The introduction of a regional component in the dow according to the Federal State Educational Standard. Regional component of the state standard of general education

Tatiana Kudelina
Regional component in the system of work of the teacher: goals and directions of activity of the preschool educational institution

AT "Concepts for the modernization of Russian education" marked a big role regional component, allowing "to ensure the historical continuity of generations, the preservation, dissemination and development of national culture, to educate patriots of Russia, citizens with high tolerance."

The preschool period is favorable for immersing the child in the origins regional culture, including it in an in-depth human knowledge, to awaken in it the need for knowledge of the surrounding conditions, a common living space for all, for the integrated assimilation of local historical, cultural and climatic features, specific traditions, national, geographical and regionally- cultural characteristics of their social environment.

In a preschool pedagogical team in accordance with GEF DO, developed educational program of preschool education, in which an important place is occupied regional component(through program "Springs of the Don") formed by the participants of the educational process.

In accordance with clause 2.6. GEF DO content of the educational area "Social and communicative development" sent on the assimilation of norms and values ​​accepted in society, including moral and ethical values, the development of communication and interaction of the child with adults and peers; becoming independent, purposefulness and self-regulation of their own actions, the development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, the formation of a respectful attitude and a sense of belonging to one's family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of foundations in everyday life, society, nature.

You need to create a specific work system with preschoolers on implementation regional component:

directly educational activity;

excursion Job;

Museum pedagogy.

The specifics of educational activities in this area is that it takes place not only in a group, but also in a park, on a sports ground, in a library, etc.

The main tasks of a preschool educational institution for the implementation regional component: ensuring the development of the individual in the context of modern children's subculture, the child's achievement of the level of psychophysical and social development for successful knowledge of the world around him through the game activity, inclusion in systematic learning activities at school.

The purpose of the implementation of tasks regional component:

To educate moral, labor, aesthetic qualities that ensure the successful development and self-development of the child in the family, preschool institution, society on the example of national traditions and customs;

To develop the individuality of the child through the development of social norms and rules of behavior available for a given age, a given locality;

Generate interest in cultural heritage region;

To increase the interest of all participants in the educational process in expanding knowledge of local history;

Prepare children for school.

Main directions of activity of the preschool educational institution:

Formation of moral ideals on the basis of domestic spiritual and cultural-historical values;

Formation of a civil position based on respect for the rights and freedoms of man and citizen, enshrined in the Constitution of the Russian Federation;

Study of national traditions and customs;

Raising love for the nature of the native land and its inhabitants;

Raising the need to learn about the environmental values ​​of the native land, to protect and protect them;

Enrichment and development of speech culture through the study of the history of the Russian language;

Studying the history of the Don region and the Cossacks in relation to the culture and history of Russia;

Disclosure of the spiritual values ​​of Russian literature and art, familiarization with the works of music, literature, painting, architecture through the work of Stavropol poets, composers, writers and artists;

Overcoming social immaturity, the formation of a tolerant attitude towards others.

Work in kindergarten on a regional component held on three levels:

1. Administrative - managerial - building a local history work as part of the implementation regional component standard of preschool education.

2. Organizational - methodological - methodological support of local history education (problem seminars, round tables, presentations, etc.) carried out on the basis of the diagnosis of difficulties teachers, their experience work, taking into account interests.

3. Educational - educational - teacher activities include:

Selection of the local history content of the material in accordance with the goals of the child's development, his age-related developmental characteristics, interests;

Enrichment of the developing environment with materials about the Don region and the Cossacks (acquaintance with the symbols of the city, the Cossacks, the region, didactic games, art objects, products of children's creativity, etc.);

Ensuring the emotional well-being of the child;

Diagnosis of changes in its development.

Usage regional component as one of the means of socialization of preschoolers involves following:

1. Acquaintance with the native land is included in the educational process, built on the basis of the dominant goals of the basic program, in which local history material harmoniously fits.

2. Introduction regional content, taking into account the principle of a gradual transition from what is closer to the child, personally significant (home, family, to less close - cultural and historical facts.

3. activity approach to introducing children to the history, culture, nature of their native the edges: children choose activity in which they would like to participate in order to reflect their feelings and ideas about what they saw and heard (creative play, writing stories, making crafts, writing riddles, appliqué, modeling, drawing, landscaping and environmental protection).

The educational environment of the preschool educational institution contributes to the development of the child's personality on the basis of folk culture based on local history material, allows you to meet the needs of children in knowing the world around them, transforming it according to the laws "beauty and kindness", includes corners on patriotic education, on familiarization with Russian national culture

Beginning work on the regional component, teacher he himself must know the cultural, historical, natural, ethnographic features region where he lives, and most importantly - teacher must be a patriot of his country.

It is necessary to supplement the material on the topic " Regional component in the environmental education of preschool children”, which includes familiarity with ecosystem, flora and fauna of the Don region.

In his work, teachers implement active approach in introducing children to the history, culture, nature of the region, that is, they provide the opportunity for children to choose that activities in which they would like to reflect their feelings, ideas about what they saw, heard (games, writing stories, writing fairy tales, productive activity). Attract children to participate in the holidays so that they can plunge into the atmosphere of general joy and fun (Maslenitsa, Carols, City Day, etc., introduce them to the inhabitants of the city - carriers of socio-cultural traditions in the field of crafts, art, etc.

Also in educational activities need to be systematically expand children's knowledge about the traditions of domestic, folk culture; forms a holistic perception of folk culture; develops creative activity on the development of elements of folk culture; educates the traits of the national character, national psychology through folklore.

In additional educational activities artistic and aesthetic focus to promote the comprehensive development of the creative abilities of children by means of theatrical art; introduce the elements of acting; to teach children to retell Dagestan folk tales, nursery rhymes in roles; develops social communication skills; instills a sense of self-confidence.

Folklore is the richest source of patriotic education of children. In educational work widely use all kinds of folklore. After all, in oral folk art, as nowhere else, the special features of the Dagestan character, its inherent moral values, have been preserved.

Importance in work give children's education to folk outdoor games. In the course of any game, draw the attention of children to their content, we support an emotionally positive mood, relationships between children.

Knowledge about the native city contributes not only to the upbringing of patriotic feelings in preschool children, but also to a careful attitude to the environment, which needs to be preserved.

The inclusion of parents in the joint educational process can significantly increase its effectiveness. In preschool educational institutions are used as traditional forms work with parents(legal representatives, and non-traditional.

Interaction with parents in a preschool institution contributes to the education of respect for traditions, the preservation of cultural heritage region. They can be attracted to help in the collection and promotion of materials on local history, to participate in the creation of national costumes. All this introduces children to the history of the region and its people, brings up love for the Motherland.

With parents it is necessary teachers conduct individual conversations, consultations, explain what great benefits folk art brings to children. With the help of parents, you can create a mini-museum in the group. Also, parents with great interest annually take part in holding folk holidays, entertainment: autumn, seeing off Shrovetide, Christmas carols, Easter, etc. Joint events contribute to the establishment of trusting relationships with parents, which has a positive effect on the condition pedagogical process.

Twice a year teachers should carry out monitoring in order to identify the level of change, the level of formation of pupils' knowledge about the objects of folk life, folk holidays and traditions, various types of folk-applied art.

Summarizing the above, we can conclude that the educational goal of the program is to familiarize children with all types of national art - from architecture to painting, from dance, fairy tales and music to theater. This is precisely the strategy for the development of the child's personal culture as the basis of his love for the Motherland.

We, adults, need to surround children with love, care, attention, affection, teach him to enjoy life, benevolent treatment of peers and adults.

Adults lead the child along the path of knowing the world and understanding himself in this world, playing with him, and later creating all the conditions for his independent play.

Elvira Shabanova
Regional component in the system of work of a preschool teacher

“Education should be aimed at fostering respect for the child’s parents, their cultural identity, language, and the national values ​​of the country in which the child lives”

"Convention on the Rights of the Child", article 29

The idea of ​​educating patriotism and citizenship, acquiring an ever greater social significance, is becoming a task of national importance. Positive changes have also taken place in preschool education: a regional component has been introduced into the educational and upbringing process of preschool educational institutions.

It is necessary to work on the formation of a child's feeling of love for the Motherland, educating him of an emotionally positive attitude towards the places where he was born and lives; develop the ability to see and understand the beauty of the surrounding life; desire to learn more about the nature and history of the native land. The implementation of the regional component is the most important component of modern education, the use of which is aimed at achieving the following goals and objectives: To contribute to the formation of initial ideas about the features of the native land

To acquaint children with the features and traditions of the northern region;

To form ideas about the native village: history, streets, professions;

Introduce the names of famous countrymen;

To form knowledge about the animate and inanimate nature of the Russian North;

Lay the foundations of a moral personality, national pride and national identity

The use of the regional component as one of the means of socialization of preschool children implies the following:

1. Acquaintance with the native land is included in the educational process, built on the basis of the dominant goals of the basic program, in which local history material harmoniously fits.

2. The introduction of regional content, taking into account the principle of a gradual transition from something closer to the child, personally significant (home, family, to something less close - cultural and historical facts.

3. An activity approach in introducing children to the history, culture, nature of their native land: children themselves choose the activities in which they would like to participate in order to reflect their feelings and ideas about what they saw and heard (creative play, writing stories, making crafts, writing riddles , applique, modeling, drawing, landscaping and environmental protection).

The results of the diagnostic stage showed that the implementation of the regional component in the preschool educational institution occurs spontaneously and without the concentration of knowledge of preschoolers on everyday life, folklore and traditions. Therefore, purposeful work is needed to implement the national and cultural orientation of the regional component by testing the identified pedagogical conditions.

The specifics of the organization of work on the design of the regional component in the content of the work of our preschool educational institution was that children, teachers, and parents were included in this process. As a result of this work, the kindergarten has accumulated a lot of experience in implementing local history tasks.

Based on the principle of education "from near to far", teachers associate patriotic education with local history. At first, the environment exists as a family in which the child grows up, then his horizons expand to the school and the street, later to his native village, country, and the entire cultural world.

The implementation of the regional component in the kindergarten is carried out through the following forms of organizing work with children: specially organized classes, co-creation of the teacher with children, independent activity.

Specially organized classes

Acquaintance of children with the peculiarities of the North includes the integration of 4 cognitive blocks. GCD topics have been developed for each block, which allows teachers, taking into account the age and individual characteristics of the children in their group, to determine the volume and content of GCD in accordance with the general theme. The calendar plan is developed in blocks in accordance with the educational areas for the middle, senior, preparatory groups, taking into account the principles of accessibility, consistency and sequence of complication of the material.

Local history material can be used fragmentarily in teaching literacy (work with a sentence, vocabulary work).

When selecting local history information for classes, it is important to adhere to the following rules:

Events of local history and culture should be understandable and accessible to the age of children;

Facts should be bright enough, emotionally saturated;

Give children the opportunity to make small “discoveries”;

To form the ability to observe the surrounding reality, to look for "the unknown in the known, the unfamiliar in the familiar";

When organizing joint activities project activity plays an important role in the implementation of this principle. So in the kindergarten, together with the parents, the following projects were created and implemented: “My family tree”, “Why the street was named that way”, “From the grandmother’s chest”, “Victory Day is a bright holiday”. And the methodological products of the project "Kizema - a railway power" albums, photographs, diagrams, art. and encyclopedic literature, are widely used in the work of educators, in particular, a detailed long-term plan for familiarizing preschoolers with the railway. In the older groups, the s - r game "Railway" is organized;

It is also possible to educate a child in a humane attitude towards the world around him, love for his native nature, family, home, region, city, village, homeland by creating local history centers and mini-museums in the preschool educational institution. Museum pedagogy contributes to the full development of the integrative qualities of pupils, since the organization of educational work in a museum requires the organization of various types of children's activities and, accordingly, an integrated solution to the problems of different educational areas. Over the past 5 years, the following mini-museums have functioned in the institution: "Railway". "Russian Hut", "Products from birch bark", "Northern Forest", "Our antiquity", "Headwear", "Lomonosov - the Great Pomor", "Museum of Bread". Conventionally, the content of knowledge about the native land in the museum can be divided into three main blocks: the natural world, people's activities and the cultural image of the native village. The variability and content of such zones directly depends on the creativity and outlook of teachers. A variety of exhibits, exhibitions, corners using photographs, layouts, stands, illustrative material, geographical maps - all these tools and materials attract the attention of children, increase their interest in getting to know their native land, which makes it possible to successfully solve the problem of raising children's interest and love for small homeland.

In the 2010-2011 academic year, the "LUCH" propaganda team was created at the preschool educational institution, where the creative team of senior preschoolers and teachers, speaking on various topics, pays great attention to the environmental orientation of their speeches. This is the only accessible genre, which allows, in a form understandable for children, to turn to the environmental theme.

The holding of the traditional ecological holiday "Earth's Birthday" (for more than 10 years, poetic seasonal morning performances forms in children love and respect for the small Motherland, its traditions and culture.

And environmental actions allow you to apply the knowledge gained in practice.

Independent activity of children implies not only various local history games, work in creative workshops, but also participation in creative competitions both within the kindergarten and at the level of the district and district. (performance on the slide).

Interaction with parents.

Parental support is very important. It is necessary that the process of cultivating love for a small homeland be two-way, therefore, work with parents is carried out in a preschool institution. Parent meetings, creative drawing rooms, consultations are organized and held, folders are made out. Parents are active participants in competitions and exhibitions held in kindergarten.

Based on the generalization of the experience of the work of teachers, the material "Implementation of the national-regional component in the work of preschool educational institutions" was collected and designed. Educators have the opportunity to get acquainted with the development of consultations, seminars - workshops, teachers' councils, classes, holidays, entertainment. The necessary fiction was selected for working with children (fairy tales, riddles, collections of poems, magazines, books and paintings telling about the life of the peoples of the North, scientific and journalistic literature, there are illustrations depicting plants and animals, landscapes of northern nature, collections of musical works.

Based on the monitoring results, there is a positive trend in improving children's knowledge of the regional component of older children and the level of preparedness of preschool teachers in using the regional component in practice, which is confirmed by the presented diagrams.

A modern teacher not only needs to know everything related to the regional component, but also be able to pass on his knowledge to children, open their eyes to the national wealth of the North, instill love and respect for the national values ​​of their region.

The essence of local history work was most clearly, figuratively and intelligibly formulated by the Russian teacher V. A. Sukhomlinsky “The most important thing in our business is that a shrine lives in a young heart. So that the fatherland, its happiness and power, its greatness and glory - so that all this becomes immensely expensive, unshakable and unshakable, like the image of a mother and father, like the eternal radiance of stars, like a beautiful world that opens before the eyes of a person. Patriotic convictions, patriotic impulses of a young soul – that is the lofty goal of education.”

MUNICIPAL BUDGET PRESCHOOL EDUCATIONAL INSTITUTION OF THE COMBINED TYPE "KINDERGARTEN № 8" SOLNYSHKO "VILLAGE NOVOZAVEDENNOGO".

Ivanova Anna Evgenievna

Senior group teacher.

"Regional component to the main educational program of the preschool educational institution"

Priority areas of activity of the educational institution for the implementation of the main general education program:

The regional program was developed in accordance with the Federal State Educational Standard, compiled by age groups. It covers two age periods: junior and senior preschool age. The Program divides the tasks of psychological and pedagogical work into five areas:

Physical development

Socio-communicative development

Cognitive development

Speech development

Artistic and aesthetic development.

The organization of joint activities of the teacher and parents to educate children in love for their native land has been developed. Compiled a comprehensive thematic planning for the year. Acquaintance with the native land takes place with the active interaction of children with the outside world, emotionally - in a practical way, i.e. through the game, objective activity, communication, work, education, holidays and entertainment, various activities of a preschooler. The selection of local history content is carried out in accordance with the goals of the development of the child, his age characteristics and interests, enrichment of the developing environment, material about his native land, didactic games, manuals, art objects, products of children's creativity. Coordination of the topics of classes on familiarization with the village, with the topics of other classes, with children's games, creating conditions for independent and joint work with adults with local history material, ensuring the emotional well-being of the child.

Goals, objectives, principles of familiarization with the native land

main goal the program is the development of the spiritual and moral culture of the child, the formation of value orientations by means of the traditional folk culture of the native land.

Tasks for familiarization with the native land

Educational area

tasks

Social and communicative development

To instill in children of senior preschool age a sense of love and affection for their small homeland, native home, on this basis the manifestation of value ideals, humane feelings, moral relations to the world around them and their peers.

Use knowledge about the native land in gaming activities. Arouse interest and respect for the culture and traditions of the Stavropol Territory, the desire to preserve national values.

cognitive
development

To introduce children to the history of the Stavropol Territory, to form ideas about the traditional culture of the native land through familiarization with nature

Speech development

Develop speech, thinking, primary perception of dialect speech through acquaintance with the culture of the Stavropol Territory

Artistic and aesthetic

development

Introduce children of primary preschool age to musicalcreativity of the native land; to cultivate love in their native land through listening to music, learning songs, traditions of the Stavropol Territory

To form practical skills for introducing children of senior preschool age to various folk arts and crafts activities.

Physical development

Develop emotional freedom, physical endurance, ingenuity, dexterity through traditional games and fun of the Stavropol Territory

Tasks for familiarization with the native land in groups.

Junior preschool age .

Continue to form interest in their "small homeland", cultivate love for their native land.

Know the name of the village, your street, tell children about the most beautiful places in your native village, its sights, introduce you to the history of the village, native land, culture and traditions. On the days of the holiday, observe the colorful decoration of buildings, cultivate a sense of belonging to the life of the country.

To give children elementary geographical information of the "small motherland". Get to know the nature of your native land.

Talk about public holidays, about the Russian army, about the soldiers who protect our Motherland.

To form ideas that our huge country is called Russia

Senior preschool age.

To expand the understanding of the native land, its past and present, its geographical location, flora and fauna.

Deepen and refine the idea of ​​the Motherland.

To support children's interest in events taking place in the country, the world, to show the connection of their native land with the whole country, to instill a sense of pride in their country, to acquaint them with the flag, coat of arms, and anthem.

Show all Russia on the map, Stavropol Territory Georgievsky District, s. newly wound

Work principles:

Consistency and continuity.

Personally-oriented humanistic nature of the interaction between children and adults.

Freedom of individual personal development.

Recognition of the priority of the values ​​of the child's inner world, reliance on the positive internal potential of the child's development.

The principle of regionalization (taking into account the specifics of the area)

Integration of the regional component into educational areas

educational

region

Methodological techniques

cognitive development

Acquaintance with nature:

Conversations, computer mini-presentations, multimedia screenings of film fragments about nature, flora and fauna of the North, with folk signs.

Collection of herbariums, collections

Experimental and experimental work

Project activity

Formation of a holistic picture of the world (familiarization with the immediate environment):

Excursion: 2nd junior groups - on the premises and territory of the kindergarten; the middle group - on acquaintance with the sights of the district; senior - walking and bus tours around the district, mini-hikes in the forestarea adjacent to the preschool educational institution, school, library.

Conversations: “Where does a person live”, “The house in which we live”, “My village, my district”, “Small homeland and big homeland”, “My native street”

Familiarization with symbols: flag, coat of arms; portraits of leaders, districts, Russia

Acquaintance with the past of the native land:

Organization of an ethnographic corner in a preschool educational institution

viewing fragments of historical films, old photographs, traveling exhibitions of museums, a story about the historical past of the UK

Meetings with veterans of the Second World War, excursions to the monuments to the fallen heroes of the Great Patriotic War, watching fragments of films about the war, telling about the heroic past of the city

Spirituality and culture:

- conversations to get acquainted with the traditions of the NC; with a spiritual and moral way of life

Conducting children's folklore holidays

Celebration of all state and regional holidays, District Day, Novozavedennogo village

Physical

development

Conversations about athletes - champions, pride of the UK

Conversations about sports, watching sports cartoons

Wide use of Russian, folk games

Carrying out sports holidays, entertainment, relay races, competitions, mini-olympiads

Conversations about health "Lessons of Aibolit", "Lessons of etiquette", "Lessons of Moidodyr"

Excursions to the district clinic, pharmacy

Project activity

Experiences and experimentation

Creation of health corners in groups

Artistic creativity

- Conversation about the national costume of Russia, SK

Conversations about the fine arts of Russia, SK

Examination of reproductions of paintings, slides, postcards, booklets about the village of Novozavedenny

Registration in the preschool educational institution of the art gallery of creativity of Russian artists

Artistic and productive activity: folk crafts

Musical folklore (children's, ritual, everyday, round dance)

Musical culture: acquaintance with the work of composers

Holding holidays, entertainment, musical and literary quizzes, folklore folk holidays and festivities

Acquaintance with folk musical instruments

Use in a group of audio and video recordings of concerts, children's holidays; musical instruments, portraits of composers

Setting up a music corner

Speech

development

- Russian, folklore: proverbs, sayings, riddles, incantations, teasers, tongue-twisters

Russian tales

Thematic exhibitions dedicated to the work of writers and poets of the UK.

Drama games

Dramatization of folk tales

Display of all types of theaters (shadow, flannelograph, toy puppet theater, table, finger)

Making dressing corners in all age groups;

Meetings with artists of children's theaters, with library workers

The regional component provides:

Senior group

preparatory group

September

Me and my family

Target: talk with children about family members, teach them to call their names; encourage children to talk about their brothers and sisters; cultivate love and kindness to loved ones.

My family

Target: educate the child's attachment to the family, love and caring attitude towards members of his family; to consolidate the ability to determine the name of kinship between close members of her family.

Help to understand that the family is all who live with the child. Know and name your close relatives.

My village

Target: to consolidate the idea of ​​​​children about the village of Novozavedennoye, in which we live, to pay attention to the history of the village, to its sights.

October

My favorite kindergarten

Target: Introduce children to the purpose of kindergarten, introduce people who work in kindergarten, cultivate friendly relations between children; Help children get to know kindergarten better, love it, understand how to behave in kindergarten;

To introduce the basics of etiquette; cultivate a friendly attitude towards others.

The village where we live

Target: to give initial information about the history of the village. to cultivate a sense of pride in their village.

To continue acquaintance of children with their native village, to consolidate knowledge of the home address, the name of the kindergarten and group, to cultivate interest and respect for the work of adults.

The area where I live

Target: To introduce children to the district of the city in which we live; with its features and attractions

November

My house

Target: Give the children the concept of "home", tell about its purpose, about different types of houses, about the fact that each person has his own house, where he lives with his family.

To form in children the idea that each person has a home address - the place where his house is located, to help children remember their home address;

Teach children to find their home in photographs. Encourage people to talk about their home (color, size, wooden or brick);

My region

Target: to acquaint children with the history of their native region, its name; arouse in children an interest in their area, instill a sense of joy for it. To continue to acquaint children with the sights of the Georgievsky district, to develop a sense of love for their native area.

Target:

To acquaint children with the riches of the UK - its minerals.

December

New Year at the gate

Target: encourage children to talk about the traditions of preparing and celebrating the New Year (tree, festive table, gifts). About the responsibilities of each family member; to involve children in the feasible participation in the preparation of various family holidays.

Our homeland is the Stavropol Territory

Target: consolidate children's knowledge about the NC, about the regional center, about the sights;

To form a friendly and respectful attitude towards the peoples living near and together with us;

To acquaint children with the riches of the UK - its minerals.

Target: to consolidate the children's idea of ​​the city, the history of the city, its sights, features, to introduce the map of the village, the symbols-coat of arms;

To instill interest in the historical and cultural heritage, to promote a sense of pride in the architectural monument of the city.

January

Where I live

Target: To consolidate the idea of ​​children about the village of Novozavedennoye, in which we live, pay attention to the history of the village, to its sights.

Introduce children to the SC in which they live, learn to call it;

Consider illustrations depicting various sights, instilling love for the native land.

The capital of the Stavropol Territory is the city of Stavropol

Target: To continue the formation of ideas about the native village, to acquaint children with the memorable places of the city, to give knowledge of how the people keep the memory of the people who glorified our city

Rivers, lakes and mountains of the Stavropol Territory

Target: To acquaint children with the rivers of the village, where they originate from, why they call it that;

Introduce children to the lakes of the UK. They are different: big and small. Give children the opportunity to learn about it, where it is located, why it is called that, what it is famous for. To instill in children a caring attitude towards the wealth of the republic, to protect and preserve it.

To introduce children to the mountains, their location on the map of the UK, what grows in the mountains, what animals live there, what they grow in the mountains.

February

Our defenders

Target: Tell the children about the holiday that we celebrate in February - Defender of the Fatherland Day, give the concept of "defender", give an idea that all dads are the defenders of their children, their families, their homeland.

Rivers and lakes of the Stavropol Territory

Target: to clarify the idea of ​​children about the rivers and lakes of the UK. To acquaint with the features of the flora and fauna of rivers and lakes. Cultivate respect for nature.

Culture and traditions of the Stavropol Territory

Target: To consolidate the knowledge of children about the name of the region in which they live, about its nature, some historical events, culture.

Clarify children's knowledge of such a concept as tradition, recall the traditions of the Russian people that they were told about, introduce them to other traditions

March

I love my dear mother very much!

Target: To acquaint children with the holiday of all mothers, grandmothers - on the Day of March 8, to cultivate love for mother, the desire to help her.

Cultivate a respectful attitude towards mother, grandmother.

Nature and fauna of the UK

Target: Cultivate love for nature, the animal world of the UK. Cultivate respect for the nature of the native republic.

To acquaint children with the variety of natural zones of the NC (mountains, foothills, forest, plain) where various plants grow: coniferous, deciduous, herbs, many plants are listed in the Red Book as unique.

Famous countrymen

Target: To consolidate knowledge about how the villagers honor the memory of famous people who glorified our region, to introduce them to the streets, squares, monuments associated with the names of famous people;

Cause a sense of respect and pride for the famous fellow countrymen.

April

Nature around us

Target: Give children the concept of "nature", consider nature in the kindergarten area (trees, flowers), teach them to see changes in the state of the weather, and cultivate a respect for nature.

They glorified our land

Target: To give knowledge about the people who glorified the city of Georgievsk, about the honored guests of the city.

The capital of Russia is Moscow

Target: consolidate ideas about Russia, the main city - Moscow. Learn about the history of the country. Clarify the idea of ​​children about the state symbols.

To instill in children an interest in the country, a sense of love and pride in their country.

To consolidate children's knowledge about the nature of Russia, Russian national costume, Russian fairy tales, nursery rhymes. Cultivate love for the motherland. To evoke a sense of admiration for the beauty of nature.

May

This Victory Day

Target: Teacher's story about Victory Day.

Get acquainted with the monuments to the heroes

Great Patriotic War

the edges.

Teach children about how people

honor the memory of the heroes who defended

our country during the Great

Patriotic War.

The final - "My land". Target: to consolidate children's knowledge of the history of their native land, about the sights, to evoke a sense of pride in their land, the desire to make it even more beautiful.

Quiz: "What, where, when?".

Target: reveal children's knowledge about the Stavropol Territory and its place in the life of Russia.

Introducing the child to the national and cultural heritage: samples of folklore, folk art crafts, national and cultural traditions, works of writers and poets, artists - performers, athletes, famous people of the city and region;

Introduction to the acquaintance and following the traditions and customs of the ancestors;

Education of tolerant attitude towards people of other nationalities.

The content of the regional component with the aim of respect for one's home, for one's native land, for one's native land..

Organization of the activities of adults and children for the implementation and development of the Regional program of preschool institutions.

The activities of adults and children in the implementation and development of the Program are organized on a daily basis in two main models:

Joint activity of an adult and children;

Independent activity of children.

Team work - the solution of educational problems is carried out in the form of directly - educational activities and during regime moments.

OOD implemented:

- through the organization of various types of children's activities (game, motor, cognitive-research, communicative, productive, musical-artistic, labor, reading fiction)

- through integration using various forms (problem - game situation, reading fiction (cognitive) literature, observation, outdoor game, game exercise, experimentation, project activity, etc.), the choice of which is carried out by teachers independently.

To ensure the integrity of the child's ideas about their native land, it is used in a complex – a thematic approach that reflects a certain fragment of reality and sets a general contextual meaning that corresponds to the interests and age capabilities of children.

Conduct OOD to familiarize with the native land from the 2nd junior group once a month.

The duration of the OOD is 15 minutes. Number of NODs per year - 10

In the middle group, OOD for familiarization with the native land is carried out 1-2 times a month.

The duration of the OOD is 20 minutes. Number of NODs per year - 10

In the senior group, OOD for familiarization with the native land is carried out 2 times a month.

The duration of the OOD is 25 minutes. The number of lessons per year is 11 lessons.

Comprehensive thematic planning of educational and educational work on the regional component in the MBDOU "Kindergarten No. 8" Sun "of the village of Novozavedennoe".

Targeted walks with children of senior preschool age to get acquainted with their native village.

Target walk to nearby street.

Target: Remind the children the name of the street, what is located on it (kindergarten,the shops)

September

caregivers

Excursion to the school

Target: Get acquainted with the classrooms of the school, with their purpose, with the assembly and sports hall.

October

caregivers

Excursion to the post office

Target: introduce the work of the postman(sorts correspondence, distributesaddresses).

november

caregivers

Excursion to the music school

Target: To acquaint children with a music school, what children do there, what instruments they are taught to play. Listen to a piece of music performed by a child.

December

educators, music school employee

Excursion "Rural house of culture of Novozavedennoe village".

Target: To introduce children to the rural house of culture, to tell about the antiquities stored there, to tell about the history of the recreation center. Repeat the rules of conduct in DC.

January

caregivers

Excursion to the library

Target: to introduce the work of a librarian, to cultivate a careful attitude to the book.

February

teachers, librarian

Target walk to the playground

Target: Draw the attention of children to the beauty of the playground, what trees, bushes, grasses grow near the playground, repeat the rules of behavior on the playground.

March

caregivers

Target walk to the Kuma River,

Target: What is the name of the river, what shape is it. Talk about what the river is for and the history of its occurrence, repeat the rules of behavior on the water.

April

caregivers

Target walk to the monuments of the Great Patriotic War

Target: Show the children a monument to the deadsoldiers in the Great Patriotic War, tell about their exploits. Why are monuments erected to them in all cities and villages?

May

caregivers

Organization of joint activities of teachers and parents to educate children in love for their native land.

1

Questioning of parents on the topic “What do I know about my native land”.

September, May

caregivers

Organization of consultations for parents on the following topics:

- "The role of parents in raising children's love for their native land";

- "Where to take the baby on a day off";

- "Sights of our region"

- "The nature of my land, the interaction of adults and children with it";

- "History of the village Novozavedennoe"

- "Defenders of my land"

October,

December,

January,

February,

March,

May.

caregivers

Organization and holding of entertainment

- "Who knows his native land better";

May

tutors music director

Involving parents in the collection of local history material to replenish the group corner on local history (badges, postcards, photographs, figurines ...)

during a year

educators, parents

Designing safe routes for parents and children to kindergarten and back home

Preparation (together with parents) of the photo exhibition "We are residents of the UK" (photos of children and parents in the most beautiful places in the UK).

October

December

educators,

parents

Design of the exhibition of creative works of children, educators and parents "The beauty of my village".

April

educators, parents

Designing a stand for parents on topics

"My favorite village Novozavedennoe".

September

educator

Carrying out festive events dedicated to the Victory Day.

May

music director, educator

Promotion of pedagogical knowledge on this issue among parents:

Visual propaganda: stands, thematic exhibitions and expositions;

Conversations, consultations;

Creation of joint projects with environmental workshops, experiments;

Involvement of parents in the organization of the developing environment of groups and sites, collection of equipment for experiments, literature: arrangement of an experimentation corner, design of new objects of an ecological trail.

Relationship with other activities.

Cognitive

gaming

Labor

Productive

activity

activity

activity

activity

Story - conversation

about his native village:

Compilation of stories from photographs of the village;

Target: to fix

insight into the history of

villages.

Didactic

games:

Split pictures "Sights of the village", "Monuments

the edges".

- "What is superfluous", animals, birds, fish, plants of the native land.

Acquaintance with the work of adults:

People watching

providing cleaning and landscaping of the village;

Have respect for people who create cleanliness and order in the village.

Painting.

Our village;

The history of the village;

The village is being built;

Our favorite places in the countryside;

The house where I live.

The history of the village Novozavedennoe.

Target: introduce

history of origin

villages.

Plot - role-playing games:

- "Family", "Harvest", "On the farm", "Drivers", "Journey through the village", "Builders of the village".

Artistic - manual labor:

Making old buildings

churches made of paper and waste material.

Viewing albums, photos,

postcards

with the image of the village, its sights, nature, flora and fauna of the native land.

Crosswords on the history of the village.

Modeling.

We are harvesting

Village tours

to the park, to the church, to the school, to the central flower bed, etc.

Educational

games:

" Where is

monument"; "Find your village on the map of the Georgievsky district, SK."

Application

My street.

Game - quiz:

"Connoisseurs of the village.""Excursion" according to the map-scheme panorama of our village.

When working to familiarize children with their native village, the following should be considered:

Familiarization of preschoolers with their native village should naturally “enter” into a holistic educational process.

The introduction of local history material into work with children, taking into account the principle of a gradual transition from closer to the child, personally significant, to less close - cultural - historical facts,

Formation of a personal attitude to facts, events, phenomena in the life of the republic, creation of conditions for the active familiarization of children with social reality, increasing the personal significance for them of what is happening around.

The implementation of an activity approach in introducing children to the history, culture, nature of their native land, i.e. their choice of the activity in which they would like to reflect their feelings, ideas about what they saw and heard (a creative game, writing stories, making crafts, writing riddles, appliqué, modeling, drawing, conducting excursions, activities to improve the d / garden, at home , nature conservation).

Attracting children to participate in rural holidays so that they have the opportunity to plunge into the atmosphere of general joy and fun.

A conscious selection of methods for introducing children to their native village, primarily increasing their cognitive and emotional activity.

Organization of work with parents so that their knowledge and love for their native village are passed on to children.

When conducting classes to familiarize children with their native village, the educator must remember the following:

1. Accompany the story with visual material, photographs, reproductions, diagrams, drawings.

2. Turn to children with questions in the course of the story in order to activate their attention, arouse the desire to learn something on their own, try to guess something on their own, you can ask: “What do you think, why did people decide to build our village on this place ? Where does the name of the village come from? What can it mean?

3. During the story, do not tell the children the dates: they make it difficult to perceive the material. Use these expressions: It was a long time ago when your grandparents were as young as you.

4. Use vocabulary accessible to children, explain the meaning of unfamiliar words, do not use special terminology, do not overload the story with complex grammatical structures.

In the group, it is necessary to create such a developing environment that would contribute to the development of the child's personality on the basis of folk culture, based on local history material, which would satisfy the need for knowledge of the world (mini-museums of Russian life, objects of arts and crafts, folklore, music) . The success of the development of preschoolers when they get to know their native village will become possible only if they actively interact with the outside world in an emotional and practical way: through play, objective activity, communication, work, learning, as well as through the use of fiction, exhibitions, viewing paintings, illustrations, excursions, hikes, holidays, entertainment. That is, through various activities characteristic of preschool age.

Building a subject-developing environment in groups:

Library of cognitive literature;

Experimentation corner according to children's age;

Card index of educational games.

State symbols of the Russian Federation, photographs depicting the sights of the native village, region, toys - heroes of Russian folk tales, children's fiction, etc.

List of materials and equipment.

1. Poems about the native land;

2. Photo album "Native land";

3. Illustrated material: flora of the native land, medicinal plants,seasons,Pets,migratory birds,wild animals,garden flowers,defenders of the fatherland,

4. We introduce children to the outside world: my family, profession.

5. Russian national costume.

6. Works of oral folk art.

7. We introduce children to nature: trees,birds,insects,edible mushrooms,field and meadow flowers,poultry,vegetables,seasons;

8. Streets of the village;

9. A long-term plan for the NOD to familiarize children with their native land for primary and secondary preschool age.

10. Plan of classes - excursions to get acquainted with the native land.

links:https://www.pdou.ru

My fatherland is Russia! M. 2005.

Information and business equipment of the preschool educational institution "Our Motherland Russia"

Soboleva L.G.

"Kavminvody during the war years, or Chitaika and Umnyashka Tell"

Murashkina A.I., Skachkov I.M.

Georgievsky district. Historical chronicles.

Gnilovsky V.G.

Entertaining local history. Stavropol book publishing house.

Dyakonova N., Dyakonov D.

Native Stavropol. M. 2006.

Kozlova S.A.

Theory and methods of familiarizing preschoolers with social reality. M. Academy. 1998.

Kondykinskaya L.A.

Where does the Motherland begin? M. SPHERE. 2005.

Litvinova R.M.

A preschooler in the space of Stavropol and the Stavropol Territory. S. SKIPKRO. with.

Litvinova R.M.

Regional culture: artists, writers, composers.

Litvinova R.M.

Interactive forms of work with personnel.

Litvinova R.M.

Cossacks in Stavrpol. S. 2009

Litvinova R.M.

Regional culture: artists, writers, composers. S. 2010.-250s. (with video application).

In accordance with clause 2.6. GEF DO content of the educational area "Social and communicative development" is aimed at: - mastering the norms and values ​​​​accepted in society, including moral and ethical values, the development of communication and interaction of the child with adults and peers; -formation of the foundations of security in everyday life, society, nature. the content of the educational area "Cognitive development" involves: - the formation of primary ideas about the small homeland and Fatherland, about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the features of nature.

The use of the regional component as one of the means of socialization of preschoolers involves the following: 1. Familiarization of preschoolers with their native land in the course of implementing the educational program of the preschool educational institution. 2. The introduction of a regional component, taking into account the principle of a gradual transition from a more close to the child, personally significant (home, family) to a less close one - cultural and historical facts. 3. An activity approach in introducing children to the history, culture, nature of their native city, when children themselves choose the activity in which they would like to participate in order to reflect their feelings and ideas about what they saw and heard. 4. Interaction with parents. 5. Professional improvement of all participants in the educational process (educators, narrow specialists); 6. Generalizing the experience of pedagogical activity, studying the effectiveness of innovative activity and its results in the main areas of work with children, teachers, parents.

Purpose: to form the initial ideas of preschoolers about the features of their native city. Tasks: - to acquaint children with the peculiarities and traditions of the city; - to form ideas about the hometown: history, streets, professions; - introduce the names of famous countrymen; - to form knowledge about the animate and inanimate nature of the city; - to lay the foundations of a moral personality, national pride and national self-awareness.

Effective formation of the foundations of cultural and historical heritage in children is possible if the following factors are observed: the use of programs and technologies in local history; a complex combination of various activities of the child; creating conditions for the self-realization of each child, taking into account the experience he has accumulated, especially the cognitive, emotional sphere; taking into account the specifics of the organization and construction of the pedagogical process; the use of forms and methods aimed at the development of emotions and feelings.

For the effective implementation of the regional component, a number of pedagogical conditions are necessary: ​​Creation of a cultural and developmental environment in the preschool educational institution Preparation of the teaching staff for the implementation of the regional component of preschool education Organization of effective interaction between the preschool educational institution and society Integration of the regional component into educational activities Organization of effective interaction between the preschool educational institution and the family.

Age-related features of the assimilation of program material by preschoolers in the educational field "socio-communicative development" (regional component) 3-4 years old 4-5 years old 5-6 years old 6-7 years old knows his name, recognizes and calls adults in life and in pictures, understands that other children also have their own family, parents know their last name, first name of parents, family ties and their social role, knows how to politely address teachers by name and patronymic; notes characteristic changes in nature; names the plants growing on the site. names the home address, the name of the city in which he lives. knows the name and patronymic of the parents; their professions, briefly talks about them, names some sights of the city,. names the objects located in the microdistrict of the kindergarten; streets, can independently determine the route from home to kindergarten on the plan and in space, is familiar with the works of local poets and artists. has a general understanding of the history of his city, symbols, traditions of his native city

Preparing the teaching staff for the implementation of the regional component of preschool education Starting work on the regional component, the teacher himself must know the cultural, historical, natural, ethnographic features of the region where he lives in order to instill in preschoolers love and respect for the folk traditions of his region.

Organization of effective interaction between a preschool educational institution and society A modern preschool educational institution cannot successfully implement its activities and develop without broad cooperation with society at the level of social partnership (museums, theaters, folk groups, etc.)

Integration of the regional component A large place in introducing preschoolers to the culture of their native land is occupied by folk holidays and traditions that are studied during preparation for the calendar and ritual holidays: Christmas, New Year, Maslenitsa, Birds Day, etc.

THEMATIC BLOCK «CITY. ATTRACTION. HISTORY "Objectives Themes and forms of work To form knowledge about the native city, its cultural and historical values ​​To acquaint children with the symbols of the city, its sights To develop a cognitive interest in the history of the native land based on local history material for younger and middle preschool age the topic "Where we live" Theme " Where we live" "My house, my street" "Favorite kindergarten" "Native city streets" "City life" Excursions starting from the 2nd half of the middle group: around the kindergarten, to the buildings, along the city street. Role-playing games: House Family Street of the city Commonwealth with the family Questioning “Do you know the sights of the city” Open day Stand “The history of one photo”

To expand children's knowledge about their hometown, its cultural and historical values. Continue to acquaint children with the symbols of the city, its sights, memorable places of the city. To develop a cognitive interest in the history of the native land on the basis of local history material. Senior preschool age Theme "Where we live" My hometown, region Symbolism of the city Memorable places Journey into the past of the city of Kaliningrad - the city of the future Drawings “Kaliningrad-city of the future” Making layouts of the native city” Commonwealth with the family Questioning “Do you know your city” Open day Stand “History of one photo” Competition “Making a layout of the city”, co-creation of parents with children Family project “Family Traditions”

THEMATIC BLOCK "NATURE OF THE NATIVE TOWN" Tasks Topics and forms of work Expand, generalize and systematize children's knowledge about the nature of the preschool site. To educate from the first years of life a socially active, creative person who is able to understand and love nature Younger and middle preschool age Theme "Welcome to ecology" "Trees around us" "Labor in nature" "How birds in the city prepare for winter" "Feeding birds" "Friends of the forest. What is good and what is bad "Promotions Labor walks-actions Let's feed the birds Commonwealth with the family Competition "Birdhouses for birds"

To expand, generalize and systematize children's knowledge about the flora, fauna of the city's environs and about the problems of their native land. From the first years of life, to educate a humane, socially active, creative person who is able to understand and love nature, take care of it, transform and increase it. Why does a person plant a forest? "Living, inanimate nature of the Kaliningrad region" "Influence of inanimate nature on the life of plants and animals in the city" Competition. Stock. Exhibition "Fantasy" / crafts made from natural materials / Action "Second life of waste material" Exhibition of drawings "Nature of the native city" Commonwealth with the family Questioning "What do I know about the nature of my native land" Competition of family traditions Tourist trips Subbotnik "Landscaping of garden plots"

THEMATIC BLOCK "CULTURE, RECREATION, SPORT" Tasks Themes and forms of work To acquaint children with Russian folklore, with masters of art crafts, with the work of local poets, composers, artists. Contribute to the overall development of the child on the basis of love, interest in the culture of the city. Theme "Introduction to folk origins, urban traditions" Younger and middle preschool age Acquaintance with folklore Wonderful Russian chest Fair Crafts shop Grandmother's tales Grandfather's golden hands Senior preschool age Miracle - wonderful, marvel - marvelous (tales, legends and folklore of the Russian people) Traditions of the Russian people Acquaintance with the work of local poets, composers, artists Cultural and sports centers of the city Sport is health Traditions of the native city

To acquaint children with Russian folklore, with craftsmen, with the work of local poets, composers, and artists. Contribute to the overall development of the child on the basis of love, interest in the culture of the city and sports. To form cultural behavior skills in children Excursions starting from the second half of the middle group: to an art school to a music school Calendar and ritual holidays Russian gatherings Kolyada - open the gates Wide Shrovetide Easter City traditions festival of children's creativity City Day June 1 - Children's Day Commonwealth with the family: joint sports and music activities ancient family traditions drawing competition, co-creation of parents with children photo exhibition "Summer Vacation"

When implementing the regional component, the organization of project activities plays an important role. "Sights of Kaliningrad", "Why the street was called that", "Sunny Stone", "My Neighborhood", "Birds of the Kaliningrad Region", "Baltic Sea", "Animals of the Kaliningrad Region", "Red Book of the Kaliningrad Region", etc.

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

The effectiveness of the work on the implementation of the regional component suggests that in the process of forming the foundations of local history, the child: acquires a certain system of knowledge about the relationship and interdependence of man, animals, flora and the world of people of his native land, about the features of human communication with the outside world and the impact of this interaction on him ; masters ideas about himself, his family, his belonging to a particular nation, the elementary history of his kind; determines its social role; has elementary ideas about the history of his native city, its sights; enriches vocabulary, develops memory, thinking, imagination; learns to rationally use skills in independent activities; acquires goodwill, sensitivity, skills of cooperation in the process of communicating with each other; develops independence, creativity, initiative;

Conclusion: the implementation of the regional component in a preschool institution, built in the system, will contribute to the achievement of the following targets of the GEF DO: - the child masters the installation of a positive attitude towards the world, to different types of work, to other people and to himself, has a sense of his own dignity; - distinguishes between conditional and real situations, knows how to obey different rules and social norms; -possesses basic knowledge about himself, about the natural and social world in which he lives.

Literature: 1. Bure R.S. Socio-moral education of preschool children. Methodological guide / R.S. Bure - M .: Mosaic-Synthesis, - 80 p. 2. V. Koltakov "From the history of the Lipetsk region." - Voronezh: Central Chernozem book publishing house, A.S. Morgachev "Lipetsk. Pages of History. - Lipetsk: Central Black Earth Book Publishing House, A. Berezen "Our Lipetsk Land." - Voronezh: Central Black Earth Book Publishing House, "Art of the Native Land". - Lipetsk: LIRO, Astakhov V.V., Dyukarev Yu.V., Sarychev V.S. Protected nature of the Lipetsk region. - Lipetsk: Photo-Prof-TASS LLC, Shalnev B.M., Shakhov V.V. The world of childhood. Native culture: textbook-reader on local history of the Lipetsk region for preschool and primary school age. Ryazan - Lipetsk: GELION, Shalnev B.M., Shakhov V.V. Lipetsk Encyclopedia: in 3 volumes - Lipetsk, Baradulin V.A. Fundamentals of artistic craft: in 2 hours - M., Enlightenment, 2010.

Organization: MBDOU Kindergarten "Firefly"

Location: Khabarovsk Territory, Solnechny village

Conceptual foundations pedagogical activity

Our wonderful village

and it is interesting to live in it

There is clean air, mountains and comfort…

Our village is wonderful.

and it's interesting to live in it,

They don't call it "Switzerland" for nothing...

These lines about our village were written by our countryman Valery Pechimskikh. And in fact, the village of Solnechny, Khabarovsk Territory, located on the very edge of the earth, is very wonderful, despite the harsh climate. And for us adults, it is important that children begin to learn the history of their village as early as possible, take care of nature, and love their small homeland.

In accordance with the Federal State Educational Standard, the educational program of a preschool institution consists of two parts - a mandatory part and a part formed by participants educational relations. The second part of the program is determined by the educational institution independently, taking into account partial or independently developed programs. At the same time, this part of the program considers the regional features of the territory, innovation, and networking. All these requirements were taken into account by us when developing the educational program, including, in the part responsible for .

Requirements have also changed professional qualities educator. Very important at this stage for teachers was the fact that their activities are of a leading, project-based nature.

This approach makes it necessary to strengthen the methodological work with the teaching staff, called upon to carry out educational activities in changing conditions. Based on this relevance of my experience and its practical significance.

Purpose of my experience

Develop and implement a system of methodological measures aimed at improving the educational activities of preschool educational institutions for the implementation of the regional component.

Tasks

• to analyze the use by teachers of the regional component in educational activities, to identify the educational needs and professional difficulties of teachers in order to create effective conditions for improving their professional competence;
• to develop a system of measures aimed at involving teachers in the implementation of the regional component in educational activities;
• systematize work with preschoolers to study the regional component.

Theoretical substantiation of the problem

Researchers began to pay special attention to the issues of regionalization of the education system at the turn of the 1990s.

Problems of a regional nature are currently being dealt with by T.A. Bryukhanov, R.Kh. Hasanov. In different sources, the concepts of "region" and "regional" are considered differently.

In the explanatory dictionary “Region is a large area, a group of neighboring countries or territories, a region, united according to some common features. Economic region, geographical”. The concept of "regional" in the literature is interpreted in different ways.

The Dictionary has the following definition: "regional - local, regional - relating to any particular territory, district (region), region, country, group of countries, built on territorial grounds." The author V. Budanova claims that “regional is related to a specific region (parts of the country, separate territories)”.

Using the regional component in educational activities with preschoolers, in accordance with the Federal State Educational Standard, DO is aimed at studying the nature of the native land, traditions, developing tolerance, and social adaptation.

After analyzing the theoretical aspects of this problem in work with preschoolers, she found that in modern psychological and pedagogical research this problem is widely covered, but there are very few programs and teaching aids.

In the educational and methodological manuals “I Explore the World”, T.I. Grizik traces systematic work with children on cognitive development, the program “Young Ecologist”, S.N. Nikolaeva is focused on the development of the ecological culture of children. The educational and methodological manual “We live in Russia” by Zelenova N.G., Osipova L.E., reflects the civil and patriotic education of preschoolers of the preparatory group for school, the Overchuk program “My home”, is aimed at raising a child based on universal values: love for parents and family, for the native place.

Based on the analysis, we can conclude that this problem is mainly considered separate aspects, there is no complete system for studying the regional component in working with preschoolers.

Technology

Determining the level of readiness of teachers for the implementation of the regional component of the educational program

The content of educational activities aimed at implementation of the regional component , now each educational institution defines and develops independently.

In accordance with the annual work plan of the kindergarten in October 2014 academic year, thematic control “The state of work of the MBDOU on the use of the regional component in working with preschoolers” (middle, senior and preparatory groups for school). The purpose of this control was an analysis of the state of work in this area.

During the thematic audit, an analysis was made of the planning of educational activities, the level of professional skills of educators, the subject-spatial developing environment for the implementation of the regional component.

To carry out thematic control, I developed:

Questionnaire to determine the attitude of teachers to this problem, difficulties; (Appendix 1)

Criteria for individual achievements of older preschoolers in terms of the regional component; (Annex 2)

An analysis map of the subject-spatial developing environment in groups, taking into account the regionalization of educational activities. (Annex 3)

Analysis of perspective and calendar plans showed that they combine the mandatory program material with the part formed by the participants in educational relations, and in this case with the regional component systematically - 45% of teachers. 55% of teachers use the regional component from time to time, often without linking it to the mandatory part of the educational program.

It has been established that children are introduced to the immediate natural environment more often than to the works of Far Eastern poets, writers and artists. Acquaintance with the small peoples of the Far East in the plans can be traced only in reading works and conversations with children, explaining this by the fact that there is little information.

Analysis of educational activities , made it possible to establish that educators in educational activities offer children situations of a problematic nature, teach them to reason, put forward hypotheses, but do not always integrate the material of the mandatory part of the program with the characteristics of the region.

Viewing walks showed that educators use it very effectively to consolidate the knowledge gained in educational activities. On walks tracedsystemic regionalization organized by teachers during the observation of children behind the phenomena of nature, labor in nature, keeping a diary of observations.

Analysis of the subject-spatial developing environment in groups showed u the ability of educators to create a cognitive-research environment appropriate for the age, level of development of children and program objectives, the presence in groups of natural areas equipped adequately for the age of children.

In the method room there is a variety of material for familiarizing children with flora and fauna, in the form of pictures, cards, reproductions, thematic albums. There is material for research activities, a microscope, globes, magnifiers, scales with weights, beakers of various sizes.

Summarizing the results of the thematic control , on implementation of the regional component revealed at an early stage positive points, consisting in the ability to create a truly developing environment, taking into account the interests and capabilities of children.

important issues:

• professional difficulties of teachers, consisting in an independent, often unsystematic selection of the content of the regional component of education, determining the volume, choosing topics to study the characteristics of the region;
• implementation of educational activities without integration with the regional component;
• insufficient scientific and methodological support on this issue.

Implementation of a system of methodological measures

Having established that the effectiveness of the implementation of the regional component of education largely depends on the competence of educators and scientific and methodological support on the problem:

1. developed a plan of methodological measures aimed at improving the skills of teachers;

2.created a creative group working on the selection of the content of the material for the implementation of the regional component in accordance with the age, theme.

It is difficult to imagine the introduction of a regional component into work with children of preschool age, without a teacher professionally trained for it at the present stage. Carrying out the mandatory part of the educational program, the educator must be able to include in the basic component the content of the part of the program formed by the participants in educational relations with the characteristics of the region, which is one of the values ​​of education. Therefore, the organization of professional training of teachers for the implementation of the regional component is the most important task.

As part of the implementation of the annual task "Cognitive development of preschoolers through the introduction of a regional component in educational activities" 1. theoretical seminar.

During the theoretical seminar, the task was not only to generalize ideas and systematize knowledge about the use of the regional component in educational activities, but also to interest teachers, to help find answers in the literature.

Another challenge , which we set during the theoretical seminar - to understand the importance of planning and conducting systematic work on the use of the regional component in working with preschoolers.

It should be noted that the teachers perceived the lecture material with interest. Their activity was manifested in the discussion of the most interesting issues:

• did not attach much importance to this problem before;
• a lot of material was read on this topic, but in practice it was not always used.

For the next meeting in 2. the form of a "round table" Teachers were asked to prepare.

To study and analyze educational and methodological manuals and programs aimed at the implementation of the educational area "cognitive development", highlight topics in which it is possible to link the obligatory component of the content of education with the characteristics of the region. Independently, find definitions of the terms "region", "regional component", highlight the main principles for the implementation of the regional component of the content of education, conduct a self-analysis of their work in the proposed direction.

The "round table" was aimed at discussing an urgent problem that requires a comprehensive analysis. The participants were focused on the opportunity to consider it from different angles, collect as much information as possible, comprehend it, identify the main directions of development and solutions, agree on their points of view, learn a constructive dialogue. It is important to note the readiness and interest of each participant.

Teachers were asked to discuss the following questions:

1. What is included in the content of the part of the program formed by the participants in educational relations in accordance with the Federal State Educational Standard.
2. Why the use of the regional component is determined by the Federal State Educational Standard.

The educators discussed the issues very actively, with great interest, gave many examples from practice, shared effective forms, methods and techniques for implementing the regional component.

When discussing the systematic use of the regional component, not all educators agreed that it must be planned, because, studying the topic of the mandatory part of the program, they introduce children to regional features even without it.

Having considered and compared the requirements of the Federal State Educational Standard for DO for the development of OOP DO, the organization of educational activities on the principles of individualization, and the "activity" approach, we came to the conclusion that the new regulatory document requires a rethinking of the content of the regional component in preschool education.

Considering that only a teacher who knows the cultural, historical, natural, ethnographic features of the region where he lives can use the regional component in educational activities, the next stage of methodological work with teachers was to conduct 3. business game "What do I know about my native land?"(Annex 4)

The purpose of this event was to update the knowledge and improve the professional competence of teachers in the context of the introduction of the regional component in accordance with the Federal State Educational Standard. The teachers worked in teams, the first tasks for the teams were aimed at gradual inclusion in the upcoming activities. The teachers were asked to continue the phrase "I dream that in our village ...". Then the teachers drew an emblem that most accurately reflects the concept of "regional component". The teams approached the homework assignment creatively and prepared an interesting pedagogical find. The first team presented a didactic game called "Ecological Sector", made from a large plate and a set of cards, the second - an original birdwatching diary in the winter season. Presenting their pedagogical discovery, the team captains showed its scientific and practical significance, ease of use, and effectiveness. The other team had the opportunity to analyze the idea, to substantiate their criticisms, if any. The idea, advertising, analytical activities of opponents were evaluated. The next stage of the competition was the identification of teachers' knowledge on the topic "I know everything about the Khabarovsk Territory". Educators were offered tasks aimed at knowing the names of the rivers and lakes of the region, unique flowers and rock paintings, they were asked to explain what and why is depicted on the coat of arms of the Khabarovsk Territory, the symbolism of the Solnechny region. The event aroused interest among educators, knowledge of the characteristics of the region in which they live.

A very important point at the stage of introducing systematic work on the implementation of the regional component was active work using design technology, which allows you to solve the main problem - studying the problem comprehensively, teachers with children use the "closest" environment for research, thereby realizing the tasks of the regional component. Educators who are actively introducing project technology into their work with children have begun to interact more with parents. They argue that participation in the project gives the child the opportunity to experiment more, show curiosity, activity and interest in the world around them, interact with other children and adults, and show independence.

I believe that the use of project technology as a technology of developmental education contributes to the development of teachers' creativity, increasing their professional competence and, as a result, improving the quality of educational activities in general and the implementation of the regional component in particular.

Having studied the scientific and methodological manuals, the educators united in problem creative groups, on the development of material for the creation of the program. I coordinated the work of creative groups. An explanatory note was jointly developed, goals and objectives were defined. Each member of the creative group at first independently "accumulated" material on the problem, then at the meetings of the creative groups presented the material to colleagues. Supplemented, exchanged views, discussed developments. Through joint efforts, they distributed material to familiarize children with the work of poets from the village of Solnechny, poets and writers from the Far East. (Annex 5)

We have been cooperating very fruitfully with the regional museum of local lore in the village of Solnechny for several years, due to the fact that it is located near our kindergarten. Therefore, when we turned to them with specific proposals for assistance in getting acquainted with the culture of the peoples living in the Far East, they agreed to help us. Conducting interactive classes in the museum contributes to an in-depth acquaintance with the life and traditions of the Nanais, the art of "Nani", children gain knowledge about the ornamental art of the indigenous peoples of the Amur region, and themselves learn the art of making "Akoan" dolls and mittens.

We understood that the correct distribution of material for the academic year, the skillful combination of the topics of the regional component with the content of the mandatory part of the educational program, would help educators make the educational process interesting and rich, and would contribute to solving program problems for the academic year. (Annex 6, 7) In the 2015 academic year, the program was presented at the Pedagogical Council. The program is designed for the implementation of the proposed material with children from three to seven years old. Educational activities in "Local History" are carried out once a week, as well as in the process of integrating educational areas, in sensitive moments.

In the educational program of the MBDOU Kindergarten "Firefly", in the part formed by the participants in educational relations, tasks and content are defined for all age groups. The regional component, in the section "Planned results of the development of the educational program by children", is singled out separately, and is reflected in the content of pedagogical diagnostics.

The next stage of work was the activities of educators to implement a program aimed at implementing the regional component.

In the 2016-2017 academic year, in accordance with the "Strategy for the development of education in the Russian Federation for the period up to 2025, preschool team, reviewing the available resources chose one of the areas of innovation:environmental education.

The direction was not chosen by chance, because by that time the preschool educational institution had accumulated material on the implementation of the regional component, which is interconnected with environmental education. (Annex 8)

During the past year in accordance with the annual plan methodological measures were taken on the topic "Mini-museums in kindergarten as a means of environmental education", within which their relevance and significance are determined, the goals and objectives of the mini-museum are outlined, the issues of placement and design of the mini-museum are considered. (Annex 9, 10)

At the beginning of this year, in accordance with the order of the Department of Education of the Administration of the Solnechny Municipal District dated 04.09. 2017 No. 242, in order to identify, develop and disseminate innovative pedagogical experience in a preschool institution, a municipal innovation platform operates on the topic “Using elements of museum pedagogy in the formation of an ecological culture of preschoolers”.

Experimental activity on this problem is carried out by a creative group of teachers. A three-year plan for the experimental site has been developed, which may be subject to change. In accordance with the plan, in November it is planned to hold the first stage of the competition "The Best Ecological Mini-Museum" in groups. The creative group developed the regulation on the competition.

Teachers, together with parents and children, are preparing to submit five mini-museums to the competition: the Museum of Herbs and Flowers of the Far East, the mini-museum of Kora, birds, insects of the Khabarovsk Territory, the mini-museum of stone. Originality and originality are already manifested in everything, in the design of the name, in the placement of mini-museums, the use of vertical and horizontal surfaces, the design of exhibits.

The next stage of innovative activity is planned to enrich mini-museums with exhibits, memos, environmental signs that prohibit or allow touching museum exhibits. It is planned to produce and place didactic games and other material in mini-museums for independent and joint activities of children.

At the final stage, it is planned to work on environmental projects, the themes and content of excursions around the mini-museum, the training of children - guides who are able to conduct an excursion for children of other groups.

The effectiveness of the experience

Questioning of teachers and analysis of educational activities, at the final stage of the work, made it possible to identify positive changes in the use of the regional component, consisting in the ability of teachers to integrate it into the content of the subject matter of the mandatory part of the educational program, to study the material taking into account the characteristics of our region.

The interest of teachers with a long work experience and beginners proves the relevance of the problem of using the regional component in educational activities.

The forms of work used proved to be very effective.

The theoretical material allowed the educators to generalize and streamline their knowledge, to determine the main guidelines for the work for this period. And practical training contributed to improving professional skills manifested in the ability to plan and to implement the regional component in working with preschoolers.

The implementation of methodological measures contributed to the development of a program for the implementation of the regional component with preschoolers.

Scientific and methodological publications on the problem were presented at the All-Russian Festival of Pedagogical Ideas “Open Lesson. The First of September", in the collection "Amur Scientific Bulletin" No. 1, 2017.

List of sources

1. Order of the Ministry of Education and Science of the Russian Federation (Ministry of Education and Science of Russia) dated October 17, 2013 No. 1155 Moscow "On approval of the federal state educational standard for preschool education."
2. N. A. Arapova-Piskareva. The program "My native home" - "Library of the educator (Mosaic-Synthesis)", 2013.
3. Educational system "Little Russians". The program of moral and patriotic education of preschoolers. From the experience of the preschool educational institution No. 2 pos. Ramon, Voronezh region. –M., 2005.
4. Darinsky A.V. Regional component of the content of education. – Pedagogy, 1999.