Regional component in preschool

Preschool age is a favorable period for potential opportunities for the development of higher moral and patriotic feelings. Federal state standards consider taking into account the regional component as a necessary condition for the variability of preschool education. The basis for the upbringing of civic feelings in preschoolers is the accumulation by children of the social experience of life in their Fatherland. We, preschool teachers, have been entrusted with a great mission - to educate the younger generation as patriots of their Motherland, to teach them to love their country and be proud of it. And, first of all, it is necessary to give children the understanding that a great country begins with a small homeland - from the place where you were born and live. If a child knows the history of his city, is interested in what he lives now and wants to become a part of the events taking place in it, then he will grow up to be a true patriot not only of his small Motherland, but also of a big, great country called Russia.

Modern requirements for the organization of the educational process in a preschool educational institution, taking into account regional characteristics, necessitate the creation by teachers of preschool educational institutions of additional educational programs that help teachers and parents to carry out the moral and patriotic development of preschoolers.

Spiritual and moral education in our kindergarten is implemented within the educational field "cognitive development", taking into account the national and cultural conditions, the multinational composition of the population and the specifics of the geographical location of the Mordovian region, aimed at educating children in citizenship, patriotism, the formation of the foundations of local history, ideas about the cultural, historical, national, geographical and natural features of the native land, with the active involvement of children in various activities and involvement of parents in cooperation.

The leading idea of ​​this area is the understanding that the historical, cultural, natural and ecological originality of the native city is a huge wealth that every child needs to learn how to properly manage, own it so as not to exchange it for nothing, but to preserve and increase it, turning it into the treasure of your inner world, your personality in further creative creation.

The goal is to implement an integrated approach in the development of cognitive activity and integrative qualities of preschoolers in the process of familiarization with nature, culture and traditions of their native land.

This involves solving a whole range of tasks: educational, developmental, educational.

1. The development of cognitive, creative skills in preschoolers; 2. To develop interest, a positive attitude to the study of the history of the native land. Bring children to the understanding that the history of the region is inextricably linked with the history of Russia.3. To form general ideas about the originality of the nature of Mordovia, the upbringing of a positive emotional-valuable and careful attitude towards it; 4. To form a tolerant attitude towards people of different nationalities through acquaintance with their culture, traditions, customs.5. To educate the skills of diligence, respectful attitude to work, the formation of a careful attitude to the results of labor.

Such an approach allows not only to form in the child a certain stock of ideas about his native city, but also makes it possible to feel like a citizen, a participant in the events taking place in it, lay the foundation for the development of self-awareness of a growing person as a Russian, a person with an active life position, feeling a sense of responsibility and pride in your city and its people.

At the heart of instilling spiritual and moral principles in preschoolers is a number of principles that ensure the construction of the educational process, taking into account the specifics of the social and natural characteristics of the region. Wherein "immersion" children in local history material occurs gradually, from close, understandable to children, to distant: from the family to the city and further to the region, country. Simultaneously goes "immersion" in the history of his city, to the origins of its origin. Thus, children gradually develop a holistic picture of the world around them.

The implementation of the principle of integration ensures the interpenetration of all components of the educational space: development and self-development, the natural and social spheres, children's and adult subcultures, the tasks of educational areas in accordance with the capabilities and characteristics of pupils;

Forms and methods of working with children, ensuring the implementation of local history content, implemented in the main components of educational activities.

The main form of accumulation and registration of children's experience is the educational situation. It allows you to immerse children in the material with which they need to be introduced and shape their own social experience, using a set of methods and techniques.

The most significant form of expanding children's ideas about their hometown are excursions and targeted walks. Excursion objects are memorable places and sights, social and natural objects of the immediate environment.

An inexhaustible source of information is the local history museum. The museum is a place where children get the opportunity to touch the living history of the city, the real life of its indigenous people, feel the grandeur of the events taking place in it, experience aesthetic pleasure from the creativity of craftsmen and masters of their craft.

Of great importance for the full implementation of the national-regional component is the information saturation of the educational space surrounding the child. Starting from a younger age, in groups, local history corners are drawn up, materials are selected to familiarize children with their native city, Mordovia and their native country. But the mini-museum has the greatest value: "Motherland". Everyone takes part in its creation: kindergarten staff, parents, children, which helps to strengthen integrative ties and create an adult-children's community focused on achieving common goals.

In order for the knowledge gained about their hometown to become personally significant for children, an opportunity is provided for reflecting their social experience: in games that introduce children to their hometown.

In addition, the program provides for the mandatory design of children's research products: mock-ups, home-made books, wall newspapers, exhibitions of creative works, activities to improve the city, our kindergarten, nature protection. Children take part in various events and competitions. We actively cooperate with the children's library, participate in exhibitions of children's drawings.

An important aspect is the interaction with the family, which is based on the understanding that parents are full participants in the educational process. The family occupies a leading place in patriotic education, because it begins the process of personality formation, education of love for one's relatives and friends, home, kindergarten, love for one's native city, native nature. The family is the source and link in the transfer of socio-historical experience to the child.

Therefore, the formation of an active position and conscious participation in the life of their children through the organization of common affairs, projects, actions, participation in the educational and entertainment activities of the group and kindergarten is brought to the fore. These are joint excursions, competitions, joint adult - children's projects to create photo collages, exhibitions. The main value of the proposed forms is the involvement of parents in the educational space and the opportunity to demonstrate by their own example the active position of a citizen of their city.

What are the results of our work? Of course, this is the knowledge and ideas of children about the history of the city, about famous countrymen, about sights. But the main thing is the genuine, active interest of children in their native city, the desire to make it even better and more beautiful with their deeds and deeds.

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

Raising love for one's Motherland, one's city, or region is a laborious, long-term process, it must be carried out unobtrusively and constantly, from early childhood. Another great humanist educator V. A. Sukhomlinsky wrote that “childhood memories are imprinted in the mind of every person for life, vivid pictures and images perceived in childhood are forever preserved.” We wanted our pupils' childhood impressions to become the source of love for their native city, the region and the people living in it, the source of patriotic feelings.

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.

Larionova Irina Sergeevna
Position: educator
Educational institution: MBDOU kindergarten №5 "Ray"
Locality: Prokopyevsk, Kemerovo region
Material name: article
Subject:"Regional component in the educational process of preschool educational institutions."
Publication date: 21.01.2018
Chapter: preschool education

Regional component in the educational process of preschool educational institutions.

Small Motherland ... Each person has his own,

but for everyone is that guiding star,

which determines throughout life

a lot, if not everything.

Preschool age is the foundation of the overall development of the child, the starting period of all

lofty human principles. Realizing his "I", the child begins to assert himself,

actively interacts with others. During this period, a connection is established re-

child with the leading spheres of being: the world of people, nature, the objective world, origin

encourages him to become familiar with culture and universal values.

The central link of socialization is the humanistic education of the child, with

reliance on love for parents, family, the place where he grew up, and, of course, for the Motherland.

The experience accumulated at the same time concerns both the knowledge and transformation of one or another

areas of reality, and attitudes towards them, which corresponds to one of the principles

principles of student-centered pedagogy - the principle of synthesis of intellect, emotions and

actions. In this regard, the success of the development of preschoolers on the basis of regional material

becomes indisputable, but it is possible only under the condition of active interaction

surrounding

emotional and practical

subject

activity,

education,

activities,

characteristic of preschool age.

Priority

regional

cultural

heritage

means

upbringing

patriotism based on local material in order to build respect for one's home

(family, friends), caring for the nature of the native land and studying its history,

communion

national

cultural

heritage

traditions,

works of local writers and artists.

Study of

regional

component

passes

major

direc tions: physical,

social and personal,

cognitive-speech

artistic and aesthetic.

Familiarization

folk

culture,

history,

natural

environment

going on

activities,

affects

educational areas…

proceed

direction

ethnocultural

development,

teachers

carried out

diagnostics

identification

the formation of knowledge about the objects of folk life, holidays, traditions, folk

games, the history of the region.

Analyzing the results of diagnostics, we made conclusions about insufficient knowledge

nationally

regional

component.

found it difficult to name household items, tools, the history of Russians and Shors in ancient

time; children are practically unfamiliar with the symbols, sights of the city and

plant world; insufficient knowledge in the field of arts and crafts,

traditions.

Implementation

regional

component

is an

the most important

component

contemporary

education,

usage

whom

sent

achievement

next goals and objectives:

Promote

formation

initial

representations

features

native land

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

Form ideas about your hometown: history, streets, professions;

Introduce the names of famous countrymen;

To form knowledge about the animate and inanimate nature of the Siberian region;

Lay the foundations of moral personality, national pride and national

self-awareness

Usage

regional

component

socialization

preschoolers include:

1. Acquaintance with the native land is included in the educational process, built on

the dominant goals of the basic program, which harmoniously fits

local history material.

2. Introduction of regional content, taking into account the principle of a gradual transition from

closer to the child, personally significant (home, family, to less close - culturally-

historical facts.

3. An activity approach in introducing children to the history, culture, nature of their native

edges: 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 game,

drafting

stories,

manufacturing

writing

application,

drawing, landscaping and environmental protection).

Work in kindergarten on the regional component is carried out in several

directions - this process includes both children and teachers, parents. As part of the work with

various

raise

qualifications

teachers:

Pedagogical councils, workshops, consultations, round tables, days

pedagogical skills; master classes on the topic: "Me and my family", "Genealogical

family tree”, etc.

direction

Regional

component

is implemented in the course of GCD, joint activities of children, teachers and parents,

motor-improving

efficient

systematic

assimilation

children's knowledge about their country, hometown promotes perspective - thematic

planning

educational and educational work. It has topics such as:

"City Day", "Folk Culture and Traditions", where children get acquainted with the national

culture.

are repeated

changes

material,

given

Attention

studying

culture

For example, on the theme "Day of the Theater" dramatized

children and teachers folk

The principle of integration of educational areas allows organizing this work

interesting, varied, so that everything that we want to convey to children is perceived

them deeply and permanently.

For example, when planning work on educational areas:

"Physical

culture"

Instructor

physical education

learns

folk games "Lapta", "Zhmurki", "Hat", "Crane-crane". We introduce children to

achievements of athletes of our region.

"Cognitive

development"

acquaintance

nature

carried out through excursions, on walks, during observations, created an exhibition

photos "Sights of the city". We also use gaming technologies

V. Voskobovich:

"Igrovisor"

"Cross",

"Constructor

"Funny

figures", "Gyenes blocks", "Kuiziner's sticks", etc.

Speech

development

having conversations (“I

multinational

"Famous

introducing

features

Shor

enrich children's ideas about the diversity of traditions, customs of different peoples).

"Reading fiction to children" - a lot of work is being done on

reading fiction, oral folk art, fairy tales of writers and

Russian poets. Created a card file of writers and composers of the region, little books

“Dresses of different peoples”, “National holidays”.

« artistically

aesthetic

development»

musical

leaders

teach children national songs, dances, introduce folk instruments,

helping to acquaint children with the history, culture of peoples.

There is a theater group in the preschool educational institution

"Visiting a fairy tale." We

tried

create conditions for immersing the child in the knowledge of the living colorful national

creativity

values

through

folklore

theatrical

performances,

playing nursery rhymes, fables - “Hat of fables”, “The adventures of a beekeeper”, “Geese-

swans”, “Cunning Sparrow”, “Turnip”, etc. We hold folklore concerts and folk

holidays.

classes

artistic

creativity

origin

Russian and Shor

dishes and utensils, master the skills of drawing national

ornaments on the silhouettes of dishes, clothes, shoes. An exhibition of drawings was prepared with the children

on the topic "Russian and Shor folk tales".

"Social and communicative development" - introducing children to elementary

information about the location on the map of Russia, sights, Symbols

Russia and the city - coat of arms, anthem, flag.

We give initial ideas about the history of indigenous peoples, a general concept

about the existence of different religions among peoples, we are talking about national cuisine,

traditional national clothes.

Developed local lore games: -Field of miracles

Regional component

5.2. Regional component of the OPDO GBDOU program kindergarten No. 99 of the Kalininsky district of St. Petersburg, created on the basis of the exemplary basic general educational program of preschool education "Childhood" / T.I. Babaeva, A.G. Gogoberidze, Z.A. Mikhailova

main goal work is the development of the spiritual and moral culture of the child, the formation of value orientations by means of traditional folk culture of traditions through the ethno-calendar.

Work principles:

· Consistency and continuity.

· Person-oriented humanistic character of 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 region)

Educational area	tasks
socio-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 your hometown in gaming activities. Arouse interest and respect for the culture and traditions of the city, small homeland, the desire to preserve national values.
cognitive development	To introduce children to the history of St. Petersburg 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 city
artistic and aesthetic development	Introduce children of primary preschool age to musical creativity; to cultivate love in their native land through listening to music, learning songs, round dances, to form practical skills for introducing children of older preschool age to various folk arts and crafts activities.
physical development	Develop emotional freedom, physical endurance, ingenuity, dexterity through traditional games and the fun of Russian folk games.

At preschool age, the prerequisites for civic qualities, ideas about a person, society, and culture are formed. It is very important to instill at this age a feeling of love and affection for the natural and cultural values ​​of the native land, since it is on this basis that patriotism is brought up. Therefore, in the kindergarten, in the educational process, various methods and forms of organizing children's activities are used: folk outdoor games and fun, didactic games, listening to music, observations in nature, reading children's literature, acquaintance with folk arts and crafts, etc.

National and cultural features of the city

St. Petersburg is the fourth city in Europe in terms of population. St. Petersburg is a multinational city, therefore one of the priority areas of the pedagogical process is the education of a tolerant attitude towards people of other nationalities, acquaintance with the world and national culture of our Motherland.

Petersburg is a city of museums and architectural ensembles. The symbolic name of the city is the cultural capital, since more than 70 theaters and creative groups operate in the city.

Climatic features of the city

The climate of St. Petersburg is characterized by moderately warm, humid summers and moderately cold winters, so in winter, kindergartens use different types of hardening of children, taking into account the regional component. The most favorite period of the year for the residents of the city is the “white nights” (from May 25 to July 16), when the sun only briefly sets behind

horizon. In this regard, the mode of stay of children in the institution is flexible. When organizing the pedagogical process, the state of health of children is taken into account, an individual approach is used.

Demographic features of the city

In connection with the increase in the birth rate in St. Petersburg, the preschool institution is overcrowded with children, and there is a shortage of teaching staff. Therefore, in accordance with the Federal State Educational Standard, joint activities of adults and children are organized taking into account the integrative features of educational areas, a complex thematic principle and project activities are used in planning the educational process.

Social features of the city

The social status of the parents of pupils is diverse. When planning the pedagogical process, the education and place of work of the parents, the status of the family, the presence of the older generation (grandparents) are taken into account, the level of relationship between the child and adults is taken into account. In the conditions of the modern “family crisis”, the educational program includes joint projects with the parents of pupils.

The low level of income of some families of pupils contributes to the fact that they cannot allocate funds for their children to visit the theater, circus or museum. The educational program takes this into account and provides for the activities of social partners on the territory of the preschool educational institution.

Ecological features of the city

The main ecological feature is the urban environment of St. Petersburg, a high level of man-made pollution, due to the huge number of enterprises in the city. This environmental situation affects the health of all residents of the city. The educational program of the kindergarten includes recreational activities to reduce environmental risks for children's health: breathing exercises, prevention of flat feet and postural disorders in physical education classes, extensive washing, vitamin therapy, prevention of acute respiratory viral infections.

In connection with the foregoing, the educational process in a preschool institution has its own specifics. The teaching staff primarily directs its work towards protecting and strengthening the health of pupils, creating conditions for their comprehensive development.

In particular, when selecting the content of preschool education and the formation of the Educational program of a preschool institution, it is necessary to have the following:

1. For a modern child, the world around is more open, its boundaries are moving apart; children get acquainted with a large number of elements of the world around them, receive more information from a wide variety of sources that are becoming more accessible. These sources of information include: television, the Internet, a significant number of games and toys.
2. The surrounding world is also characterized by a certain cultural instability caused by the mixing of cultures, the erasure of cultural boundaries. This impact factor is combined with the multilingual environment of the child's environment.
3. The environment surrounding the child is constantly changing and becoming more complex from a technological point of view. Often, a child perceives technological innovations faster and more organically than adults. This violates the established traditional pattern of transferring knowledge and experience from adults to children.
4. Changes in the surrounding world, constant development, improvement and complication of its technological component, the development of new cultural traditions determine a new methodology for understanding the world around, based on over-subject and inter-subject methods.
5. When selecting content for the Educational Program, it is necessary to understand that changes in the surrounding reality occur constantly, and the pace of these changes is increasing. Children have less and less time to learn new experiences. From the point of view, the role and paramount importance of the moral, moral component of children's development is growing, which makes it possible to form the spiritual basis of his personality, to create moral patterns of behavior in him.
6. The aggressiveness of the environment and the limited mechanisms of adaptability of the human body to rapidly changing conditions, the presence of numerous factors harmful to health negatively affect the health of children - both physical and mental.

5.4. Interaction of preschool educational institution and society

In the implementation of the educational program using the network form, along with
scientific, medical, cultural, physical culture and sports and other organizations that have the resources necessary to carry out the types of educational activities provided for by the relevant educational program participate with organizations engaged in educational activities

The use of the network form of implementation of the educational program is carried out
on the basis of an agreement between organizations

	Name of public organizations, institutions	Forms of cooperation	wildness
Education	LOIRO, Anichkov bridge, RSPU im. A.I. Herzen	Refresher courses, participation in reviews, seminars, conferences, exchange of experience, visits to exhibitions	According to interest
	Preschool institutions of the district	Conducting methodical associations, consultations, methodical meetings, exchange of experience	According to the IMC plan, as needed
	"Children's Library"	Lecture hall for preschoolers	As needed
The medicine	children's Hospital	Conducting a medical examination; Communication of medical workers on morbidity and prevention (counseling)	1 time per year As needed
Physical education and sports	MO MO Academic	Participation in sports events (Health Day, "Funny Starts",
	School Stadium No. 150	Excursions, activities with children, competitions
	Children's Library	Collective visits, literary evenings, meetings with a librarian, cognitive quizzes on the basis of the library for parents and children, the creation of a family library, organizing meetings with poets and writers.
Security	Fire station (city museum)	Excursions, meetings with employees of the fire brigade, fire safety competitions, consultations, briefings.	Optional
		educational and preventive work with families of children in a socially dangerous situation	As needed
	(federal level)	magazines "Methodist", electronic pedagogical publications: writing articles from work experience, publication of methodological developments of teachers	As needed
Social protection of the population	MO MO Academic	Assistance in preparing and holding holidays and making souvenirs and gifts, congratulating war and labor veterans on significant dates, concerts.	By request

6. Ways to channel support for children's initiative

The program ensures the full development of the personality of children in all major educational areas, namely: in the areas of socio-communicative, cognitive, speech, artistic, aesthetic and physical development of the personality of children against the background of their emotional well-being and a positive attitude towards the world, towards themselves and towards other people .

These requirements are aimed at creating a social development situation for participants in educational relations, including the creation of an educational environment that:

1) guarantee the protection and strengthening of the physical and mental health of children;

2) ensures the emotional well-being of children;

3) contribute to the professional development of teaching staff;

4) creates conditions for developing variable preschool education;

5) ensure the openness of preschool education;

6) creates conditions for the participation of parents (legal representatives) in educational activities.

Psychological and pedagogical conditions for the implementation of the program:

1) respect of adults for the human dignity of children, the formation and support of their positive self-esteem, confidence in their own abilities and abilities;

2) the use in educational activities of forms and methods of working with children that correspond to their age and individual characteristics (inadmissibility of both artificial acceleration and artificial slowdown in the development of children);

3) building educational activities based on the interaction of adults with children, focused on the interests and capabilities of each child and taking into account the social situation of his development;

4) support by adults of a positive, friendly attitude of children to each other and the interaction of children with each other in various activities;

5) support for the initiative and independence of children in activities specific to them;

6) the opportunity for children to choose materials, types of activity, participants in joint activities and communication;

7) protection of children from all forms of physical and mental abuse;

The conditions necessary to create a social situation for the development of children, corresponding to the specifics of preschool age, suggest:

1) ensuring emotional well-being through:

Direct communication with each child;

Respectful attitude to each child, to his feelings and needs;

2) support for the individuality and initiative of children through:

Creation of conditions for children to freely choose activities, participants in joint activities;

Creating conditions for children to make decisions, express their feelings and thoughts;

Non-directive assistance to children, support for children's initiative and independence in various types of activities (game, research, project, cognitive, etc.);

3) establishing the rules of interaction in different situations:

Creation of conditions for positive, friendly relations between children, including those belonging to different national-cultural, religious communities and social strata, as well as those with different (including limited) health opportunities;

Development of children's communication skills, allowing them to resolve conflict situations with peers;

Development of children's ability to work in a group of peers;

4) building a variable developmental education focused on the level of development, manifested in a child in joint activities with an adult and more experienced peers, but not actualized in his individual activity (hereinafter referred to as the zone of proximal development of each child), through:

Creation of conditions for mastering cultural means of activity;

Organization of activities that contribute to the development of thinking, speech, communication, imagination and children's creativity, personal, physical and artistic and aesthetic development of children;

Support for spontaneous play of children, its enrichment, providing play time and space;

Assessment of the individual development of children;

5) interaction with parents (legal representatives) on the education of the child, their direct involvement in educational activities, including through the creation of educational projects together with the family based on identifying the needs and supporting the educational initiatives of the family.

Regional component in the system of work of a preschool teacher

In accordance with the approval and entry into force on January 1, 2014. - Federal state standard of preschool education, approved. By order of the Ministry of Education and Science of Russia dated October 17, 2013 No. 1155, the form and structure of the Educational Program of the Preschool Educational Establishment are being changed. In accordance with the Federal State Educational Standard, the main general educational program of a preschool institution consists of two parts - a mandatory part and a part formed by participants. The regional component occupies an important place among the targeted educational program of a preschool institution.Regional component- this is part of the content of the subjects of the basic plan, including materials about the region.

National-regional component(native nature, cultural heritage - monuments of architecture, art, arts and crafts, arts and crafts traditions, language, rituals, folklore, folk games, etc.)preschool education helps children to feel and realize their belonging to their "Small Motherland", to their home, perceiving the fullness of the immediate environment, while assimilating universal and national values ​​in spiritual, material, moral and aesthetic terms.

preschool age- the most important period of the formation of the personality, during which the prerequisites for civic qualities, the idea of ​​\u200b\u200ba person, society, culture are formed.

The task of modernpreschool education - to lay moral foundations in children, which will make them more resistant to unwanted influence, to sow and nurture in the child's soul the seeds of love for their home, for the history of their native land, created by the labor of relatives and friends, those who are called compatriots.

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. And therefore, the implementation of the regional component is the most important component of modern education.

Practice shows that local history is of great importance in the education of patriotic feelings of preschoolers, in the development of their intellectual and creative potential, in broadening their horizons.

The kindergarten team determined that it is the introduction of the regional component, that is, such a direction as "Local History", that will determine the content of the variable part of the Educational Program of the Preschool Educational Establishment, formed by the participants in the educational process. The relevance of the development and inclusion of this direction in the educational process of preschool educational institutions lies in the fact that during the renewal of preschool education, the role of folk culture as a source of development of the creative potential of children and adults, their moral and patriotic education increases significantly.

Work on the implementation of the regional component began with the enrichment of the developing environment(Stage 1)

At the five-minute meeting, it was decided to collect material on the regional component. Each group drew a phantom with a task (fossils, animals, plants, etc.). The teachers collected and designed the material in folders, albums and presentations. Educators have the opportunity to use the developments of their colleagues. All material is available electronically.

The necessary fiction was selected for working with children (fairy tales, riddles, collections of poems, magazines, books and paintings telling about the life of ancestors, scientific and journalistic literature, there are illustrations depicting plants and animals, landscapes of the Amur nature, collections of musical works.

3 slide 11

Competition was held in February"Local history corners".

In each group, local history corners were decorated. They contain material for working with children. Group educators approached the creation of corners creatively. In the corners there are layouts with the sights of the city, toys of rare wild animals of the Far East, albums, a map of the Amur Region, a doll of a Cossack and a Cossack, heraldry, collections of seeds of cereal crops grown in our region, books about Blagoveshchensk, albums about the life of ancestors, photo albums, geographical cards, drawings and crafts for children, etc.

Working with family (stage 2)

An important condition for the effective implementation of local history education for preschoolers is, in our opinion,close relationship with families of pupils.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. We are deeply convinced that the family is a source that gives strength for the spiritual development of the child, helping him to adapt in society, to find himself in life. For the successful entry of the child into the world of social relations, it is necessary integrate the efforts of the kindergarten and the family in this direction and significantly increase the role of the family as a conductor of socialization.

In our kindergarten, various forms of cooperation with the family are implemented: questionnaires, parent meetings, consultations, design of poster information, joint holidays, publication of booklets, leaflets, exhibitions of folk arts and crafts, joint actions, etc. Parents, in turnhelp to collect exhibits for the corners, provide photographic materials, participate in folk holidays, sew folk costumes, design a developing environmentare active participants in competitions and exhibitions held in kindergarten.

There are pillars of henbane, their caps are green. (Birches.)

12 slide

July 2 was a holiday« I love Russian birchfor all age groups.

Birch dear, dear, has long been considered a symbol of Russia, a symbol of the Motherland. For the holiday, parents sewed costumes for children, taught poems, created crafts and drew pictures, and organized photo sessions for the Family Photos with a Birch contest. At the festival, children played Russian folk games, sang songs, danced round dances, walking in birch groves, disenchanted Russian birches, enchanted by Baba Yaga, answering questions about Russian birches. Contests were held: for boys "Chevalier for birch trees", for girls "Costume for birch trees". We introduced the children to the Russian folk rite and spent it tying colored ribbons making wishes for happiness and good luck. The holiday was successful, the children were active, had fun, a boost of energy and cheerfulness. The celebration was attended by a lot of parents who were active helpers. All participants received prizes, diplomas and certificates. Photographs remain.

How big is he

Graceful and smart

But he does not like different games

Striped formidable ... tiger

13 slide

July 29 is International Tiger Day. To this day, with the participation of the Department of Education of the city of Blagoveshchensk, a holiday was organized for all children of the kindergarten"Tiger Day" The striped symbol of Primorye is also called the tiger. Children received knowledge about the life of a tiger. Parents with children drew pictures, made crafts, sewed costumes. Kindergarten teachers organized a flash mob, defile, an exhibition of drawings and crafts. The creative team made a presentation on the results of the holiday.

14 slide - 16

From January 25 to February 1, 2016, the kindergarten hosted the COMPETITION "FATHER'S HOUSE - AMUR LAND"

For the competition, a regulation was developed in which all the conditions were prescribed (terms, venue, form of holding, composition of the jury). The competition was like 1 week, parents, children and teachers took part in it. Parents together with their children made handicrafts, drawings in which the characteristic features of the Amur land were reflected (lotuses, the eastern cosmodrome. Raychikhinsky section, sights of the city, etc.). An exhibition of works was organized. Summing up and awarding took place on February 2. All participants received diplomas, winners diplomas.

17 slide 18

Rewarding.

Having accumulated material, we gradually approached

continuous educational activities(stage 3)

From April 4 to 8, a week of pedagogical excellence inthe introduction of a regional component in continuous educational activities.

All groups were taught:

"My family" - junior group

"Wild Animals of the Amur Region" - middle group

"Magic Lotus" - middle group

"Medicinal plants of the Amur region" - senior group

"My Motherland" - Preparatory group

I'll tell you a little more about some.

Strong stone, not granite In winter, it burns in stoves ... Warming every corner, This is a black stone .. (coal)

19 slide

"Coal mining in the Amur region"

(middle group)

Target 1. Introduce children to the properties of coal. 2. Strengthen the ability to examine objects with the help of intact analyzers, name their properties and features. 3. Develop sensory sensations.

4. Raise interest in experimental activities, in the phenomena of inanimate nature. 5. To give an idea of ​​how coal is mined in the Amur region, how it is used by man. 6. Introduce coal deposits in the Amur region

7. Cultivate love for the native land.

Preliminary work:A conversation about the profession of a miner, about his work, looking at illustrations on the topic, a conversation on the topic "Mineral Resources", reading fiction - a fairy tale about "Coal"

The children went to the "children's science laboratory", where they conducted experiments with coal. The children learned that charcoal is strong but not as strong as marble, that it crumbles upon impact, i.e. it is crumbly, brittle. We examined coal with a magnifying glass and concluded that it was porous like wood. Having lowered into the water, it sinks to the bottom and bubbles appear, it comes out. The children concluded that the coal was heavy and there were many pores in it, as air came out. The children saw that the water was becoming cloudy and checked with a stick that it did not dissolve. To introduce children to the coal deposit, teachers used a presentation.

W fire burned out

But it does not heat and does not burn,

He floats on the water

Beauty pleases us!

Answer: Lotus

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« Do-it-yourself paper lotuses »

(senior group)

Tasks:

• Introduce children to one of the seven wonders of the Amur region - the lotus.
• To teach children to create expressive applique images of flowers.
• Improve the technique of volumetric application.
• Improve your scissor skills.
• To develop the creative abilities of children, fine motor skills, color perception, compositional skills.
• Cultivate artistic taste, interest in making crafts with your own hands.
• Raise interest in the knowledge of nature and the reflection of ideas in visual activity.

To familiarize children with the lotus, the teacher used a presentation. The children learned that lotus - one of the most ancient flowers on earth, that it is one of the seven wonders of the Amur region. The children were breeders and brought out different varieties of lotus for this, they used different colors of paper. Learned to design a flower out of paper.

A fragrant shrub grows on a hummock,
Not bright, but blooms luxuriantly in summer.
He gave the name to the rhododendron,
And he himself became a stranger to the inhabitants.
(ledum)

22 slide

"Ledum"

(senior group)

Tasks:

to acquaint children with the Red Book, with protected plants of the Amur Region, included in the regional Red Book.

Development of cognitive interest in the nature of the Amur region, mental ability, logical and creative thinking.

education of respect for nature, broadening one's horizons.

At this lesson, the children were introduced to the Red Data Book of the Amur Region. The teacher introduced the children to the bushes included in the Red Book. They suggested that the children create their own red book in the group with the first page drawing of the wild rosemary bush. The teacher used an unconventional drawing technique of blowing up the paint with a tube, and the flowers on the bushes were painted with cotton buds - with a poke, green leaves with a finger.

23 slide

"The Life and Life of Our Ancestors"

(preparatory group)

1. Form an initial idea of ​​your country.
2. To acquaint children with the history of their native land, with the life of our Ancestors.
3. Develop children's historical memory, cognitive abilities.
4. Develop coherent speech, take an active part in the conversation, showing interest in historical facts.
5. Vocabulary activation: tribes, peasants, settlers, agriculture, Amur people, tools, household items.
6. To cultivate a sense of love and pride for their people, their native land.

Children made a journey into the distant past of our native land. They got to the museum in a time machine. We got acquainted with the life and way of life of our ancestors. Educators used the presentation to familiarize children with the life of their ancestors. There was a productive activity. Delhi sculpted "Clay pots" utensils from clay. Children have gained a lot of knowledge on this topic.

Pedagogical Council

24 slide

Tasks:

1. To instill the interest of teachers in non-traditional forms of conducting pedagogical councils.
2. To create a positive emotional attitude of teachers to work in local history.

Questions for the game were related to the Amur region. The questions were in different forms: a video question, a blitz poll and, of course, there was a musical pause. According to the results of the game, the "Expert of the Amur Region" was chosen. All participants of the game received certificates.

CONCLUSION: 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 in this process slide 2

Childhood is an everyday discovery of the world, so we must make sure that it becomes, first of all, the knowledge of man and the Fatherland, their beauty and greatness. V. A. Sukhomlinsky. “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

Local history corners of groups Senior group

Junior group

preparatory group

Senior group

Junior group

Senior group

middle group

middle group

Competition "I love Russian birch"

Tiger Day

Competition "Father's House - Amur Land"

Awarding of the participants of the contest "Father's House - Amur Land"

Continuous educational activity topic "Coal mining in the Amur region" middle group

Continuous educational activity topic " DIY paper lotuses" with the senior group

Continuous educational activity topic "Ledum" with the senior group

Continuous educational activity the theme "Life and life of our ancestors" preparatory group

Objectives: To instill the interest of teachers in non-traditional forms of conducting pedagogical councils. To create a positive emotional attitude of teachers to work in local history. Pedagogical Council topic: “LOVE AND KNOW YOUR NATIVE LAND” in the form of the game “What? Where? When?"