mode.
Provide familiarization of preschoolers with the people's understanding of the order, the rules of nature, the world by which people lived in the South Urals - the peoples lived according to a certain calendar.
Examining illustrations
on this topic.
Illustrations on this topic. Album "Chelyabinsk Region".
2 week
"Items of national household life"
Provide familiarization of children with the semantic meaning of the word "utensils".
Promote familiarity with the different types of utensils in the home.
Awaken feelings of respect for household items.
Examination of illustrations depicting household items.
Illustrations depicting household utensils.
Card file of riddles about household utensils.
3 week
"Fables"
Achieve clarification of the idea of \u200b\u200b\\ u200b \\ u200bthe genre features of fables.
contribute to the development of the ability to reason, develop consistency and evidence of statements.
Provide the development of the ability to come up with fables by analogy with ready-made texts.
Examination of books with fables with illustrations.
Drawing illustrations for fables
To stage fables.
Books with fables with illustrations.
Card file of fables.
4 week
"Cast iron masters"
Provide familiarization of children with the cities of the Urals (Kusa, Kasli) and their heraldry.
Promote familiarity with artistic cast iron casting.
Examination of illustrations depicting Kasli casting.
Illustrations depicting the heraldry of the cities of Kasli, Kusa.
Exhibition of Kasli Casting Products.
December
Week 1
"Man and Nature of the Southern Urals"
To promote familiarization of children with the natural and geographical zones of the Southern Urals: forest, mountain, forest-steppe, steppe.
Provide the acquaintance of children with the names of some natural objects (lakes, rivers, mountains, etc.) that reflect the history of their native land, the poetic attitude of peoples to their native nature.
Promote familiarization of children with animals, birds, plants living in the region.
Lead to the idea that every person should live in harmony with nature, take care, love it, not harm it.
Examination of illustrations depicting animals, plants, birds of the Southern Urals; natural and geographical zones; rivers, lakes, mountains.
Reading legends about lakes, rivers, mountains of the South Urals.
Reading poems about the nature of the South Urals.
Illustrations depicting animals, plants, birds of the Southern Urals; natural and geographical zones; rivers, lakes, mountains.
Card file of the artistic word about the nature of the South Urals.
Legends about lakes, rivers, mountains of the South Urals.
Presentation "Fauna and flora of the Southern Urals", "Rivers, lakes, mountains of the Southern Urals".
2 week
"Features of family relationships"
Provide knowledge of children about the folk characteristics of the family regime.
To promote familiarization of children with the relationship of spouses in the family: the father (husband) is the owner of the house, the breadwinner of the family, does the hardest work, protects, supports the whole family, takes care of parents, brothers and sisters; mother (wife) is the mistress of the house, teaches children to do housework, “leads” the house, monitors family relationships.
Consideration of illustrations on this topic.
Illustrations on this topic.
3 week
"Calls and sentences"
Achieve clarification of the idea of \u200b\u200b\\ u200b \\ u200bthe genre features of the shouts, sentences.
Promote the development of the ability to pronounce calls expressively (intonation of a request).
Promote the development of creativity.
Reading and memorizing chants and sentences.
Games-dramatizations based on calls and sentences.
Card file of calls and sentences.
4 week
"What gives us our native land"
To contribute to the generalization and consolidation of children's knowledge on the folk crafts of the South Urals.
Ensure the consolidation of the ability to distinguish between the work of stone carvers, Zlatoust engraving, artistic cast iron.
Examination of the map and atlas of the Chelyabinsk region.
Consideration of illustrations of folk crafts of the South Urals.
Map and atlas of the Chelyabinsk region. Illustrations and products of folk crafts of the South Urals.
January
Week 1
"Man and calendar traditions"
To contribute to the formation of children's ideas about the close relationship of a person, his family, clan with nature.
Provide familiarization of children with calendar rituals and traditions of the peoples of the South Urals.
Consideration of illustrations on this topic.
Illustrations on this topic.
2 week
"The moral foundations of the family"
Promote familiarization of children with traditions and customs associated with strengthening the family, with knowledge of their ancestry. The family's attitude to literacy, knowledge, and the book.
Provide information about relationships in the family and to old people, sick and orphans, to small children. The attitude of families towards people in trouble. Encouragement and punishment of children in families.
Awaken in children a feeling of love, care, mercy.
Consideration of illustrations on this topic.
Illustrations on this topic.
3 week
"Boring tales"
Achieve clarification of children's knowledge about the features of the content and form of boring fairy tales.
Show the way boring fairy tales exist in modern life.
Make you want to tell boring tales.
Promote a sense of humor.
Reading boring fairy tales.
A card file of boring fairy tales with illustrations.
4 week
« Legends of the Southern Urals "
Reading the legends of the South Urals.
February
Week 1
"Human and nature"
Provide information about the semantic meaning of the word "nature" - what is given at birth ("during childbirth", "nature"). "Kin", "relatives", "nature" - catch, denoting the living conditions of any people.
Help children understand that family relationships were compared to natural phenomena.
Provide familiarization of children with the folklore of the peoples of the South Urals, reflecting the comparison of a person, his character, relations in family, with people, with nature.
Consideration of illustrations on this topic.
Reading the folklore of the peoples of the South Urals.
Illustrations on this topic.
Folklore card file of the peoples of the South Urals.
2 week
"Family and household"
To contribute to the formation of knowledge among children about the distribution of responsibilities for housekeeping in the family.
Encourage children to take part in the household
Consideration of illustrations on this topic.
Reading proverbs and sayings about labor.
Illustrations on this topic.
Card file of proverbs and sayings about labor.
3 week
"Teasers"
Promote the acquaintance of children with teasers, their purpose (ridicule negative character traits), form (the presence of rhyming words) and origin.
Ensure the development of the ability to correctly assess typical life situations.
Contribute to the development of the ability to respond correctly to a teaser, not to be offended, to be able to respond to a teaser.
Learning teasers.
Teasers file cabinet.
4 week
"The city of Miass is a particle of the Chelyabinsk region"
Promote the revitalization of the concept of "Area", "map".
Awaken feelings of pride for their homeland.
Examination of illustrations about the nature of the native land.
Compilation of stories on them.
Album design with maps of the Chelyabinsk region. Examination of the map of the Chelyabinsk region.
Reading fiction about the native land.
Chelyabinsk region map.
Fiction about the native land.
March
Week 1
"The city of Miass is my homeland"
Ensure the consolidation of children's knowledge - the name of the city, your home address.
To contribute to the expansion and enrichment of children's knowledge about their hometown.
Provide familiarization of children with the heraldry of the city.
Awaken feelings of pride for the "small" Motherland.
Examination of postcards, photographs about Miass.
Reading and memorizing poems by Miass poets.
Design of the stand "Miass is my city".
Postcards, photographs about Miass.
Card file of poems by Miass poets. "Miass is my city" stand.
2 week
"The strength of the family is in its kindred"
To contribute to the formation of an idea of \u200b\u200bfamily ties in the family, about the attitude towards relatives. Traditions and customs associated with maintaining family and good neighborly relations.
Provide familiarity of children with the meaning of the words "relatives", "relative", "nephew", "niece", "cousin".
Contribute to the formation of a kind-hearted, friendly attitude towards relatives.
Consideration of illustrations on this topic.
Reading proverbs, poems, stories about the family.
Illustrations on this topic.
Card file of proverbs, verses about the family.
3 week
« Proverbs and sayings"
Contribute to the enrichment of children's ideas about proverbs, sayings (meaning, content, form).
Promote the development of the ability to think about the meaning of proverbs, correlate with situations that arise in life.
Awaken interest in the language, the desire to make your speech expressive.
Reading folklore onomatopoeia, explaining unfamiliar words, viewing illustrations.
Learning proverbs and sayings.
Album card file with illustrative material.
4 week
« Legends of the Southern Urals "
Promote the education of children to understand the main content of the works.
Ensure the development of verbal creativity based on folklore. To contribute to the enrichment of children's speech with the vocabulary of folklore works.
Reading the legends of the South Urals.
The book "Legends of the Southern Urals".
April
Week 1
"South Ural is my Motherland"
To contribute to the expansion of children's understanding of the location of the city and region.
Provide familiarization of children with the concepts of "region", "map", "South Ural".
Contribute to the expansion of the idea of \u200b\u200bthe homeland not as a city and region, but as a region.
Awaken a sense of pride in the homeland.
Consideration of illustrations about the nature of the native land, drawing up stories on them.
Album design with maps of the Chelyabinsk region. Examination of the map of the Chelyabinsk region. Reading
Illustrations about the nature of the native land.
Card file of the artistic word about the nature of the native land. Chelyabinsk Region Map
2 week
"Health is the success and wealth of the family"
Provide familiarization of children with traditional home methods of treating patients in families.
To promote the idea of \u200b\u200bchildren about the hardening of the people in the family.
Consideration of illustrations on this topic.
Learning proverbs about health.
Illustrations on this topic.
Card index of proverbs about health
3 week
"Kaleidoscope of Russian Folk Tales"
4 week
« Legends of the Southern Urals "
Promote the education of children to understand the main content of the works.
Ensure the development of verbal creativity based on folklore. To contribute to the enrichment of children's speech with the vocabulary of folklore works.
Reading the legends of the South Urals.
The book "Legends of the Southern Urals".
May
Week 1
"Russia - My Motherland"
Promote the acquaintance of children with nature, history and culture of Russia.
Provide familiarization with the national heraldry of Russia.
Awaken feelings of love and affection for your country.
Consideration of illustrations about the nature of Russia, national heraldry.
Reading and learning poems about Russia.
Hearing songs about Russia.
Illustrations about the nature of Russia, national heraldry.
Card file of poems about Russia.
Sound library of songs about Russia.
2 week
"Kaleidoscope of oral folk art" - final lesson
Promote the introduction of children to oral folk art - fairy tales.
Ensure the consolidation of children's knowledge about the diversity of the folklore genre.
Awaken emotionally positive emotions to this type of folk art.
Exhibition "Visiting a Fairy Tale". Exhibition of children's drawings together with their parents on Russian folk tales. Reading Russian folk tales. Consideration of illustrations for fairy tales.
Finger doll - Parsley. Table theater.
Card file of books of Russian folk tales. Children's drawings for fairy tales. Illustrations for fairy tales.
3 week
"Ural - the land of blue lakes"
To promote the acquaintance of children with the lakes of our region, with the legends about them.
To awaken respect for the nature of the native land.
Examination of photographs, postcards depicting lakes (Turgoyak, Ilmen, Koshkul, Elovoe, Kisegach).
Reading legends, legends about these lakes, poems by Miass poets.
Photos, postcards depicting lakes (Turgoyak, Ilmen, Koshkul, Elovoe, Kisegach).
Card file of legends, legends about these lakes, poems of Miass poets.
4 week
« Legends of the Southern Urals "
Promote the education of children to understand the main content of the works.
Ensure the development of verbal creativity based on folklore. To contribute to the enrichment of children's speech with the vocabulary of folklore works.
Reading the legends of the South Urals.
The book "Legends of the Southern Urals".
Transcript
1 "Our home South Ural" ed. E.S. Babunova, L.V. Gradusova. Magnitogorsk: Magu, 2003 Program of upbringing the development of preschool children based on the ideas of folk pedagogy "Our Home South Ural" Ye.S. Babunova; The program reveals the content, logic, scope of work with preschool children, aimed at ensuring education and development based on the ideas of folk pedagogy. The informational part of the program material reflects cognitive information about the history, life, life of the peoples of the South Urals, their relationships in everyday life, family, work, peculiarities of attitude to nature, the specifics of play and speech folklore, features visual arts... The program has guidelines that reveal the use of tools, methods, techniques in the implementation of the ideas of folk pedagogy. The program is recommended for older preschool children, but the preparatory period for its implementation can be started at an earlier date. Objectives: to promote the upbringing and development of children based on the ideas of folk pedagogy, to help children enter the world of folk culture, to make it their property. Objectives: to contribute to the expansion and deepening of children's competence about the culture and history of the peoples of the South Urals. to form an emotionally positive attitude towards the ethnocultural heritage of the region. develop the ability to creatively and independently reflect ethnocultural traditions in various types of children's activities.
2 Criteria and indicators of the upbringing and development of older preschool children on the ideas and means of folk pedagogy The regional educational program for the upbringing and development of preschool children on the ideas of folk pedagogy "Our Home South Ural" substantively reveals one of the ways of social and personal development of children of senior preschool age, carried out in the process of familiarizing with the culture of the peoples of the South Urals region. The result of pedagogical work is the education and development of children based on the ideas of folk pedagogy. The introduction of children to folk culture presupposes the development of an emotionally effective attitude, information and intellectual competence, ethnocultural socialization in children. The content of the program is based on the principle of cross-cutting implementation of the ideas of folk pedagogy. The upbringing and development of children based on the ideas of folk pedagogy is the result of the educational process. In this regard, this result can be considered as one of the manifestations of a person's education, characteristic of 6-7 years old. According to the Doctor of Pedagogy, Professor GN Serikov, education is “a certain property acquired by a person in the process of education, which expresses a certain measure of mastering (assimilation, mastering) by him of some (specially organized) part of social experience (achievements of the world culture), as well as the ability to use it (learned experience) in their life ”(Serikov G. N. Education: aspects of system education. Kurgan, p. 104). According to GN Serikov, the main components of education are: awareness "characterizes those aspects of a person's education that can be manifested by him through the reproduction of a part of social experience mastered (assimilated and assimilated) in the process of education"; conscientiousness "a measure of the impact of the social experience mastered by a person on his ability to express his own attitude towards himself and the environment"; effectiveness “a measure of the impact of awareness and consciousness of the emerging personality not only on her attitude towards herself and the environment, but also on her involvement in the practical implementation of aspects of her life”; - skill "a measure of the (personality) abilities to express their actual needs through justified (in particular, learned knowledge) actions." The designated components can be viewed as criteria (generalized indicators), which make it possible to detail individual indicators. Indicators of assimilation of the content of the program are identified using the following methods: observation, conversations with children, study of the products of activity. Diagnostic materials suggest the identification of the development and upbringing of children on the ideas and means of folk pedagogy and make it possible to identify not only the level of education of children, but also the effectiveness of the created pedagogical conditions, to make adjustments teaching activities... The ideas of folk pedagogy in the program "Our Home South Ural" are implemented through the means of folk pedagogy. In this regard, indicators of assimilation of the content of the program are considered through the means of introducing children to folk culture. Indicators of upbringing and development of children based on the use of cultural and historical traditions E. S. Babunova Awareness 1. I am familiar with the history of human settlement of the territory of the South Urals, the places of residence of primitive people. 2. Aware of the emergence of the first metallurgy, the mining of iron and copper ore, the emergence of fortress cities in the Bronze Age. 3. Knows about the residence of different peoples in the South Urals. 4. I am familiar with different types of labor of peoples in different regions of the Southern Urals. 5. Has information about the popular understanding of the world, nature, space.
3 6. I am familiar with the figurative expressions of peoples about their native nature. 7. Has an idea of \u200b\u200bthe nomadic and sedentary peoples of the South Urals. 8. Aware of the artisans and workers of iron and copper smelters and mines of the South Urals. 9. Knows about the service of the Cossacks guarding the borders of the Motherland, having a specific way of life, traditions, and a code of honor. 10. Aware of a certain way of life of the "harmony" of peoples, their traditions, customs. 11. Has an idea of \u200b\u200bthe folk calendars that exist in the South Urals (agricultural, cattle breeding). 12. I am familiar with the natural-geographical zones of the Southern Urals: forest, mountain, forest-steppe, steppe. 13. I am familiar with the names of some natural objects (lakes, mountains, rivers, etc.) reflecting the history of the native land. 14. Has an idea of \u200b\u200banimals, birds, plants that live in the region. 15. Knows some of the calendar rites and traditions of the peoples of the South Urals. 16. Knows the folklore of the peoples of the Southern Urals, reflecting the comparison of a person, his character, relations in the family, with people with nature. 17. Has an idea of \u200b\u200bthe respectful attitude of the peoples of the South Urals to nature. 18. I am familiar with the semantic meaning of the word "family", with its composition, the peculiarities of the relationship between family members, the presence of traditions in the family. 19. Knows about the traditions and rituals of the peoples of the South Urals associated with housing. 20. Familiar with the names of people's dwellings, planning, items of folk life. 21. Aware of the various types of utensils in the people's home, their purpose. 22. Knows about the folk peculiarities of the family regime (family and household customs). 23. Aware of the functions of family members in different nations. 24. Familiar with the moral foundations of family life among the peoples of the South Urals. Names the main traditions of family relationships. 25. Has an idea of \u200b\u200bthe distribution of responsibilities for housekeeping in the family among different nations. 26. Names some of the activities of home economics and crafts of the peoples of the South Urals. 27. Familiar with folk holiday traditions and rituals. 28. Knows the main holidays of the peoples of the South Urals. 29. Has an idea of \u200b\u200bfamily ties, ancestry, traditions and customs associated with maintaining family relations, good neighborly relations. 30. I am familiar with folk games, amusements, amusements among different peoples of the South Urals. 31. I am familiar with folk home methods of treating patients in a family, with folk types of hardening. Consciousness 1. Logically explains the name "primitive people". 2. Understands the need for the first people to live in the South Urals in caves, near water bodies. 3. Intelligently establishes the relationship of the name "Stone Age" with the presence of stone tools of labor, hunting, and everyday life. 4. I am convinced of the decisive role of cattle breeding, agriculture, stone processing in the life of primitive people. 5. Explains meaningfully the meaning of fire and water in people's lives. 6. Understands the names "bronze", "copper eras" of human life, connects them with the emergence of the first metallurgy in the South Urals. 7. Explains the plots of the first drawings of people. 8. Realizes the diversity of peoples in the South Urals. 9. Explains the relationship between the names "nomadic", "sedentary" with the way of life and the main types of labor of the peoples of the South Urals. 10. Consistently explains different types of labor of peoples in different regions of the South Urals. 11. Explains the popular idea of \u200b\u200bnature, the world as a single house, tower, tent, tree. 12. Explains the figurative expressions of the people about nature. 13. Consciously connects the concepts of "nomadic" and "sedentary" with the way of life of the people, their way of life, the main type of labor. 14. Correlates the concepts of "artisan", "factory man" with the ability to work at a factory, tinker, manufacture, extract.
4 15. I am convinced of the necessity of serving the Cossacks to the Motherland, protecting state borders. 16. Realizes the specific way of life, traditions, code of honor of the Cossacks of the Southern Urals. 17. Explains the interdependence of man with nature (living, inanimate), world order, harmony, order in the life of different peoples. 18. I am convinced of the need for peoples to live according to a certain calendar. 19. Explains the relationship of the national calendar with the main types of labor of nations. 20. Explains the meaning of the expression “all year round”. 21. Realizes the conditionality of the habitat of plants, animals, birds from the natural and geographical features of the South Urals region. 22. Comprehends the reasons for the respect and love of the peoples of the Southern Urals for the surrounding nature, humanization of living and inanimate nature. 23. I am convinced of the close relationship of man, his family, clan with nature. 24. Understands the necessity of the calendar traditions of peoples in their life, in connection with work, economy, everyday life. 25. Realizes the imagery of traditions (external expression). 26. Comprehends the meaning of the word "nature" (that which is given at birth, "during childbirth", "nature"). 27. Understands the meaning of the words "family", "relatives", "pedigree", "relatives". 28. Understands family relationships. 29. I am convinced of the decisive role of the mother in family relations. 30. I am convinced of the need for health as the most important value of the peoples of the South Urals. 31. Explains the meaning of the word "family" characteristic signs families. 32. Realizes the need for traditions and customs in the family. 33. Realizes the conditioning of traditions and customs associated with housing, ideas, way of life, way of life, natural and geographical conditions of residence of the peoples of the South Urals. 34. Explains the purpose and name of objects of folk life, the meaning of the word "utensils". 35. Establishes modifications of the names and functional purposes of the attributes of folk life. 36. Explains the need for a careful attitude of the people to household items. 37. Realizes the need to decorate people's homes. 38. I am convinced of the need for a regime, structure, order in the family. 39. Realizes the mutual influence of instrumental (actions) and emotional (attitudes) functions of family members in different nations. 40. Realizes the need for positive relationships between family members: parents and children, brothers, sisters, grandmothers, grandfathers; 41. Understands the importance of the moral foundations of the family, social traditions (attitude towards people in trouble, towards the sick, orphans, towards small children, old people, etc.). 42. Realizes the importance of the decision taken by the society. 43. Explains the traditions and customs associated with the way of life of the family. 44. Logically explains the gender-role responsibilities of family members, boys and girls to participate in the household of different nations. 45. I am convinced of the need to display hospitality as a national family custom. 46. \u200b\u200bRealizes the decisive role in the folk traditions of relations with relatives and neighbors. 47. Explains the meaning of the words "nephew", "niece", "grandson", "granddaughter", etc. 48. I am convinced of the need for a joyful outlook, fun, optimism. 49. Realizes the need to improve the health of a person using folk methods of treatment, hardening. 50. Understands folk customs related to improving the health of family members. Effectiveness 1. Shows selectivity in relation to material about the history, nature and culture of the Southern Urals. 2. Seeks to understand the terms that characterize the features of life, everyday life, history, culture ("Stone Age", "primitive people", "Bronze Age", "utensils", "sedentary people", "nomadic people", etc. ). 3. Shows independence in obtaining and clarifying knowledge about the subject of interest. 4. Experiencing the need to establish an analogy between popular ideas about the world, nature, home, family, relationships between people with modern realities. 5. Expresses emotions of surprise when familiarizing with the culture of the peoples of the South Urals. 6. Feels the need for a careful, caring attitude towards the native nature.
5 7. Seeks to understand the national ethical code, folk traditions, peculiarities of folk life. 8. Asks questions about events, facts, phenomena of history and culture of the peoples of the South Urals. 9. Seeks to replenish his knowledge of folk culture through various sources of information (examining objects of folk life, folk dwellings, illustrations, reading a book, listening to folklore: verbal, musical, conversation, etc.). 10. Seeks to establish a pattern in the names of the months of the national calendar. 11. Independently draws conclusions about the interdependence of the calendar of nature, work, lifestyle, folklore, traditions among the peoples of the South Urals. 12. Shows a special interest in folk signs as a forecast of future activities. 13. Seeks to establish the relationship of the attributes of folk life (furniture, clothing, dishes, jewelry, etc.) and home. 14. Actively strives for figurative comparisons of nature with the qualities of man, the signs of his life ("winter-sudarushka", "mother earth", etc.). 15. Applies the knowledge gained about folk traditions (family, labor, calendar, etc.), folk etiquette in behavioral activities (in games, communication, work, etc.). 16. Evaluates the content of folk traditions, family relationships, household characteristics of the peoples of the South Urals. 17. Shows emotions of surprise, an evaluative component of mental activity when clarifying contradictions in knowledge. 18. Shows emotions of empathy (sympathy, empathy, compassion) when familiarizing with folk culture (traditions, family relationships, holidays, everyday life, etc.). 19. Actively participates in discussion, conversation about culture, history of the South Urals region. 20. Experiencing the need to rely on personal experience in addressing modern realities when getting acquainted with the history and culture of peoples. 21. I am ready, in case of insufficient competence, to address questions to adults (parents, teachers, older children) about the history and culture of the peoples of the South Urals. 22. Seeks to understand folk traditions (family, work, holiday, social, etc.) through the establishment of an analogy with modern traditions. 23. Strives to establish modifications and continuity of the traditions of the peoples of the South Urals. 24. Expresses expressiveness (liveliness, expressiveness of speech, facial expressions, pantomimes) when meeting with folk etiquette, family relationships, relationships between children. 25. Feels a need to participate in work in kindergarten and in the household. 26. In case of distribution of duties, I am ready to perform gender-role functions (tasks for boys, tasks for girls). 27. Strives to master the skills of home economics and various folk crafts. 28. Experiencing the need to fulfill the traditions and rituals of hospitality, communication inherent in the peoples of the South Urals. 29. Shows a special interest in the folk holidays of the South Urals, actively participates in them. 30. Ready to use in case of illness folk ways treatment and knows folk methods of hardening. 31. Reflects interest in folk culture in productive activities (drawing, decorative applied painting, modeling, room decoration, manual labor, etc.). 32. Distributes information material about folk culture among adults and children (child is a carrier of information). 33. Shows initiative in using various means of folk culture (folk games, folklore, traditions, holidays, etc.). 34. Seeks independent conclusions (conclusions) about the need to know the culture of the peoples of the South Urals. Skill 1. He mastered the historical knowledge of human life in the South Urals. 2. Able to use folk ideas about the world, nature in acquaintance with the surrounding reality. 3. Has the ability to use figurative expressions about nature.
6 4. Adequately establishes the semantic characteristics of terms with the content of concepts ("nomadic", "sedentary", "artisan", "factory", "stone age", etc.). 5. Able to identify and apply in his activities the cultural and historical traditions of the peoples of the South Urals. 6. Applies knowledge about folk traditions, folk code of honor, rules, relationships in daily activities (in different forms). 7. Knows how to apply natural history knowledge in the establishment of natural and geographical zones, animals, plants, natural objects of the South Urals. 8. Knows how to subordinate the attitude towards nature to popular requirements (careful, loving attitude, practicality in the use of nature, figurative humanization). 9. Applies knowledge about folk calendars and calendar traditions in modern reality. 10. Knows how to overcome difficulties in mastering any cognitive material and practical activity. 11. Able to be optimistic about the phenomena, facts of social reality. 12. Observes generally accepted norms of human relations. 13. Observes the norms of relationships with family members (parents, older generation, brothers and sisters). 14. Has mastered folk social traditions reflecting norms of behavior (good neighborliness, hospitality, benevolence, obedience, respect, etc.) 15. Able to participate in work in kindergarten and at home. 16. Knows how to perform gender-role responsibilities. 17. Applies knowledge of home economics and crafts in daily life. 18. Has the ability to participate in folk festivals (sing, dance, use folklore, games, rituals, etc.). 19. Applies knowledge about holiday traditions in the preparation of holidays and entertainment (cleaning, cooking food, decorating home and clothes, etc.). 20. Knows how to build relationships with relatives (understands the need for this, the norms of communication, etc.). 21. Owns the terms denoting family relations ("aunt", "uncle", "cousins", "nephew", "relative", etc.). 22. Knows how to independently play various folk games, organize amusements, amusements, entertainment. 23. Establishes an adequate connection between the features of folk games and the specifics of life, everyday life, language, calendar of peoples. 24. Able to offer familiar folk methods of treatment and hardening, to use available natural material (plantain, garlic, honey, water, etc.). 25. Owns the idea of \u200b\u200bthe intrinsic value of a person and his life. 26. Knows how to apply knowledge about caring for and caring for people (parents, children, adults). 27. Knows how to tell about his ancestry. 28. Knows how to see the similarities and differences in the culture of the peoples of the South Urals. 29. Able to identify himself as belonging to any nationality. 30. Possesses tolerance (tolerance) towards representatives of different peoples, regardless of their personal and behavioral originality. 31. Shows a steady interest in the culture of the peoples of the South Urals. Note. These indicators summarize all areas of pedagogical work on the implementation of the program. LV Gradusova Indicators of upbringing and development of children based on the use of folklore Awareness 1. Familiar with folklore works of different genres. 2. Aware of the moral and aesthetic value of folklore works. 3. Knows about some genre features of works of folklore (origin, purpose, form).
7 4. Aware of the presence of expressive means in folklore works of different genres (rhyme, epithets, metaphors). 5. I am familiar with the folklore of different peoples of the Southern Urals (Bashkir, Tatar, Russian). Conscientiousness 1. Realizes the difference between folklore and author's works. 2. Realizes the importance of folklore in human life (family life, raising children, work). 3. I am convinced of the necessity of using folklore works in various life situations (caring for small children, raising children, playing games, holidays). 4. Understands the need for expressive performance of folklore works. 5. Realizes the possibility of his own participation in the composition of folklore works (coming up with separate lines, including various names in the text). Effectiveness 1. Shows a strong interest in folklore works of different genres. 2. Shows special interest in legends, stories, legends, reflecting the geographical, historical features of the native land (the origin of the names of rivers, lakes, cities, villages, historical figures). 3. Seeks to understand the moral meaning of folklore works, the motives of the characters' actions (fairy tales, epics). 4. Experiencing the need to reflect the content of folklore works, folklore images in drawings, crafts. 5. Experiencing the need to compose works of different genres of folklore (calls, teasers, stories). 6. Ready to perform folklore works in role-playing games, games-dramatizations, if the plot requires it (lullabies, little dogs, nursery rhymes), folk holidays and other types of children's life. Skill 1. Able to highlight the genre features of folklore works (origin, purpose, form, means of expression). 2. Able to highlight a common idea in folklore works of different peoples (fairy tales, proverbs). 3. Is able to independently apply knowledge about the distinctive features of folklore works of different genres when writing their own texts (chants, fables, teasers, lullabies). 4. Knows how to subordinate his behavior (actions, speech, emotions) to the requirements inherent in works of different genres (boring fairy tales, jersey, counting rhymes). 5. Owns the means of expressive performance of folklore works in everyday life. E.G. Lopatina Indicators of upbringing and development of children based on the use of folk arts and crafts Awareness 1. Has a generalized idea of \u200b\u200bthe peculiarities of the dwelling of peoples inhabiting the South Urals (Russians, Bashkirs, etc.). Russian dwelling: addiction spatial organization dwellings from climatic conditions (huts with open and covered yards); the name and purpose of the main parts of the hut: walls, roof, windows, doors, porch; the presence of two mandatory zones in the internal structure of the hut ("oven zone" and "red corner"), their purpose. Bashkir dwelling: - species characteristics of the main Bashkir dwelling (yurt, hut);
8 the name and purpose of the main parts of the yurt (gratings, felt on the walls, doors, dome), huts (walls, roof, doors, windows, porch); features of the internal structure of the dwelling: female and male halves, their purpose. 2. Has an idea of \u200b\u200bthe main features of the external (exterior) and internal (interior) design of the folk dwelling of the South Urals. Russian hut: exterior: ridge, mooring, towel, cornice, shutters, platbands; interior: painting of walls, doors, ceilings, furniture, household utensils with two-color oil paints. Bashkir hut: exterior: cornice, moorings, platbands, shutters; interior: stove, plank beds, curtain (sharshau) dividing the hut into male and female halves; wall decoration with towels, beautiful clothes, fabrics. Bashkir yurt: exterior: ornamented felt (walls, doors), hemispherical or conical dome; interior: hearth, curtain (sharshaw), chests, wall decoration (with towels, beautiful clothes, fabrics, weapons, armor), floor (felts, carpets, guest rugs in the men's half). 3. Knows the names of: individual elements of the external design of the dwelling (ridge, mooring, towel, shutters, etc.); Ural painting (flowers, leaves, buds, bush in a vase, owl, lion, cockerel, chicken, etc.); Bashkir ornament (kuskar, rhombus, ladder, horns, etc.). 4. Knows about the semantics (essential meaning) of folk patterns, individual elements, images-types: "tree of life", "mother earth", solar (solar) signs (circle, wreath, solstice, etc.), about the unity of utilitarian and artistic functions of folk art. 5. Has generalized ideas about the purpose of folk art, about the fact that it is the result of human labor, about its main artistic features (cheerfulness, decorativeness, brightness), connection with nature. 6. Understands the artistic language of folk art, that is, the expressive functions of color, form, composition. Consciousness 1. I am convinced of the need to create beauty in the surrounding world. 2. Realizes the specifics of certain types of works of folk art, folk painting. 3. Realizes the role of amulets in protecting a person, home from evil forces. 4. Intelligently explains the semantics (essential meaning) of individual elements of images-types ("tree of life", "mother earth", solar (solar) signs (circle, wreath, solstice, etc.). Effectiveness 1. Is in need of communication with works of folk art in artistic and creative activities 2. Strives to design the subject environment of folk life (sketches, development of elements of the exterior and interior of the dwelling, its prototyping, etc.) P.). 3. Feels the need for a careful attitude towards nature, man, the results of his labor. 4. Experiencing the need to create expressive images on the basis of repetition, variation, improvisation, in expressing their own emotional and value attitude to art, reality, life. 5. Seeks to use in the process of his own decorative activity well-known elements, motives of the Ural painting, Bashkir ornament, as well as certain methods of painting ("revival", "underpainting", "stretching"). Skill 1. Knows how to create expressive images on the basis of repetition-variation-improvisation, to express their own emotional-value attitude to reality and art. 2. Has an emotional-figurative, explanatory-expressive speech, is able to conduct a dialogue about art, to tell coherently and figuratively about what he saw, to express his attitude towards it. 3. Is able to independently and purposefully perceive artistic and aesthetic objects.
9 4. Knows how to perform: certain techniques of the Ural painting ("revival", "underpainting", "stretching"); individual elements (bud, flower, leaf, etc.); individual elements of the Bashkir ornament (kuskar, ladder, rhombus, zigzag lines, horn-shaped and heart-shaped motifs). 5. Knows how to perform certain types of composition (in a circle, symmetrical, in the corners). 6. Knows how to use in his own decorative activity the color scheme of the Ural painting: on a dark background, the edges of the motives are light, on a light dark. Indicators of upbringing and development of children based on the use of folk games VI Turchenko Awareness 1. Knows different types of folk games (round dance, mobile, verbal) of the peoples of the South Urals (Russian, Tatar, Bashkir, etc.). 2. I am familiar with the rules of these games. 3. Aware of the history and significance of games in the lives of people who inhabited the South Urals earlier. 4. Understands humor, accepts the optimism inherent in games. 5. Knows folk counting rhymes for choosing a leader in outdoor games. 6. Has generalized ideas about various folk games of the nationalities of the South Urals. 7. Knows the folk games that ancestors used at certain times of the year in connection with folk holidays. 8. Differentiates games depending on belonging to a particular nation. 9. Knows the rules of most of the games recommended by the program, as well as the games that are not included in the program. 10. Knows about toys that children used in the distant past in the Southern Urals. Consciousness 1. Realizes that knowledge of folk games, the ability to play them makes the life of children more interesting. 2. Has the idea that children who know and are able to play many folk games become leaders in children's society, good friends... 3. Shows an emotionally active attitude towards games. 4. I am convinced that knowledge and ability to play as many folk games as possible makes it possible to better understand the older generation (dads, moms, grandfathers, grandmothers). 5. I am aware that the folk game develops many positive personality traits, helps to become more dexterous, savvy. Effectiveness 1. Shows a sustained and effective interest in folk games. 2. Needs to play folk games. 3. I am ready to take the initiative, to act as a leader in games. 4. Shows the qualities, personality traits associated with folk games (dexterity, friendliness, respect for nature, ingenuity, etc.). 5. Shows an emotional attitude to the games of different peoples inhabiting the South Urals. 6. Strives for tolerance, respect for the carriers of other cultures. Skill 1. Knows how to subordinate his behavior in folk games to the rules of games. 2. Can teach peers to play the game. 3. Knows how to talk about the rules of the game. 4. Possesses the skills of performing melodies in round dance games. 5. Willingly plays folk games at the suggestion of an adult. 6. Knows how to use folk games, folk toys in independent play activities. 7. Possesses the skills of making dolls from scarves. 8. Knows how to play folk games at the suggestion of adults and independently, acting as a leader, presenter, driving, in connection with various types of children's activities.
10 9. Can independently, creatively participate in the competition for the best expert in counting rhymes. 10. Is able to suggest the complication of the rules of folk games. 11. Uses linguistic forms included in the games of different nations (texts of verbal and round dance games in the language of a particular nation). Folk games: Younger groups: games with a Baba matryoshka, eggs, inserts; outdoor game "Small legs big legs"; fun games "This finger wants to sleep". Educational tasks: to teach how to control your body, to promote speech development. Younger groups: fun games with Bogorodsky toys; word games "Ladies-palms". Educational tasks: evoke positive emotions, amuse, amuse the child. Younger groups: acquaintance with Filimonov whistles. Educational tasks: foster respect for peers, self-esteem, the formation of the position of "I". Folk games: Senior groups: Russian folk outdoor game "Ded Moroz"; Russian folk round dance game "Churilki"; Tatar folk outdoor game "Tangled Horses"; Bashkir folk outdoor game "White bone"; Bashkir folk outdoor game "Thunderstorm"; Russian folk board game "Spillikins". Educational tasks: to develop dexterity, patience, resourcefulness, quick reaction, the ability to act according to the rules, an active interest in folk games. All peoples living in the South Urals taught children to understand the beautiful. This is reflected in folk riddles, legends, art, labor traditions, in the arrangement of the home (the place where the person and his family lived). Senior groups: Russian folk outdoor game "Ded Moroz"; Russian folk outdoor game "King of the Hill"; Russian folk word game "Nonsense"; Tatar folk outdoor game "Lame chicken". Educational tasks: develop a sense of humor, evoke positive emotions. Senior groups: - Dymkovo toys, Filimonov, Kargopol whistles (used to call out the spring); - Russian folk outdoor game "Into the tsapki"; - Russian folk round dance game "The Rooks Have Arrived"; - Russian folk outdoor game "Golden Gate". Educational tasks: to foster a benevolent attitude towards others, a sense of empathy, to help children in their socialization. Senior preschool age: Russian folk outdoor games "Ogorodnik", "Sheep", "Carrier"; Russian folk round dance games "Ded Mazai", "Into the Mill"; Tatar folk outdoor game "Selling pots"; Russian folk games "Gorodki", "Lapta", "Chizhik" (sports), "Swamp", "Snails" (classes). Educational tasks: to teach children to overcome difficulties, obstacles, to replenish knowledge about the professions of the past, to foster a respectful attitude towards a working person. Senior preschool age:
11 Russian folk outdoor games "Kondaly", "Standart"; Russian folk verbal games "The cuckoo walked past the net", "No". Educational tasks: continue to help children learn the norms of behavior, obey the rules of the game. Senior preschool age: Russian folk round dance games: "Grandfather Sysoy", "At Grandfather Trifon"; Tatar folk round dance game "Temerbay"; Bashkir folk round dance game "Yurt"; making dolls depicting family members, dolls from straw, rags, scarves. Educational tasks: to consolidate the knowledge that the traditional dwelling of the Bashkirs and other nomadic peoples is the yurt; that there used to be large families (several children, grandmothers, grandfathers, all lived together); to clarify the meaning of the words "father", "mother", "apa", "aha" and others (see Appendices 4, 5 "Ural painting", "Bashkir dwelling"). In the process of raising children on the ideas of folk pedagogy, the following tasks are solved by means of folklore: 1. Involvement of children in folk traditions. 2. Fostering interest in the folk word, in the images of works of folklore. 3. Development of an emotional response to works of oral folk art. 4. Formation of understanding of the main content of folklore works. 5. Formation of ideas about the distinctive features (purpose, origin, form) of different genres of folklore. 6. Formation of the ability to highlight expressive means; folklore works (comparisons, epithets, personification). 7. Development of children's performing skills based on folklore works. 8. Development of the creative abilities of children (coming up with lullabies, fables, teasing). 9. Fostering the ability to use folklore works in everyday life in appropriate situations. 10. Enrichment of children's speech with the vocabulary of folklore works. In early and junior preschool age, the leading tasks are the development of an emotional response to works, the formation of an understanding of the main content of works. In the middle preschool age, purposeful work begins on the formation of ideas about the distinctive features of works of various genres, and performing skills are developed. In the middle group, it is important to rely on the folklore experience previously accumulated by the children. It is necessary to create conditions for the independent performance of folklore works by children in role-playing, theatrical games. In older preschool age, ideas about genre features are clarified and generalized. Much attention is paid to educating children of the ability to understand the main content of the work, to correlate it with the life situation. Verbal creativity is developing on the basis of folklore. An important condition for education based on the ideas of folk pedagogy by means of folklore is the creation of a developing environment that includes two main components: the teacher's speech, enriched with folklore vocabulary; subject environment (folk household items, toys, paintings, books), reflecting the content of folklore texts. The creation of a speech developmental environment is aimed at ensuring the naturalness and functional feasibility of the teacher's use of works of folklore in the educational process in various activities. The teacher must appropriately apply folklore works not only in planned, but also in unexpected situations. In all age groups in addition to the texts is visual material: household items, illustrations, folk toys, various types of books based on materials from folklore works (toy books, layout books), didactic games, costumes and elements of costumes for the teacher and children. In older groups, it is advisable to involve children in the creation of a subject-developing environment, to enrich the environment with the results of visual (crafts, drawings) and verbal (albums of children's invented exclamations, fables, etc.) creativity of children.
12 The presence of a museum-hut in the kindergarten allows not only to help children to present the objects mentioned in folklore texts, to understand their purpose, but also to show children the conditions of folklore existence. Familiarization with folklore is carried out in everyday life in regime processes (dressing, washing, going to bed); in special classes for familiarization with folklore works; in other types of activities (verbal examination of the picture, didactic games with a doll and non-verbal activities on activity), classes can be integrated with play activities (plot-role, theatrical, didactic and outdoor games). In acquaintance with folklore, a variety of methods and techniques are used. Of particular importance are the methods that allow children to arouse interest, emotional response to works of folklore: expressive performance, an entertaining story of the teacher about the origin, purpose different forms folklore, the use of musical works and works of fine art that reflect folklore images. Methods are important to ensure an active position of the child, his participation in the performance of a work (reproduction of a dialogue, performance of actions, etc.), active co-creation of a child, especially in the performance of works that are a manifestation of the subculture of children (rhymes, teasers). In the work of raising children on the ideas of folk pedagogy, by means of folklore, a close connection with the family should be maintained. Guidelines on the use of folklore means in the educational process of preschool educational institutions Methodical recommendations on the use of lullabies Lullabies, or tales, refer to works created by adults for children. The purpose of lullaby songs to lull, to lull a child to sleep determines not only the rhythm, but also the system of images (images of adults close to the child, fantastic images of Sleep and Sandman). Acquaintance with lullabies begins at an early age. When working with young children, the teacher widely uses lullabies when putting children to bed, as well as in play situations. The performance should correspond to folk traditions. The term "lullaby" is pronounced, but it is not required for children to memorize it. In the second younger group, children are introduced to the purpose of lullabies and some of the features of the content and form (assistants to mothers, a cat and gulenki, affectionate addresses to children). Children are encouraged to participate in the performance of lullabies in the classroom and in play situations. Staging with toys based on plots of literary works ("The Tale of the Stupid Mouse" by S. Marshak). In the middle group, children's ideas about the genre characteristics of lullabies are specified, folk and author's lullabies are compared, children's performing skills are developed, children are invited to compose separate lines for lullabies. Children are encouraged to perform lullabies in role-playing games. In older preschool age, knowledge about the genre characteristics of lullabies is clarified and generalized. The creativity of children develops. Children compose their own lullabies. Lullabies are widely used in role-playing games, in leisure, and in staging games. When familiarizing yourself with lullabies, you must have a special didactic material: cradle, bassinet (authentic or made after the folk model); toys-helpers (Bayun the cat), illustrative material (books of lullabies with illustrations), tape recordings of various versions of lullabies. Objectives Early age (2-3 years): 1. To introduce children to oral poetry. 2. To foster a positive attitude towards lullabies performed by the teacher. 3. Encourage to participate in the performance of lullabies when swinging dolls (pronouncing certain words "bayu-bye"). 4. Introduce the cradle (cradle), enrich the passive dictionary (cradle, cradle). 5. Sample repertoire: 3-4 lullabies.
13 Younger preschool age: 1. Continue introducing lullabies to children. 2. To give children some information about the origin and purpose of lullabies (they sang at the cradle when they put the children to bed, so the songs are called lullabies. Express caring for children: they will sleep soundly and grow up strong and healthy). 3. To acquaint with some folklore images (the cat Bayun, Guli-gulenki, Sleep and Sandman). 4. Pay attention to the nature of the performance (gentle, affectionate). Mothers love their children, address them with affectionate names (Vanyushenka, Andryushenka). 5. To promote the performance of lullabies in independent play activities. Average preschool age: 1. Continue to acquaint with the genre features of lullabies (features of content and form). 2. Show the difference and similarity between folk and author's lullabies. 3. To develop performing skills (to perform lullabies lingeringly, gently, affectionately). 4. To develop the creative abilities of children (independent inventing of separate lines by children in lullabies). 5. Approximate repertoire: the active repertoire of children includes 4-6 lullabies. Senior preschool age: 1. Clarify children's ideas about lullabies, their content, form. 2. To help understand the role of lullabies in the life of the family, in the relationship between parents, grandfathers, grandmothers, children (mutual love, care). 3. To learn to see the expressive images of a lullaby, figurative means of language (epithets: chiseled, gilded), rhythm, rhymes, the presence of words that create the rhythm of a lullaby ("bayu-bai", "luli-luli"). 4. To improve the performance skills of children. 5. Develop the creativity of children (the ability to compose their own lullabies). Methodical recommendations on the use of pestushki, nursery rhymes and jokes Pestushki are short sentences accompanying the rhythmic and rhymed speech necessary for the child hygienic and physical procedures: washing, bathing, massage. Nursery rhymes accompany the games of an adult with a child, his hands, fingers. Jokes are small poems in 4 6 lines, with their content reminiscent of small fairy tales in verse. The content of the jokes is made up of bright, colorful pictures of the surrounding life (everyday life, household, pets). Particular importance is attached to pestushki and nursery rhymes in working with children of early and younger preschool age. In infancy (up to 1 year old) and at an early age (1 2 years old), pestoons are used by the teacher during the appropriate procedures (washing, mastering walking skills, various hand movements). At an older age (2 to 4 years old), pestoons are used by a teacher when performing appropriate play actions with dolls. The educator encourages children to participate in the performance of nursery rhymes and nursery rhymes in everyday life. Special classes are held to familiarize children with nursery rhymes. In middle and senior preschool age, the purpose of pestushki and nursery rhymes is specified: pestushki help the child to master the skills of washing, walking; nursery rhymes amuse, entertain. Attention is drawn to the features of the content and form. Nursery rhymes and little toys are compared to lullabies, riddles. To get acquainted with nursery rhymes, it is necessary to have an early and younger age toys, illustrations reflecting folklore images ("goat", "white-sided magpie", "cockerel"). The use of picture theater is possible. The teacher tells the nursery rhyme and shows the children pictures that reflect the content of the nursery rhyme. Children of middle and senior preschool age can perform nursery rhymes in drama games, draw illustrations for nursery rhymes, and compose nursery rhymes themselves. At the senior preschool age, it is possible to organize a "nursery rhyme theater" for children to create play miniatures on the content of nursery rhymes. Objectives Early age: 1. Introduce children to oral poetry.
14 2. Arouse an emotionally positive attitude towards pestushki, nursery rhymes. 3. Contribute to maintaining a joyful mood during the procedure. 4. Fix the name of body parts (arms, legs, head). 5. Stimulate active participation in the performance of the little dogs (performance of movements and onomatopoeia). Younger preschool age: 1. Introduce children to oral poetry. 2. Help to understand the purpose of nursery rhymes, jokes, pestushki (help the child learn to walk, wash, amuse, entertain the child). They are performed affectionately, tenderly. 3. Stimulate the participation of children in the performance of nursery rhymes, jokes by the teacher (agreeing words, performing movements, imitation of game actions). 4. Encourage the independent performance of little dogs in puppet games. Average preschool age: 1. To clarify the ideas of children about pestushki, nursery rhymes, jokes, their content and form. 2. To help understand the role of pestushki, nursery rhymes in the upbringing of young children (teach movements, amuse, entertain). 3. Support the desire to tell nursery rhymes, jokes for dolls in role-playing games. Senior preschool age: 1. To generalize the knowledge of children about the poetry of nurturing, its role in raising children in the family. 2. To teach to highlight figurative means of language in the text. 3. Promote the performance of nursery rhymes, jokes in theatrical games, at folk festivals by children. To improve the performing skills of children. Methodological recommendations for the use of fables Untold fictions are works in which events unfold, incredible from the point of view of common sense. The entire system of images contradicts real life observations. Acquaintance with upside-down fables can purposefully start with the middle group. Although it is possible to acquaint oneself with separate, accessible fables even earlier. Younger preschool children are attracted to rhythm, familiar images. Younger preschoolers highlight only a few inconsistencies in the text. In the middle group, children are introduced to fables as a genre of folklore. They support the feeling of joy that arises in children from finding inconsistencies in the text. You can refer to the same text repeatedly, it is advisable to use illustrations for fables, in which children find the corresponding episodes. At the senior preschool age, children are taught to distinguish upside-down fables from other folklore genres, to substantiate their point of view (the village cannot go). However, the analysis of texts should not diminish the feeling of joy, fun when meeting with fables. In the older preschool age, children can compose fables themselves, first, by analogy with ready-made texts, replacing individual heroes (a cow, a sheep) or actions (flies floating), and then inventing their own fables. At this age, children are introduced not only to folk, but also to the author's fables by K. Chukovsky, D. Kharms, etc. Objectives Average preschool age: 1. To acquaint children with fables, the peculiarities of their content (in fables tells about events that happen in life). 2. Arouse interest in fables, the desire to find errors in the text. 3. Maintain the sense of joy that arises when listening to fables. Senior preschool age: 1. To clarify ideas about the genre features of fables. 2. Teach children to reason, develop consistency and evidence of statements. 3. To learn to invent fables by analogy with ready-made texts. 4. Develop a sense of humor. Methodical recommendations for the use of chants and sentences. Calls are poetic appeals to various natural phenomena (sun, wind, rain), small songs designed to be sung by a group of children.
15 Sentences of addressing animals, birds, built on the principle of request-wish. Sentences are often based on onomatopoeia. Chants and sentences bring joy to children and entertain them. The chants and sentences help children to develop a sense of connection with nature. The chants are genetically derived from ancient rites. Many chants have now been lost magical meaning , but acquired a humorous character. Chants and sentences can be included in the pedagogical process from an early age. The teacher pronounces calls and sentences during observations during a walk, in various weather conditions (rain, snow), meeting with birds, insects, and also in game situations. At this age, the execution of chants and sentences is accompanied by gestures (reaching out to the sun, showing how much water is needed up to the knee, like a butterfly flapping its wings), as well as onomatopoeia. At the younger preschool age, children are involved in the execution of calls and sentences, the execution of sentences and calls at the initiative of children is encouraged. In the middle preschool age, general ideas are given about the origin and purpose of calls and sentences (calls from the words "click", "call", appeal to objects of nature: the sun, rain, wind with a request for a good harvest); it is noted that the people invented the chants. Attention is drawn to the intonation with which the calls are pronounced. At the senior preschool age, children's ideas about the genre features of calls and sentences are clarified. The creativity of children develops. Children themselves come up with chants and sentences, appeals to various natural phenomena and animals. Children's creativity can be reflected in albums and books, in which the calls invented by children are recorded. Chants and sentences become part of staging games, folklore holidays. Tasks Younger preschool age: 1. To introduce to oral folk art. 2. Maintain the desire to utter the chants with the teacher. Average preschool age: 1. To acquaint children with the content and form of calls, sentences. 2. Promote the perception of cries, sentences as a way of communicating with nature. 3. To involve children in the collective execution of chants, sentences. Senior preschool age: 1. To clarify the ideas about the genre peculiarities of chants, sentences. 2. Develop the ability to pronounce calls expressively (intonation of a request). 3. Develop creativity. Learn to come up with your own versions of calls, sentences. Methodical recommendations for the use of boring fairy tales Boring fairy tales are jokes of a fairytale nature, with which storytellers entertain children or try to discourage them from excessive interest in fairy tales. A boring fairy tale is offered instead of a fairy tale. An annoying fairy tale in the form of a narrative is close to a fairy tale and a saying, in purpose to a jersey. A fairy tale narration is always disturbed by a mockery of a different nature: immediately after the beginning, the end of the tale is announced; it is proposed to wait a long time for the end; the last words do not end the boring tale, but serve as a bridge to the repetition of the text: “Should we start the tale from the end? »It is possible to start acquaintance with boring fairy tales from the middle preschool age. Children are introduced to the purpose and features of boring fairy tales. It is advisable to tell about the peculiarities of boring fairy tales at special lessons. In the same lesson, a sample of the correct telling of a boring fairy tale (intonation, pause) is given. In the future, boring fairy tales can be told to children outside of class in independent activities, when considering illustrations for books of boring fairy tales. The teacher encourages the participation of children in telling fairy tales, observes the reaction of children in the process of telling, reminds how to listen and tell such stories. In the older preschool age, the repertoire of boring fairy tales, which are introduced to children, is expanded. The telling of boring fairy tales is included in folklore holidays and leisure activities. The teacher encourages children to tell boring fairy tales in independent activity, attempts to compose their own boring fairy tales. Children draw illustrations for boring fairy tales.
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According to FGOS DO, one of the principles of preschool education is to take into account the ethnocultural situation of children's development. The allocation of this principle is due to the availability of regional culture features for the preschooler to master. Local lore today is becoming a very important link in the development of a preschooler. Local lore helps to see beauty in nature, to find beauty in folk art, with which unforgettable images of the native land will forever be connected. The study of their region is exceptional, both in educational and cognitive terms. Acquaintance with the past, present and prospective future of their small homeland, the peculiarities of nature, economic, political, cultural and other conditions contributes to the formation of a civic outlook in children.
The implementation of the education system is impossible without knowledge of the history, traditions and culture of their native land. Modern studies devoted to the problems of patriotic education of preschool children (O.A.Knyazeva, N.V. Vinogradova, M.D. Makhaneva) consider the national-regional component as a fundamental factor in the integration of social and pedagogical conditions. At the same time, the emphasis is on fostering love for one's home, homeland, national culture of one's people, and native nature. In this regard, a special role is assigned to local history work with preschoolers.
Eight federal districts are represented in Russia, each of which is a specific multinational and multicultural entity, one of which is the Ural Federal District. We live in the richest region in the South Urals.
The implementation of the program "Our Home - South Ural" edited by E.S.Babunova, L.V. Gradusova, E.G. Lopatina, and others reveals the content, logic, scope of work with preschool children aimed at ensuring education and development on the ideas of folk pedagogy.
The purpose of the Program is to contribute to the education and upbringing of children on the ideas of pedagogy of the peoples of the South Urals.
Tasks Programs:
- Contribute to the enrichment of primary ideas about nature, culture, history of the peoples of the South Urals region;
- to form an emotionally - positive attitude towards representatives of the cultures of the Southern Urals
- to develop the ability to creatively and independently apply multicultural knowledge in various types of children's life.
- Perspective plan for 2 junior group under the program "Our Home - South Ural"
- Long-term plan for the middle group under the program "Our Home - South Ural"
- A long-term plan for the senior group under the program "Our Home - South Ural"
- Perspective plan for preparatory group under the program "Our Home - South Ural"
Date of publication: 18.10.2016
Short description:
material preview
Municipal budgetary preschool educational institution
"Kindergarten No. 479 combined type"
chelyabinsk
"WE LIVE IN THE LAND'S LAND"
according to the regional program "Our Home - South Ural"
Ural is a wonderful watery land!
For us, you are a real paradise
We are all priceless and close
Springs of the native land.
Developed
Educator MBDOU DS No. 479
Shakirova Galina Egorovna
Chelyabinsk
annotation
According to FGOS DO, one of the principles of preschool education is to take into account the ethnocultural situation of children's development. The allocation of this principle, in our opinion, is due to the availability of the features of regional culture for the preschooler to master. Local lore today is becoming a very important link in the development of a preschooler. Local history helps to see beauty in nature, to find beauty in folk art, with which unforgettable images of the native land will forever be connected. The study of their region is exceptional, both in educational and cognitive terms. Acquaintance with the past, present and anticipated future of their small homeland, peculiarities of nature, economic, political, cultural and other conditions contributes to the formation of a civic outlook in children.
Relevance: The implementation of the education system is impossible without knowledge of the history, traditions and culture of their native land. Modern researches devoted to the problems of patriotic education of preschool children (O. Knyazeva, N.V. Vinogradova, M.D. Makhaneva) consider the national-regional component as a fundamental factor in the integration of social and pedagogical conditions. At the same time, the emphasis is on fostering love for one's home, one's native land, the national culture of one's people, and one's native nature. In this regard, a special role is assigned to local history work with preschoolers.
Eight federal districts are represented in Russia, each of which is a specific multinational and multicultural entity, one of which is the Ural Federal District. We live in the richest region in the South Urals. And we must help children find out what is beautiful and rich in the land, which bears such a proud name. "The concept of local history education in the Chelyabinsk region" of June 21, 2005 allows to comprehensively solve the problems of both consolidating the integrity and unity of the educational space of Russia, and the formation of regional educational policy and the development of regional education programs.
The local history course fully complies with the requirement of the law Russian Federation "On education" to general educational programs that "are aimed at solving the problem of forming a general culture of the individual, adapting the individual to life in society, at creating a basis for a conscious choice and mastering professional programs."
The regional educational program for the upbringing and development of preschool children based on the ideas of folk pedagogy "Our home is the South Ural" authors-compilers: E.S.Babunova, L.V. Gradusova, E.G. Lopatina, and others substantively reveals one of the ways social and personal development of older preschool children, carried out in the process of familiarizing with the culture of the peoples of the South Urals region.
The implementation of the program "Our Home - South Ural" reveals the content, logic, volume of work with preschool children, aimed at ensuring education and development based on the ideas of folk pedagogy. The informational part of the program material reflects cognitive information about the history, life, and everyday life of the peoples of the Southern Urals, their relationships in everyday life, family, work, peculiarities of attitude to nature, the specifics of play and speech folklore, and the peculiarities of fine arts. Includes a description of the means of folk pedagogy, their upbringing capabilities and guidelines for the use of these means in educational organizations as part of the main educational program of preschool education, formed by the participants in educational relations.
The essence of the project “We live in our native land” is to sow and nurture in a child's soul the seeds of love for native nature, for a native home, for the history and culture of the country.
Thus:
The project "We live in our native land", reveals the process of formation of local history education of children of senior preschool age (5-7 years old), includes the implementation of the program "Our home - South Ural" authors-compilers: E. S. Babunova, L. V. Gradusova , E. G. Lopatina, and others; organization of interaction with parents on the formation of local history education of preschoolers in the family and the creation of a developing subject-spatial environment for local history education in preschoolers.
A variety of forms, means, methods and techniques of local history activities in the project "We live in our native land" affect the level of knowledge of children about the phenomena and objects of the surrounding world, on a positive emotional and aesthetic attitude towards them, and most importantly on the content and quality of children's views on cultural - historical values, to familiarize with the culture of the native land.
Working with children based on the material of their native land, traditions and culture, contributes to the formation of social orientations in preschool children, including landmarks, goals and means of life.
In local history work, it is necessary to use modern approaches to organizing different types children's activities, the widespread use of methods for the development of cognitive activity, will increase the child's interest in the knowledge of local history content, entice him into play thematic activities.
Project on the topic: "We live in our native land"
MBDOU DS No. 479, Chelyabinsk
The age of children participating in the implementation of this project is 5-7 years old. This is determined by an intensive entry into the social world, the formation in children of the initial ideas about the ethnic and national culture of the peoples of the nearest and distant national environment. The role of the teacher is to satisfy children's curiosity and give the child basic knowledge about the traditions, way of life, and the culture of the peoples of his native land. Taking this into account, we can say about favorable prospects and the relevance of the formation of ethnocultural awareness in preschoolers.
Educational standards
This project is focused on state standards for socio-communicative, cognitive, speech, artistic, creative and physical development and involves the implementation of currently relevant competence, personality-oriented, activity approaches.
Education of hard work, thrift, accuracy, purposefulness, enterprise, responsibility for the results of their activities, respectful attitude towards people of various professions and the results of their work.
The project assumes:
implementation of the program "Our Home - South Ural" authors-compilers: E. S. Babunova, L.V. Gradusova, EG Lopatin, and others;
organization of interaction with parents on the formation of local history education of children of senior preschool age.
designing a developing subject-spatial environment for local history education.
Project type: creative
Project type: cognitive
Participants: frontal.
Interaction: educators, children, parents.
Problem: history, life, and everyday life of the peoples of the South Urals
Fundamental question: How to learn about the history of the South Urals?
Problematic questions: What kind of people live in the South Urals? What is the life of the peoples of the South Urals? Games of the people of the South Urals?
The purpose of the project: implementation of the software and methodological complex "Our Home - South Ural", which allows you to reveal cognitive information about the nature of the South Urals, about the history, life, life of the peoples inhabiting it, the specifics of game and speech folklore, the originality of decorative and applied art.
Introducing children to the historical and spiritual values \u200b\u200bof their native land, fostering respect for cultural and national traditions, the formation of search motivation for local history activities is carried out through solving the following tasks:
Implementation of the program "Our Home - South Ural" authors-compilers: E. S. Babunova, L. V. Gradusova, E. G. Lopatina, and others;
Organization of interaction with parents on the formation of local history education of preschoolers in the family;
Creation of a developing subject-spatial environment for local history education.
Expected results from project implementation:
The formation of local lore education of children of senior preschool age is determined by pedagogical conditions, through the implementation of the program "Our Home - South Ural" authors-compilers: E. S. Babunova, L.V. Gradusova, EG Lopatin, and others; organization of interaction with parents on the formation of local history education of preschoolers in the family and the creation of a developing subject-spatial environment for local history education.
Stages of project implementation
Stage I - preparatory
Purpose: Creation of conditions for the implementation of the project "We live in our native land."
Includes:
Implementation of the program and methodological complex "Our Home - South Ural", which allows you to reveal cognitive information about the nature of the South Urals, about the history, life, life of the peoples inhabiting it, the specifics of play and speech folklore, the originality of decorative and applied art. The program "Our Home - South Ural" is part of the "Basic general educational program of preschool education MBDOU DS No. 479" formed by the participants in educational relations.
In order to increase the level of professional skill of preschool educational institutions in matters of patriotic education in the process of local history work, a number of methodological measures have been planned. Attachment 1.
Determination of the peculiarities of local history education of children of senior preschool age (5-7 years) for the implementation of the program "Our Home - South Ural".
Implementation:
The priority direction of the work of our kindergarten teachers has become a systematic, purposeful activity to familiarize older preschoolers with their native land, history, culture, natural and economic features of the Southern Urals.
In order to increase the level of professional skill of preschool educational institutions in matters of patriotic education in the process of local history work, a number of methodological events were planned and will be carried out.
Table 1
The work plan of teachers on the problem of "Moral and patriotic education of preschoolers in the process of local history work"
In order to determine the features of local history education of senior preschool children in the implementation of the program "Our Home - South Ural", we carried out diagnostic work on the level of assimilation of the implementation of the program "Our Home - South Ural".
Methodology for diagnosing senior preschool children focused on indicators of mastering the content of the regional component for the implementation of the program "Our Home - South Ural"
Criteria for the level of mastering the program "Our Home - South Ural":
Has an idea of \u200b\u200bthe main attractions of the city of Chelyabinsk, the Chelyabinsk region, the Ural region;
Has an idea of \u200b\u200bregional art crafts, distinguishes between types of regional fine arts;
Has an idea of \u200b\u200bthe professions associated with the specifics of his hometown, region: mechanical engineers, metallurgists, power engineers, miners, livestock breeders;
Names works of writers of the Southern Urals, names authors, reacts emotionally to poetic and prose works of art;
Shows interest in the peculiarities of the historical past of the city, region;
Shows interest in the achievements of city athletes in the field of sports;
Shows interest in folk outdoor games.
The diagnostic results are shown in the diagram, where the high level - 21 points (3 points for the answer), the average level - from 14 - 21 points (2 points for the answer), the low level - from 7 - 14 points (1 point for the answer).
Thus, 26 older children participated in the diagnosis, as a result, the distribution of older preschoolers according to the levels of development of the characteristics of local history education was clarified. The summary quantitative results of the level of development of the peculiarities of local history education in children of older preschool age are graphically presented in the histogram in Fig. one.
Figure: 1. Histogram of the level of development of the peculiarities of local history education in children of senior preschool age
Thus, the average and low level of peculiarities of local history education in children of senior preschool age testifies to the need to carry out appropriate work to increase the level of local history education, to organize project activities on the topic: "We live in our native land."
Stage II - practical stage
The problem of socialization is particularly relevant at the present time, and is reflected in the content of psychological and pedagogical work on the development of children in the educational area "Social and communicative development" presented in the Federal State Educational Standard of Preschool Education.
Purpose: to promote the upbringing and development of children based on the ideas of folk pedagogy, to help children enter the world of folk culture, to make it their property.
To contribute to the expansion and deepening of children's competence about the culture and history of the peoples of the South Urals.
To form an emotionally positive attitude towards the ethnocultural heritage of the region.
Develop the ability to creatively and independently reflect ethnocultural traditions in various types of children's activities.
Includes:
To help preschoolers get to know their native land more widely, to understand its history, culture and their relationship with objects and objects of the surrounding reality and the life of society, to take part in creative activities - this is the main meaning of this work.
Implementation:
Purposeful activity is carried out in the process directly educational activities cognitive and artistic - aesthetic cycle, as well as joint activities with children. Conducting thematic educational activities 2 times a month (1 and 3 weeks), followed by the study of the topic in various forms of joint activities.
An important principle for the selection of information about the world around for preschool children is considered the local history principle, which involves the use of close, accessible material to them, corresponding to the age characteristics of preschoolers, their concrete-figurative, visual thinking.
A plan for carrying out activities for the implementation of local history education of children of senior preschool age. Ural region.
Tasks of educational work with children 5-7 years old:
To update the existing ideas about the peculiarities of the nature of the Southern Urals: natural and geographical zones: forest, mountain, steppe. Give information about the names of some natural objects (lakes, mountains, rivers). Clarify knowledge about the flora and fauna of the Ural region.
To expand cognitive interest in the history of the development of the native land, types of management, peculiarities of dwelling, calendar rituals, traditions and customs among the peoples widespread in the Urals.
To teach to highlight the expressive means of the works of the Ural oral folk art: lullaby songs, proverbs, fables (figurative means of language, rhythm, rhyme).
improve performing skills.
develop creativity, sense of humor.
to foster interest in the language, the desire to make their speech expressive, to activate the independent use of proverbs by children.
To acquaint children with the origins of national and regional culture: to acquaint children with the work of writers, poets and composers of the South Urals; with works of decorative and applied art of the Urals: engraving, chasing, embroidery, casting, stone-cutting art, etc. to develop the ability to understand the artistic language of folk art, the semantics of images.
Expand children's ideas about their hometown: the coat of arms, its sights and memorable places, streets and squares, enterprises, architectural structures and their purpose (theaters, museums, sports palaces).
table 2
To acquaint children with the history of the settlement of the Urals.
Develop cognitive interest, curiosity, creativity.
To foster love for a small homeland - the Ural Territory.
Develop knowledge about the nature of the Urals
Synopsis of direct educational activities with older preschool children on the topic: "Red Book of the Chelyabinsk Region" (Appendix)
Development of speech "Beauty and wealth of the Urals"
Drawing "Beautiful people live in the Urals"
Modeling "Ural jewelers"
Examination of illustrations, memorization of poetry about the Urals ".
Examination of the map "Ural region".
Synopsis of direct educational activities on the topic: "Arkaim - a sunny city"
Album design "Our Land".
Reading N. Agapov "History - a tale about the Urals-father".
Games "Timebay",
r.n.i. "Two Frosts"
Entertainment "Copper Mountain Hostess" (Application)
Synopsis of direct educational activities on the topic: "Turgoyak is the younger brother of Baikal"
Introduce parents to the content of the work
Excursion to the museum "Native land"
A selection of illustrations, postcards about the Ural nature.
Reading literature.
Joint drawings on the theme "Tales of Bazhov", "Favorite city of Chelyabinsk"
Presentation "Red Data Book of the Chelyabinsk Region"
"Indigenous people of the Urals"
To consolidate the knowledge of children that people of different nationalities live in the Urals: Bashkirs, Tatars, Russians
To acquaint children with the history of the Bashkir, Tatar, Russian people: the place of residence in the Urals, the main types of farming (cattle breeding, hunting, fishing, beekeeping).
Develop imaginative perception, cognitive interest of children.
Cognitive lesson "Indigenous people of the Urals".
Viewing photo albums (photographs with views of the Urals, the nature of the Urals, unique natural monuments, places of their native land that children visited in the summer with their parents)
Drawing "Ural Tales".
Excursion to the children's library.
Conversation "Multinational Ural".
Reading the legend "The Origin of the Bashkirs"
Reading Tatar, Russian fairy tales, proverbs, sayings.
Examination of the map, determination of the region of Bashkiria. Tatarstan.
Examination of illustrations, an excerpt from "Bashkiria", "Ufa", "Tatarstan", "Kazan", "Russia", "Moscow".
Games "Copper stump", "Temerbay", "Rooks are flying".
Listening to Bashkir, Tatar, Russian melodies, songs.
Reading Bashkir, Tatar, Russian fairy tales, legends.
A selection of postcards about Bashkiria, Tatarstan, Russia.
Selection of photos family holidays, excursions.
Bring scraps of fur, material, leather.
Contest of crafts from waste material (dolls).
"Traditional folk dwellings in the South Urals"
To form the knowledge of children about the Bashkir, Tatar, Russian people, to acquaint them with the peculiarities of the dwelling:
home arrangement;
interior features (two halves: male, female);
specific design of the home.
To consolidate knowledge about the features of the Bashkir language. Tatar, Russian ornament, its color scheme.
Develop initiative, independence.
Develop aesthetic feelings: the desire to bring beauty into the world around you.
Cognitive lesson "Traditional folk dwellings in the South Urals"
Application "Summer Bashkir Village"
Drawing "Yurt"
Modeling "Russian hut"
Development of speech. Retelling of the fairy tale "Lazy Son"
Making a model "Yurt"
Examination of illustrations, postcards, photographs.
Free drawing
Games "Yurt", "White bone", "Golden gate"
Learning poems, songs about the Urals, acquaintance with the folklore of the Urals, conducting classes - games "Acquaintance with the games of the grandparents of the Urals" (with the assistance of the musical director)
Joint drawings "Yurt", "Russian hut"
Production of rugs, blankets, pillows for the "Yurt" model
Selection of Bashkir proverbs
"Folk costumes of the South Urals" (Bashkir, Tatar, Russian national clothes)
To acquaint children with the peculiarities of national dress.
To develop the ability to select colors and make patterns of national content and color.
To consolidate knowledge about the semantics of the motives of Bashkir, Tatar, Russian patterns.
To foster interest, a friendly attitude towards the traditions of the Bashkir, Tatar, Russian people
Cognitive lesson "National Bashkir, Tatar, Russian clothes"
Drawing "Bashkir national costume"
Application "Boots - ichigi"
Development of speech. Descriptive story
Examining illustrations.
Listening to music, learning dance (movement).
Making jewelry for costume decoration.
P / games "Shooter", "Sticky hemp", "Grandfather Mazai".
Listening to Bashkir, Tatar, Russian music.
Sheathe the doll in a national costume.
Help from parents in making a national costume (to sew skull-caps, komzol), making jewelry.
To obtain local history information, we use the following sources:
periodicals (newspapers, magazines);
fiction of the Urals;
archival funds;
funds of museums;
all kinds of plans and maps;
material traces of culture (works of sculpture, painting, architecture).
Basic principles of local history work:
systems approach;
ultimate reliability of facts;
synchronicity of certain directions of search (for example, art or the nature of the region cannot be considered outside the historical context).
A specially organized educational environment for local history in kindergarten meets certain requirements: good illumination in the daytime and evening hours of local history corners; expediency of placing exhibits, accessibility, aesthetics, scientific character, reliability of the presented material. Working in such corners develops speech, imagination, thinking in preschoolers, broadens their horizons, contributes to the moral formation of the individual, expands the area of \u200b\u200bsocial and moral orientations and feelings of children, awakening love for their native land. Organization of local history centers (corners) in age groups will improve the quality of work with children in the field of acquaintance with the history and traditions of the native land.
Working in the corner of local lore, preschoolers apply in practice the knowledge that they gained when visiting museums, during excursions around Chelyabinsk.
The group creates conditions for the manifestation of children's imagination and initiative. Children can reflect their impressions of their native land in drawings, in joint work with parents and educators (making models, models, crafts made of clay, plasticine, natural and waste material).
The elements of the play environment are a series of didactic games to familiarize yourself with the native land: “There are different houses”, “Road signs”, “Collect the coat of arms and the flag”, “Who will be the first to find the way to kindergarten”, “City transport”, “Green friend” , "Mosaic with a view of the sights of the city", etc.
The themes of the museum expositions are different, here are some themes that are used by the teachers of our kindergarten
"The history of the city of Chelyabinsk";
"The nature of our Southern Urals";
"Red Book of the South Urals";
“The pride of our city and region. Heroes of the Great Patriotic War ";
"In the world of antiques."
Working with children in this direction involves the use of the project method, within which children acquire the skill of search activity, the ability to analyze the collected material, and interest in the end result. Here are some topics of projects developed and implemented by our teachers:
"The world of animals in our region" (model);
"The world of plants in our region" (photo collage);
"Attractions of our city" (presentation), etc.
The proposed topic contributes to the gradual, consistent expansion and deepening of children's knowledge, the formation of an emotionally - positive attitude towards the knowledge gained.
Stage III - Final
Purpose: Evaluation of performance results, summing up.
Final diagnosis
Parents survey
Presentation of the results of the work carried out (photo exhibition, multimedia presentation, creation of a card index, albums on the topic of the project)
Final event on the project "Legends of the Gray Urals"
Article in the media, on the website of the kindergarten.
A group of 26 children is involved in the diagnostic assessment. Diagnostics is carried out in order to fix the estimated indicators of this group after the implementation of the project. We used diagnostics focused on the indicators of mastering the content of the regional component of the main general educational program MBDOU DS No. 479 in Chelyabinsk.
Thus, as a result of the diagnostic work carried out, it was found that during the implementation of the project "We live in our native land" among children of senior preschool age (6-7 years old), indicators of the development of the characteristics of local history education improved. The summary quantitative results of the level of development of the peculiarities of local history education in children of older preschool age are graphically presented in the histogram in Fig. 2.
Figure: 2. Histogram of the level of development of the peculiarities of local history education in older preschool children after a formative experiment
Table 3
Results in comparison
Points / Level
at the beginning of the academic year of the year
Points / Level
at the end of the account of the year
High - 0
High - 7 - 54%
Medium - 8 - 62%
Medium - 6 - 46%
Low - 5 - 38%
Low - 0
Children significantly increased their indicators on the level of development of local history education, the results obtained clearly indicate the effectiveness of the work carried out to introduce the regional component on the basis of the program "Our Home - South Ural" and the main general educational program of preschool educational institutions into practice.
It is important to note that the work carried out is effective only on the condition of organizing interaction with parents and full participation of the family in the ethnocultural education of preschoolers.
The main forms of work with parents were:
Design of information stands for parents "We are the Urals", "Peoples of the South Urals", "Holidays of the Peoples of the South Urals";
Excursions, joint holidays and quizzes create a powerful motivation for children to learn, being that emotional background on which the assimilation of rather complex information goes easily and naturally. In the group, with the help of parents, a library of books with a regional history was created. It helps to awaken curiosity in children, appreciate the beauty of their native land, people who live nearby or once lived on this land.
Organization of thematic consultations for parents on the topic: "The role of parents in raising children to love their hometown"; "The role of national cultural monuments in the moral education of preschoolers"; "Where to take a kid on a day off." Thematic consultations "Folk family traditions", "The use of folk games and toys in raising children";
Issue of thematic newspapers and magazines "Green Pharmacy of the South Urals";
Carrying out joint get-togethers and holidays "Skit", "Sabantui".
Master class for parents "Ural painted boards" (Appendix)
The result of cooperation with the parents of the older group was a survey on the local history education of preschoolers in the family, which is presented below:
Questionnaire for parents "Local history education in the family and preschool educational institution"
Dear Parents! We suggest you answer the following questions:
1. What meaning do you put into the concept of "local history education"? Do you consider it necessary and possible to start local history education from preschool childhood? Why?___________________________________________
2. Do you know well enough the cultural and historical heritage of the city, region, to ensure the entry of the child into the regional culture? ___
3. In what ways do you increase the level of the child's competence in matters of culture and history of the South Urals, hometown? ________________
4. Do you consider it necessary to introduce a preschool child to the culture of his native land? What ways could you suggest in solving this problem? ___________________________________________________________
5. From what age do you think it is necessary to develop children's interest in the natural and cultural heritage of the Southern Urals, their hometown? ________
6. Do you know what and how to tell your child about the South Urals? ________
7. What literature, in your opinion, can be used when acquainting children with the Southern Urals? What are the known sources _____________________
8. What do you think, what can and should be done by parents on the local history education of a child? _________________________________
Conclusion:
The period of implementation of the project under the regional program "Our Home - South Ural" showed:
the activity of the parental position as subjects of the educational and upbringing process in preschool educational institutions has noticeably increased
the number of parents' requests for individual consultations of specialists with questions to the educator has increased;
interest in the events held by the kindergarten has increased significantly, as well as the number of participants.
In the course of the work carried out, the following results were obtained:
We believe that the end result of our local history work is the creation of a corner "Ural - golden land" in the group, the main tasks of which are:
the formation of a sensual, emotionally effective attitude to the hometown;
expanding children's understanding of the sights of the city of Chelyabinsk and the South Urals;
forming in children a sense of belonging to a particular culture;
helping the child in the correct orientation in working with objects of material culture, in studying their history of origin and technical development;
the formation of a sustainable need for communication with the museum, the development of the basis of museum culture;
education in children of a sense of dignity, pride in their family, people, city, region. Consciously careful, ecologically sound attitude towards people, towards plants, towards animals, towards inanimate nature, towards the world created by human labor in their native land.
Based on the experience and results of our work, we can say with confidence that the creation of a mini-museum in the group is of great importance for the cooperation of our preschool institution with the family. Children proudly present “family exhibits” that they have found or created with their parents. The work of acquainting children with the life and culture of the region would be incomplete without the participation of parents. They are our assistants in equipping the museum, replenishing it with antiques. In addition, we replenish the museum with video materials. Therefore, before the vacation, we give our parents homework to shoot old house decorations, holidays in villages and villages, as well as bring antiques and objects. The presented material allows you to acquaint children with the natural, cultural, social characteristics of our people, city and region.
The project was long and complex. Children know what the Motherland, the Urals, the native land are. They coped with the tasks assigned to them, learned a lot, consolidated the previously acquired knowledge. Parents were satisfied with the work done
Further development of the project:
Bibliography
Our home is the South Ural ”Program-methodical complex for organizations implementing educational programs of preschool education. - Chelyabinsk, ABRIS. -2014.- 255s.
Ignatkina, L.S. Familiarization of preschoolers with the growth and development of animals / L.S. Ignatkina. - M. Publishing Center "Education", 1989.-18s.
Misharina, L.A. Familiarization of senior preschool children with the flora and fauna of the Baikal region: textbook / L.A. Misharina, V.A. Gorbunova.- Irkutsk: Publishing house of the Irkutsk State Pedagogical University, 2007.- 296s.
Nikolaeva, S.N. Theory and methodology of ecological education of children: a textbook for students of higher pedagogical institutions / S.N. Nikolaev. - M .: Publishing Center "Academy", 2002. - 336s.
Long-term planning of educational work under the program "Our home - South Ural": a methodological guide for kindergarten teachers / ed. E.S.Babunova. - Magnitogorsk: MAGU, 2007 .-- 45 p. 26.
application
Synopsis of direct educational activities with children of senior preschool age on the topic: "Red Book of the Chelyabinsk Region"
Purpose: To acquaint preschoolers with the plants of the South Urals growing in the vicinity of the city of Kyshtym, listed in the Red Book of the Chelyabinsk region. To instill a love of nature.
Methodological support: photographs of plants, book - Abrakhina N.O., Sokolovskaya S.M. Reserves of Russia. Textbook for students of 5-9 grades - Chelyabinsk: Look, 2003; verses by B. Dubrovin, A. Fadeev, G. Astakhova.
Guys! Have you heard the name "Red Book"?
What is this book?
Why is it called "red"?
The "Red Book" is a book about animals and plants that are in danger of extinction. Why red? The "Red Book" as a red traffic light warns: "Don't touch! Don't destroy! Stop! "
The "Red Book" is not just a list of rare and endangered animals and plants, this book is a distress signal sent to us by the inhabitants of the living world in need of help
The red book has different pages: “black and red”. The "black" pages tell about animals and plants that will never be on Earth again - people have completely exterminated them.
For example, the Asian river beaver, reindeer and red deer, plants - drooping saxifrage and Tartar katran disappeared from the territory of the Chelyabinsk region.
Therefore, it was decided to keep the "Red Book of the Chelyabinsk Region" (Decree of the Government of the Chelyabinsk Region of May 22, 2003 N 63 "On maintaining the Red Book of the Chelyabinsk Region"). The "Red Book" of the Chelyabinsk region includes plants and animals that have become rare in the South Urals, or have completely disappeared from the territory of our region.
reptiles - 5,
amphibians - 3,
insects - 9, etc.
mammals - 17,
Guarded by the Red Book
So many rare animals and birds
To survive the many-sided expanse
For the light of the lightning to come
So that the desert does not dare to descend,
To keep souls from becoming empty
Beasts are guarded, snakes are guarded
Even flowers are protected. (B. Dubrovin)
Educator: Today I will tell you about some of the plants and animals that are listed in the "Red Book of the Chelyabinsk Region" and which can be found in the vicinity of our city.
Forest locust
This plant has beautiful flowers on tall stems. The saranka used to be often found in our coniferous forests. But the beauty of the flower did him a disservice - everyone wanted to pick a bouquet of locusts ...
During World War II, the children went to the forest, dug out locust bulbs and ate so as not to starve to death:
The saranka is a perennial flower, it needs to grow 4-5 years before it begins to bloom. In nature, locusts live up to 22 years (unless, of course, they are plucked). This plant can be found in the vicinity of the Sugomak and Egoza mountains.
White water lily
Lily is beautiful on the water surface,
Its bend is graceful petals.
Elegant green and white dress,
And the smell makes your head spin. (G. Astakhova)
It grows throughout the territory of the Chelyabinsk region, but recently there has been a sharp decline in numbers, as well as the complete disappearance of the species from many water bodies. We can see this beautiful plant on the lakes Pleso, Sugomak, Kazgaly, etc. Do not pick flowers: beautiful white lily caps will not hold on to thin stems in a vase, let it be better to please the eye on the lake!
Lady's slipper
In the Chelyabinsk region, it was noted in the vicinity of the cities of Kyshtym, Nyazepetrovsk, Zlatoust, Satka, Miass, Chebarkul.
Why such a name? Take a look: it looks like a small shoe! This flower conquers us with its beauty, exquisite appearance. To survive, this northern orchid is endowed with a pungent sap. And the animals have long known - inedible! But the lady's slipper has become a rarity due to the unreasonable intervention of people. It was under the heavy hand of a cutter, or a tourist, that he quickly disappeared from many places of primordial habitat.
This plant can still be found in the vicinity of the Sugomak and Egoza mountains.
Spider web mushroom purple. Rare view. Listed in the Red Book of the RSFSR. Hats are dark purple, felt, small-scaled. The pulp is purple or pale bluish, with a smell of cedar wood or leather. In the Chelyabinsk region, one location is known in the Ilmensky Reserve. It grows in coniferous and deciduous forests, in August - September. It is protected in the Ilmensky Reserve. Identification of habitats of the species, their protection and monitoring are required.
European mink. This is a representative of the genus of weasels and ferrets.
The disappearance of the European mink in many parts of its original range is in many ways mysterious. The existence of the European mink is closely related to the aquatic environment. Mink likes to settle along the banks of heavily littered, slowly flowing forest rivers and streams with gentle banks overgrown with alder trees and dense grass. On such small rivers and in their meadow floodplains, the animal finds itself both food and reliable shelters.
In summer, the animals settle in reservoirs. In winter, they keep near non-freezing "air vents" and wormwoods, through which they go into the water in search of food and from enemies, and avoid reservoirs with continuous ice cover. The European mink is a valuable fur animal.
Security measures.
Protected in the Zyuratkul National Park (on the Berezyak River). It is necessary to ban fishing, survey the habitats where this species is supposedly preserved.
Eagle owl (Bubo bubo) - one of the largest owls in our fauna - occupies various habitats, but most often it can be found in dense, little-visited forests The voice of the owl is a loud, sharp cry and a characteristic "hooting", similar to the sound that is emitted other owls. The eagle owl is a robber, quickly catches hares, squirrels, wood grouses, black grouses and hazel grouses, trades in places where crows and rooks spend the night.
At night, an owl freezes on a tree, patiently watching for prey. His eyes glow like a cat's, and they can see just as well in the dark, and his ears catch the slightest rustle. The owl's flight is completely silent due to the very soft plumage on the wings.
In the forest, eagle owls breed their chicks right on the ground, settling under a dense spreading spruce or among the piles of trunks broken by the wind.
The eagle owl is a very useful bird that destroys many rodents. But people did not understand this. They killed owls just like other owls wherever they could.
As a result, the bird has become rare in many countries.
Security measure. One of the conditions for the eagle owl's well-being is the presence of shelters that can reliably hide a nocturnal predator in the daytime, the prohibition of prey, and the promotion of the protection of the species among the population.
Conversation on questions:
What new have you learned today?
Which book is called "Red"?
What plants do you remember?
Why should plants be protected?
Guys! Protect the environment!
Protect the wealth of your native land!
Do not pick flowers, do not tear -
May the Earth be beautiful.
And instead of bouquets, give
cornflower, forget-me-not and chamomile fields! (A. Fadeev)
PHOTO ALBUM
Material for a music corner and a corner of nature.
Master class for parents "Ural painted boards"
Summary of entertainment with children of preparatory school age
Topic: "Mistress of the Copper Mountain"
1. To clarify and expand the knowledge of children about their native land; to give children an idea of \u200b\u200btoponyms, heraldry of the cities of the Southern Urals - Chelyabinsk, Magnitogorsk, Verkhneuralsk, about the natural wealth of our region (in particular - stones - minerals of the Urals).
2. To develop cognitive interest in the native land; to its history; as well as the creativity of children;
3. Foster respect for people living and working in the South Urals, for its culture.
Materials: a physical map of the Chelyabinsk region with cities: Chelyabinsk, Magnitogorsk, Verkhneuralsk, "stone" belt, a collection of stones, the coat of arms of the Chelyabinsk region, the coat of arms of Magnitogorsk, the coat of arms of Verkhneuralsk (on magnets), pictures with the symbols of the Magnetic Mountain and an ermine, horses for competition - 2 pcs ., pointer, doll Ognevushka - a jump, a beautiful shawl, magnifiers according to the number of children, a cardboard box, ready-made flat "gems" from shiny paper, glue stick according to the number of children, audio recording, folk melodies.
Costumes: Russian folk - male and female; Bashkir - male and female; Cossack; Mistresses of the Copper Mountain.
Equipment: a music center, a projector, a laptop, a projector screen, three tables, a card stand (easel or board).
Event progress: A Russian folk melody sounds, hand in hand, children dressed in costumes enter the hall, along with the Mistress of the Copper Mountain (teacher):
Hello dear guests!
The guests are invited, welcome.
Beautiful and young
Shy and combative.
Guests on the doorstep - joy to the hostess.
The place is ready for them.
The red guest is assigned a red seat.
Let's get acquainted. I am the mistress of the Copper Mountain. I wonder if kind people came to me today? Let's check. Let's pass on a piece of joy from our meeting to each other. "I am glad that we are together ..." (turns to the child on the right, calls him by name and shakes hands, then offers to pass the handshake in a circle).
It's so nice that real friends have come to visit me. Guys, they call me Mistress so because I know a lot, a lot of interesting things about the Ural region. I like to read books, I like to study maps. You want, and I will teach you this.
I brought a map with me, look at the screen (slide: map of Russia):
You will not find on the world map
The house you live in.
And even native streets
We will not find that on the map.
But we will always find on it
Our country is our common home.
Guys, what is the name of the country in which we live? (children's answers). Yes, indeed Russia. Look at the map, how huge it is: there are also forests (what color are they marked on the map?), and seas and rivers ( what color are they?)... What do you think is indicated on the map in brown? (children's answers).
There is a wonderful land in our country. If you look at the map of Russia, you can see a wide brown stripe in the very middle of it. This is the famous Ural region, the Ural Mountains. People treat him with respect, with reverence they call him "Gray Ural", "Ural - Father". Many different peoples live in the Urals. For many centuries in the South of the Ural Mountains (shows) the people of the Bashkirs live, they call themselves Bashkorts. These guys are dressed in ancient clothes of this people. (to the Bashkir melody, children come forward, show costumes)... And the word "Ural" itself, translated from the Bashkir language, means "stone". The Ural mountains are called the "stone belt" of the giant.
Do you know in which part of the Urals we live? (children's answers)... Yes, we live in the South Urals.
Also, many centuries ago, having found out what riches are hidden in the depths of the mountains, Russians began to settle in the Urals. They built factories and cities here. Here are the guys dressed in old Russian clothes (children go out, show).
And who knows the name of the area in which we live? (children's answers)... That's right, Chelyabinsk. And the main city of our region - Chelyabinsk is located here (the coat of arms of the Chelyabinsk region is attached to the map)... Oh, look what an interesting coat of arms. What's on it? (camel)... What does this mean? Do camels live in our Chelyabinsk region? (children's answers).
Of course not. It's just that in the old, ancient times, when there were still no cars or trains, people traveled and transported goods on camels and horses. And this road passed just through Chelyabinsk (shows on the map) And therefore, since then, a camel has been proudly walking on the coat of arms of the Chelyabinsk region. A camel is a hardy and hardworking animal. This is how it is - the emblem of the Chelyabinsk region.
Guys, who will help me find the city of Magnitogorsk on the map? (children's answers). Do you think our city of Magnitogorsk has a coat of arms? (the coat of arms of Magnitogorsk is attached to the map). And what is depicted on the coat of arms of our city, who can say? That's right, this is Magnetic Mountain. Long ago, when our city was not yet built, a Cossack village with a fortress stood near Magnitnaya Mountain on the right bank of the Ural River. Then along the Ural River (shows on the map) passed the border of the Russian state, fortresses were built along the entire right bank. Cossacks and guarded the border. Here are the guys dressed in the uniforms of the Orenburg Cossacks (children go out, show).
Guys, have any of you been to the city of Verkhneuralsk? Here it is on the map (shows)... Why do you think it is called that? (because it is located in the upper reaches of the Ural River)... Once on the site of this city there was also a large fortress; a large Cossack army was stationed in Verkhneuralsk. And then the city became the center of trade in the entire district.
How many of you guys remember why the city was named Verkhneuralsk? ( children's answers)... Guys, maybe some of you guessed what it is? (shows the coat of arms of the city of Verkhneuralsk)... Consider it - in a green field on a golden earth is an ermine animal, meaning the natural wealth of the region, its wealth and well-being. Let's attach the coat of arms with the image of an ermine to the map.
Guys, let's play a little (divides children into two teams).
We will have two teams of Cossacks - Magnitogorsk and Verkhneuralsk. You need to "ride horses" to the table, take a picture with the image of the Magnetic Mountain or an ermine, and they are mixed up there, and go back. If you are a team from Magnitogorsk, what will you take? (children's answers). And what should the Cossack team of Verkhneuralsk take? (children's answers).
A relay race is held ( accompaniment: funny Cossack song).
Well done, I see that you are not only dexterous, but also smart! Commanders, please collect the pictures from the guys and take them to the place. And not in vain is the Magnetic Mountain on the coat of arms of Magnitogorsk. After all, Magnetic Mountain is the main attraction of Magnitogorsk. Want to see her? Let's get a little closer to the foot of the mountain (slide). Look how beautiful it is!
In the Urals, every corner has its own history. There is a legend about the Bashkir hero-batyr Atach, who rode in iron armor on his horse near Magnetic Mountain and was attracted to it like a magnet, and then completely turned into a stone. The mountain had the property of a magnet, hence its name. And then people, in honor of the hero, began to call the mountain Atach.
Many such stories about the Urals were known to the writer P.P. Bazhov and told in his books "Ural Tales", "Malachite Box". One of the heroes of his tales was Ognevushka-jump, where she stomps her foot, there you will find treasure. Look around, do you see Jumping Firefighters somewhere? (they find a doll on the table, next to it lies the "Stone Belt" with a collection of stones, covered with a scarf)... Come on, let's ask her to show us a miracle! What kind of treasure did Firestarter show us? (Raises a handkerchief).
Yes, this is the Belt of the giant-hero, and in it the stones are semi-precious! And stones in the Urals are different: jasper, malachite, magnesite, and granite. They are all special. Want to get a better look at them? Take my magnifying glasses - loupes.
In the Urals, gems
The whole Ural is precious.
I want about it
You knew a little too.
Each child examines the stones, compares them. The hostess asks the children to stroke the stones, squeeze them, weigh them in their hand, suggests finding the right words to define the properties of the stone.
Each stone is interesting, you just need to be able to see its beauty, as our Ural masters do (children look at stone products on the screen).
Guys, do you want to be masters today too? I have a box of malachite, decorate it with semi-precious stones.
They come to the table where everything is ready for applique. Children decorate the box, glue "more precious stones", the melody sounds.
Well done! You are simply true masters! (Examine the decorated casket). And put my Malachite box in a prominent place in the group so that you remember our meeting, which is already ending.
They go out to the middle of the hall.
Well, it's time to say goodbye. I want to thank each of you for being very inquisitive. (children's names), listened carefully ( names of children), helped me a lot with their knowledge (children's names). I am sure all this will be useful to you in life. Tell me, do you remember what we talked about today? Children's answers. Have you learned something new for yourself today? I see that you all love your land, but can you tell why? Children's answers.
To love your native land even more, you need to know more about it. Therefore, as a keepsake of our meeting, I would like to present you with the book "The Urals - the Storehouse of the Earth". All of you will read it together and learn a lot more interesting things about our native land. (Leave the hall to the music).
If the material does not suit you, use the search
According to FGOS DO, one of the principles of preschool education is to take into account the ethnocultural situation of children's development. The allocation of this principle is due to the availability of regional culture features for the preschooler to master. Local lore today is becoming a very important link in the development of a preschooler. Local lore helps to see beauty in nature, to find beauty in folk art, with which unforgettable images of the native land will forever be connected. The study of their region is exceptional, both in educational and cognitive terms. Acquaintance with the past, present and prospective future of their small homeland, the peculiarities of nature, economic, political, cultural and other conditions contributes to the formation of a civic outlook in children.
The implementation of the education system is impossible without knowledge of the history, traditions and culture of their native land. Modern studies devoted to the problems of patriotic education of preschool children (O.A.Knyazeva, N.V. Vinogradova, M.D. Makhaneva) consider the national-regional component as a fundamental factor in the integration of social and pedagogical conditions. At the same time, the emphasis is on fostering love for one's home, homeland, national culture of one's people, and native nature. In this regard, a special role is assigned to local history work with preschoolers.
Eight federal districts are represented in Russia, each of which is a specific multinational and multicultural entity, one of which is the Ural Federal District. We live in the richest region in the South Urals.
The implementation of the program "Our Home - South Ural" edited by E.S.Babunova, L.V. Gradusova, E.G. Lopatina, and others reveals the content, logic, scope of work with preschool children aimed at ensuring education and development on the ideas of folk pedagogy.
The purpose of the Program is to contribute to the education and upbringing of children on the ideas of pedagogy of the peoples of the South Urals.
Tasks Programs:
- Contribute to the enrichment of primary ideas about nature, culture, history of the peoples of the South Urals region;
- to form an emotionally - positive attitude towards representatives of the cultures of the Southern Urals
- to develop the ability to creatively and independently apply multicultural knowledge in various types of children's life.
- Long-term plan for the 2nd junior group under the program "Our Home - South Ural"
- Long-term plan for the middle group under the program "Our Home - South Ural"
- A long-term plan for the senior group under the program "Our Home - South Ural"
- Perspective plan for the preparatory group for the program "Our Home - South Ural"
