One of the main problems of modern Russian society is disunity. The patriotic feelings of Russians in modern conditions can act as rallying Russian society. The essence is manifested in the readiness to sacrifice one's own interests for the sake of the interests of the Motherland.

Basically, people are now motivated for their own personal goals. This position, it seems, can be explained by the absence in the country of a national idea, public goal, and strategic course. The absence of an idea cementing Russian society leads to its social, national, and religious stratification. Overcoming the current situation on the basis of a recreated, anti-state one will never lead to the exaltation of Russia.

Ideology, whatever it may be, is not able to unite people for belonging to the nation; it unites on a political, party basis. An ideologized feeling of patriotism is a feeling of love for the party, which in every possible way contradicts not only the purpose of patriotism, but also its generally accepted understanding as love for the Motherland. An indicator of the level of patriotism is the desire to leave Russia. The majority of Russians, 78%, are satisfied that they were born in Russia, and if they could choose, they would have chosen it. But at the same time, moving to a permanent place of residence in another country is considered normal or acceptable by 62% of Russians. This confirms the passive patriotic position: a feeling of love for the Motherland and pride in belonging to one's own nation. The need for the practical manifestation of these feelings, according to statistics, is felt by only 2-7% of Russians.

Why is this happening? To a greater extent, in our opinion, this situation is associated with an increase in individualistic feelings and a decrease in collectivism. And also the current bureaucratized and corrupt system of power leaves less and less opportunity for Russians to influence the situation in the country, the consequence of which is the desire for personal improvement, not social improvement. The defense capability of the state is an indicator of patriotism as the readiness of citizens to defend their homeland. Today, only about 40% of junior high school students are ready to join the Armed Forces in order to defend their Fatherland.

The rest, if they do not try to evade military service, then either did not decide, or firmly decided not to go to the army under any conditions. The existing position of the modern Russian Army will change little, as we believe, its transition to a contract basis.

A professional army is not an army on a contract basis, since it is impossible to buy patriotic feelings, and professionalism in serving the good of the Fatherland cannot be considered outside of patriotism. The defense of the Fatherland is the duty of every patriot. Naturally, a competent reconstruction of the conditions of army service is necessary.

The majority of young people learn about the situation in the Army from the media, which also plays a role in the emergence of a negative attitude towards the service. Factors in the formation of patriotism The strength of patriotism manifests itself in specific historical conditions, and patriotic consciousness itself has been nurtured for centuries. Patriotism presupposes not only knowledge of the history of one's country, but also pride in the past of one's Motherland, and what do we see today? In modern Russia, they speak negatively about its Soviet past to a greater extent, giving publicity only to the blunders of the Union period, but completely without taking into account the entire cultural heritage, scientific achievements of the past era.

This propaganda, which, quite naturally, does not enable the formation of patriotic consciousness. So, modern media, as a factor in the formation public opinion, are anti-patriotic, if not anti-Russian, today. The foreign policy of the state is significant for maintaining the patriotic mood of citizens.

Russia has historically acted as an invincible military liberation country. The modern authority of the Russian Federation in the world arena does not allow us to maintain this status. The internal political situation under the prism of patriotism is contradictory: on the one hand, the patriotic mood of Russians, and on the other, a low standard of living. The situation in the country today is such that nothing guarantees a prosperous future, confidence in the future.

The presence of social and legal insecurity, economic instability also negatively affects the level of patriotic feelings. Achievements of compatriots in various sports competitions have a particular influence on the patriotic mood of Russians. So, watching the course of the 2006 Turin Olympics, 80% of Russians experienced positive emotions: pride and patriotism (47%), interest (33%). This statistic once again proves that we are accustomed to seeing Russia as the winner, only in this case we can talk about the high patriotism of citizens. Conclusion. 83% of Russians consider themselves patriots, 10% are not ready to call themselves patriots. To be a patriot for 67% of the population of Russia means to love their Motherland, for 32% - to work for the good of their country, for the sake of its prosperity, for 30% - to strive to change the state of affairs in the country in better side, for 27% - to defend their country from any attacks and accusations.

But the manifestation of patriotism today is considered by the majority only as a feeling of love for the Motherland, which, to a lesser extent, conceals an activity aspect. Lack of desire to act for the good of one's Motherland, even in the presence of boundless love for it, is not true patriotism. Patriotism as a manifestation of love for the Motherland, involvement in its history, culture, pride in the past, willingness to serve and self-sacrifice for the sake of its bright future must be brought up from childhood.

The patriotic education of Russians is especially important today in connection with the prevailing historical conditions: the collapse of the USSR entailed not only open territorial borders, but also an abundance of information; the emergence of a market economy; historical multinationality; the spread of mass culture. It is most correct, in our opinion, to regard patriotism as a feeling of love for the Motherland, characterized by a critical view of its reality and activities for the good of one's Fatherland.

Literature 1. Pishchulin N. P. Patriotism - in the mirror of sociology / / Government - city - people: information and analytical collection. - 2003. - No. 3 (164).

2. Lutovinov V.I. Russian patriotism: history and modernity / / Russian society. - 2006. - No. 17.

3.www. wciom. ru (All-Russian Public Opinion Research Center).

Sokolova Olga Igorevna student of the Russian State Social University

Collegiate YouTube

1 / 2

✪ "Orthodox Encyclopedia" 🕭 "Patriotism"

✪ Morality. Humanism. Patriotism, citizenship 🎓 OGE in social studies without a tutor

Subtitles

The history of the origin of the concept

The historical source of patriotism is the fixed existence of separate states for centuries and millennia, forming attachment to their native land, language, traditions. In the conditions of the formation of nations and the formation of national states, patriotism becomes an integral part of public consciousness in the 18th century, reflecting national moments in its development.

Attributing patriotic feelings to other persons, and patriotic coloring to some events, the evaluating person thereby most often gives a positive characteristic.

The idea of ​​patriotism is associated with love for the homeland, but the idea of ​​the essence of patriotism is different for different people. For this reason, some people consider themselves patriots, while others do not consider themselves so.

In history, various phenomena in social relations have been called patriotism as a special feeling. Often replacing the understanding of love for the motherland, for example, love for the state, etc. This is how the terms appeared:

Genesis of ideas of patriotism

The concept itself had different content and was understood in different ways. In antiquity, the term patria ("homeland") was applied to hometown-the state, but not to broader communities (such as "Hellas", "Italy"); thus, the term patriota meant an adherent of his city-state, although, for example, a sense of common Greek patriotism existed at least since the Greco-Persian wars, and in the works of Roman writers of the era of the early Empire, one can see a peculiar sense of Italian patriotism [ ] .

Imperial Rome, in turn, saw Christianity as a threat to imperial patriotism. Despite the fact that Christians preached obedience to the authorities and offered prayers for the well-being of the empire, they refused to take part in imperial cults, which, in the opinion of the emperors, should contribute to the growth of imperial patriotism [ ] .

The preaching of Christianity about the heavenly homeland and the idea of ​​the Christian community as a special “people of God” raised doubts about the loyalty of Christians to their earthly homeland.

But later in the Roman Empire there was a rethinking of the political role of Christianity. After the adoption of Christianity by the Roman Empire, she began to use Christianity to strengthen the unity of the empire, countering local nationalism and local paganism, forming the idea of ​​the Christian Empire as the earthly homeland of all Christians.

In the Middle Ages, when loyalty to the civic collective gave way to loyalty to the monarch, the term lost its relevance and re-acquired it in modern times [ ] .

In the era of the American and French bourgeois revolutions, the concept of "patriotism" was identical with the concept of "nationalism", with a political (non-ethnic) understanding of the nation; for this reason, in France and America at that time, the term “patriot” was synonymous with the term “revolutionary”. The symbols of this revolutionary patriotism are the Declaration of Independence and the Marseillaise. With the emergence of the concept of "nationalism", patriotism began to be opposed to nationalism, as a commitment to the country (territory and state) - commitment to the human community (nation) [ ]. However, these concepts often act as synonyms or close in meaning.

Ideas for the synthesis of patriotism and cosmopolitanism

Patriotism is often opposed to cosmopolitanism, as the ideology of world citizenship and "homeland-world", in which "attachment to one's people and Fatherland seems to lose all interest from the point of view of universal ideas." In particular, a similar opposition in the USSR during Stalin's time led to the struggle against the "rootless cosmopolitans."

On the other hand, there are the ideas of a synthesis of cosmopolitanism and patriotism, in which the interests of the motherland and the world, their people and humanity are understood as subordinate, as the interests of a part and a whole, with the unconditional priority of universal human interests. Thus, the English writer and Christian thinker Clive Staples Lewis wrote: "Patriotism is a good quality, much better than the egoism inherent in an individualist, but universal brotherly love is higher than patriotism, and if they come into conflict with each other, then brotherly love should be preferred"... The modern German philosopher M. Riedel finds such an approach already in Immanuel Kant. Contrary to the neo-Kantians, who focus on the universalist content of Kant's ethics and his idea of ​​creating a world republic and a universal legal and political order, M. Riedel believes that Kant's patriotism and cosmopolitanism are not opposed to each other, but mutually agreed, and Kant sees both in patriotism, so also in the cosmopolitan manifestation of love. According to M. Riedel, Kant, in contrast to the universalistic cosmopolitanism of the Enlightenment, emphasizes that a person, in accordance with the idea of ​​world citizenship, is involved in both the fatherland and the world, believing that a person, as a citizen of the world and earth, is a true “cosmopolitan” in order to “contribute to the good of all the world must have a penchant for affection for his country. "

In pre-revolutionary Russia, this idea was defended by Vladimir Solovyov, polemicizing with the neo-Slavophil theory of self-sufficient "cultural-historical types". In an article on cosmopolitanism in ESBE, Soloviev argued: “Just as love for the fatherland does not necessarily contradict attachment to closer social groups, for example, to one's family, so loyalty to universal interests does not exclude patriotism. The only question is in the final or supreme yardstick for assessing this or that moral interest; and, without a doubt, the decisive advantage should here belong to the good of the whole of humanity, as including the true good of each part "... On the other hand, Soloviev saw the prospects of patriotism as follows: Idolatry regarding one's own people, being associated with actual hostility to strangers, is thereby doomed to inevitable death. (...) Everywhere, consciousness and life are preparing for the assimilation of a new, true idea of ​​patriotism, derived from the essence of the Christian principle: “by virtue of natural love and moral obligations to his fatherland to believe his interest and dignity mainly in those higher benefits that do not divide, but unite people and nations " .

The city on the high bank of the river is in perpetual motion. He "floats" by the river. And this is also the feeling of native open spaces inherent in Russia.

The country is a unity of people, nature and culture.

Nature, spring, homeland, just kindness, 1984

A. A. Terentyev, Doctor of Philosophy, Professor of NSPU in his work "Islam and the problems of nationalism and patriotism" indicates:

Patriotic behavior presupposes a zealous, conscious service to the common interests of the people, merging with the native people in spirit and body, bringing the national conciliar interests to the fore and solving their own private interests together with them, without opposing them to each other. Patriotism is formed, formed, developed at the same time as a tradition and rule of public life when solving common problems of an ethnic group, when serving people more significant than private, common interest

Islam and the problems of nationalism and patriotism, 2011

Patriotism and Religious Teachings

Christianity

Early christianity The consistent universalism and cosmopolitanism of early Christianity, its preaching about a heavenly homeland as opposed to earthly fatherlands and the idea of ​​the Christian community as a special “people of God” undermined the very foundations of polis patriotism. Christianity denied all differences not only between the peoples of the empire, but also between the Romans and the "barbarians". The Apostle Paul instructed: “If you are resurrected with Christ, then seek something higher (...) putting on a new<человека>where there is no Hellene, no Jew, no circumcision, no uncircumcision, barbarian, Scythian, slave, free, but Christ is all and in everything. "(Colossians 3:11). However, a loyal to patriotism interpretation of this passage was offered by the famous Orthodox missionary Protodeacon Andrei Kuraev: in a parallel, earlier, Scripture, the same Apostle Paul says: "For you are all sons of God by faith in Christ Jesus; all of you, in Christ those who were baptized put on Christ. There is no longer Jew or Gentile; there is no slave or free; there is no male or female: for you are all one in Christ Jesus "(Galatians 3: 27-28). Thus, the fact that in Christ the differences between people, national and gender, disappear, does not mean that they disappear between people in earthly life, otherwise the same Apostle Paul would not have emphasized gender differences in a whole series of Epistles.

According to the apologetic Epistle to Diognetus attributed to Justin Martyr, “They (Christians) live in their own country, but as newcomers (...). For them, every foreign country is a fatherland, and every fatherland is a foreign country. (...) They are on earth, but they are the citizens of heaven " The French historian Ernest Renan formulated the position of the early Christians as follows: “The Church is the homeland of the Christian, as the synagogue is the homeland of the Jew; a Christian and a Jew live in every country as strangers. A Christian hardly recognizes a father or mother. He owes nothing to the empire (...) The Christian does not rejoice in the victories of the empire; he considers social disasters to be the fulfillment of prophecies that doom the world to destruction from barbarians and fire " .

Patriotism is undoubtedly relevant. It is a feeling that makes the people and each person responsible for the life of the country. There is no such responsibility without patriotism. If I don't think about my people, then I have no home, no roots. Because a home is not only comfort, it is also a responsibility for order in it, it is a responsibility for the children who live in this house. A person without patriotism, in fact, has no country of his own. A "man of the world" is the same as a homeless man.

Let us recall the Gospel parable of the prodigal son. The young man left home, and then returned, and his father forgave him, accepted with love. Usually, in this parable, attention is paid to what the father did when he adopted the prodigal son. But we must not forget that the son, after wandering around the world, returned to his home, because it is impossible for a person to live without his foundations and roots.

<…>It seems to me that the feeling of love for one's own people is just as natural for a person as the feeling of love for God. It can be distorted. And mankind throughout its history has more than once distorted the feeling put by God. But it is there.

And here one more thing is very important. The feeling of patriotism should in no way be confused with the feeling of hostility towards other peoples. Patriotism in this sense is consonant with Orthodoxy. One of the most important commandments of Christianity: do not do to another what you do not want to be done to you. Or as it sounds in the Orthodox doctrine in the words of Seraphim of Sarov: save yourself, acquire a peaceful spirit, and thousands around you will be saved. The same is patriotism. Do not destroy in others, but create in yourself. Then others will treat you with respect. I think that today we have this is the main task of patriots: the creation of our own country.

The well-known Orthodox missionary, Archpriest Oleg Stenyaev, finds grounds for Christian patriotism in the words of Scripture about the "limits of habitation" established by God for the peoples (Acts 17:26).

The Fundamentals of the Social Concept of the Russian Orthodox Church says about the ethnic and civic dimensions of Christian patriotism: “Christian patriotism is simultaneously manifested in relation to the nation as an ethnic community and as a community of citizens of the state. An Orthodox Christian is called to love his fatherland, which has a territorial dimension, and his brothers by blood, living all over the world. Such love is one of the ways of fulfilling the commandment of God about love for one's neighbor, which includes love for one's family, fellow tribesmen and fellow citizens. "

On the other hand, according to [ the significance of the fact? ] Orthodox theologian Hegumen Peter (Meshcherinov), love for the earthly homeland is not something that expresses the essence of Christian teaching and is obligatory for a Christian. However, the church, at the same time, finding its historical existence on earth, is not an opponent of patriotism as a healthy and natural feeling of love. At the same time, however, she "does not perceive any natural feeling as a moral given, for man is a fallen being, and a feeling, even such as love, left to itself, does not come out of the state of fall, but in the religious aspect leads to paganism." Therefore, "patriotism has dignity from the Christian point of view and receives ecclesiastical meaning if and only if love for the motherland is an active fulfillment of the commandments of God towards it."

Contemporary Christian publicist Dmitry Talantsev considers [ the significance of the fact? ] patriotism is an anti-Christian heresy. In his opinion, patriotism puts the homeland in the place of God, while "the Christian worldview implies the fight against evil, upholding the truth completely regardless of where, in what country this evil occurs and a departure from the truth."

In the Gospel of John, ch. 15, verses 12 and 13: "This is my commandment, that you love one another, as you have loved one who loves this love, but who will lay down his life for his friends." These words of Jesus Christ should be interpreted as follows: “so that you love each other so much that you are ready to die for each other, because I also loved you so that I continue to die for you. There is no longer that love that is so great that the lover sacrifices his soul for his friends, as I am doing now. "

Patriotism in states

the USSR

After 1917 and until the mid-1930s, the concept of “patriotism” in the USSR was sharply negative. The concept of "patriot" was related to such concepts as "bourgeois", or "unfinished counter". At that time not only individual high-ranking party leaders adhered to such an attitude towards patriotism and patriots, these views were also professed on a massive scale. Persecution of patriotic views found the broadest expression in literature, art, science, especially history and education. One of the brightest representatives of this trend was the historian M.N. Pokrovsky. The need to destroy patriotic views in society was explained by the fact that patriotism was a serious ideological obstacle on the way to the creation of a world proletarian state. The idea was promoted that true patriotism is class (proletarian) or international patriotism, implying the unity of the proletarians of the whole world, regardless of their nationality or state affiliation. And traditional, national patriotism, usually called national-patriotism, was declared harmful or even hostile to the cause of the world revolution.

In the late 1960s - early 1980s, in a number of social sciences, especially in the philosophical, the point of view, according to which patriotism was studied as a phenomenon of social consciousness, developed significantly. From about the mid-1980s, the tendency to interpret patriotism as one of the phenomena of the spiritual life of society began to prevail. In some studies, patriotism has been studied in the context of the development of Russian history, as a manifestation of specific features of the mentality, psyche of various communities, etc.

Great Britain

1. Love of home; to old friends, to familiar faces, to familiar sights, smells and sounds.
2. A special relationship to the past of their country.
3. A gross belief that one's own country or one's own people are really the best.
4. Its own nation is so much better than everyone else that it is simply obliged to rule over everyone.

Russia

According to polls, more and more Russians consider themselves patriots - 69% according to Levada Center (2013), more than 80% according to VTsIOM (2014). An example of the rise in patriotic sentiments in society was the holding of the Olympic Games, the annexation of the Crimea, the anniversary of the Victory in the Great Patriotic War.

The formation of patriotism of preschool children and schoolchildren is carried out through the implementation of systems of patriotic competitions, socio-political, national and cultural, public holidays, through the work of children's military-patriotic public organizations.

The formation of patriotic feelings of student youth in Russia is carried out within the framework of thematic competitions, as well as through the implementation of specialized shifts within the framework of the All-Russian educational forums "Mashuk", "Seliger", "Tavrida", "Territory of Senses" on the Klyazma "," Lastochka "," АТР "," Biryusa "," Baltic Artek "," I-Volga ".

Their activities, funded from the state budget, are carried out (by the Federal State Budgetary Institution Rosvoentsentr and the Federal State Budgetary Institution Rospatriotcenter), focused on patriotic work with all age groups.

For several years, public organizations of Russia have been implementing public projects: Pride of Russia, Immortal Regiment, People's Feat in the Great Patriotic War of 1941-1945, Volunteers70, Russian Military-Historical Society, "Search Movement of Russia", My country is my Russia, Assembly of Peoples Of Russia

In the action " Immortal Regiment»In 2015, 13% of young people aged 18 to 24 took part.

An indicator of the state's interest in the patriotic education of citizens is the presence of regulatory documents that regulate and support the work of state and public organizations in the formation of patriotism:

Documents regulating patriotic education in Russia:

Federal laws

• Federal Law of 12.01.1995 N 5-ФЗ "On Veterans" (as amended and supplemented, entered into force on 01.01.2016).

• Federal Law of 28.03.1998 N 53-FZ (as amended on 05.10.2015) "On military duty and military service».

• Federal Law of 13.03.1995 N 32-FZ (as amended on 01.12.2014) "On the days of military glory and memorable dates Russia ".

• Federal constitutional law on the state emblem of the Russian Federation.

• Federal Constitutional Law on the State Anthem of the Russian Federation.

• Federal constitutional law on the state flag of the Russian Federation.

• Federal Law of May 19, 1995 N 80-FZ "On the perpetuation of the Victory of the Soviet people in the Great Patriotic War of 1941-1945" (as amended and supplemented by 2014).

• Federal Law of 12.01.1996 N 8-FZ (as amended on 28.11.2015, as amended on 14.12.2015) "On burial and funeral business."

• Law of the Russian Federation of January 14, 1993 N 4292-1 "On the perpetuation of the memory of those killed in the defense of the Fatherland" (as amended and supplemented in 2013).

• Decree of the President of the Russian Federation of January 22, 2006 N 37 "Questions of perpetuating the memory of those killed in the defense of the Fatherland."

Government Decisions

• Resolution “On approval of the Regulation on the activities of an organization authorized by the Government of the Russian Federation to implement intergovernmental agreements on military burials”.

• Resolution "On the approval of the regulations on the preparation of citizens of the Russian Federation for military service."

• Resolution "On military-patriotic youth and children's associations."

• Resolution "Questions of the Interdepartmental Commission on the preparation of citizens of the Russian Federation for military service."

• Order of the Government of the Russian Federation of February 3, 2010 N 134-r "Concept of the federal system of training citizens of the Russian Federation for military service for the period until 2020".

• Government program " Patriotic education citizens of the Russian Federation for 2016-2020. "

• Order of the Ministry of Defense of the Russian Federation and the Ministry of Education and Science of the Russian Federation of February 24, 2010 N 96/134 "On approval of the Instruction on the organization of training citizens of the Russian Federation in basic knowledge in the field of defense and their training in the basics of military service in educational institutions of secondary (complete) general education, educational institutions of primary vocational and secondary vocational education and training centers "

Japan

In the middle of the 20th century, the formation of patriotism in Japan was attributed to the Office of National Defense (UNO) (after January 9, 2007, the Ministry of Defense of Japan). The upbringing of patriotism was based on traditionally Japanese moral canons, militarism, nationalism [ ] .

Criticism of patriotism

Notes (edit)

1. Ethnopsychological Dictionary. - M .: MPSI. V. G. Krysko. 1999. Patriotism
2. Patriotism / M. M. Skibitsky // Otomi - Plaster. - M.: Soviet Encyclopedia, 1975. - (Great Soviet Encyclopedia: [in 30 volumes] / Ch. Ed. A.M. Prokhorov; 1969-1978, vol. 19).
3. Sociological encyclopedia. In 2 volumes.Vol. 1.M .: Mysl ', 2003.S. 164.
4. in Brockhaus and Efron contains words about P. as a moral virtue.
5. The example of public opinion polls shows that the majority of the respondents support patriotic slogans.
6. Ksenia Larina; Victor Erofeev, Alexey Chadayev. Culture shock: Russian patriotism - destructive or creative force? (unspecified) ... Radio "Echo of Moscow" (August 30, 2008). Retrieved July 21, 2014.
7. A selection of materials on patriotism on the VTsIOM website.
8. An example of the interpretation of patriotism: "Archpriest Dimitri Smirnov: 'Patriotism is love for one's country, not hatred for someone else's'" - Interview of Archpriest of the Russian Orthodox Church Dimitri Smirnov to Boris Klin, Izvestia newspaper, September 12. Among the theses of the interviewee: patriotism is not associated with a person's attitude to state policy, patriotism cannot mean hatred of someone else, patriotism is cultivated with the help of religion, etc.
9. Informational material of VTsIOM. 2006 Public Opinion Report on Russian Patriotism. In this report, there is no common understanding of society about patriotism and patriots.
10. Explanatory dictionary of social science terms. N.E. Yatsenko. 1999
11. Semiosis of urban patriotism: an experience of comprehending theory and practice (unspecified) ... Ryazan State University Bulletin S.A. Yesenin. Retrieved July 9, 2016. Archived July 9, 2016.
12. Humanitarian Yearbook (unavailable link) Retrieved July 21, 2014.
13. A. Makhlayuk. ROMAN PATRIOTISM AND CULTURAL IDENTITY IN THE ERA OF EMPIRE
14. Georgy Kurbatov. Evolution of the city's ideology, spiritual and cultural life of the city (unspecified) ... Retrieved November 12, 2012. Archived November 19, 2012.
15. // Small Encyclopedic Dictionary of Brockhaus and Efron: in 4 volumes - St. Petersburg. , 1907-1909.
16. "Cosmopolitans". Electronic Jewish Encyclopedia (unavailable link) Retrieved July 21, 2014.
17. Political Journal - THEME OF THE ISSUE - Is an Alternative Possible for Pax Americana?
18. Human rights universalism and patriotism (Riedel M.) (unspecified) ... "Electronic Library for Philosophy". Retrieved July 21, 2014.
19. Mezhuev, Boris Creation of cosmopolis (unspecified) ... POLIS magazine. Retrieved July 21, 2014.
20. // Encyclopedic Dictionary of Brockhaus and Efron: in 86 volumes (82 volumes and 4 additional). - SPb. , 1890-1907.

09But I

What is Patriotism

Patriotism is a term used to describe feelings of love and devotion to one's people, nation, country or community. By itself, the term patriotism is very broad and ambiguous. It includes a whole lot of different feelings, and aspects of which we will talk about below.

What is Patriotism in simple words - a short definition.

In simple words, patriotism is love for your country, your nation and your culture. As a rule, patriotism includes such basic aspects as:

• Special affection for your country;
• A sense of personal identification with the country;
• Special concern for the welfare of the country;
• Willingness to sacrifice oneself to contribute to the well-being of the country.

In some respects, patriotism is a certain social and moral principle that makes a person feel attached to their country. He evokes a sense of pride in his nation, country or culture.

The basis and essence of Patriotism.

As already became clear from the definition itself, the basis or essence of patriotism is selfless love and affection for one's country.

« But, is this so good, and why is patriotism actually needed?»

The answer to this question is very complex and ambiguous. The fact is that if you rely on the fundamental works of various researchers of this phenomenon, you can find that they are divided into two camps.

Some argue that patriotism is a very positive phenomenon capable of developing and strengthening the state, supporting and preserving its cultural traditions and customs. Others argue that such an attachment to their state and specifically to their culture contributes to the development of overly nationalistic and sentiments that do not really fit in with.

We will talk about the connection between patriotism and nationalism later, but now we will continue to develop the answer to the above question. So, if we abstract from the already formed points of view, we can say that all the statements of the adherents and opponents of patriotism are right in their own way. The fact is that there is nothing wrong with the very idea of ​​love for one's country, but everything should be in moderation and go, so to speak, from the heart. But history knows a lot of examples when such love for the fatherland has mutated into fanaticism under the influence of manipulations with the people's consciousness. Many war and other crimes were often justified by patriotism. Thus, we can say that patriotism, among other things, is also an excellent tool for managing the masses. So, answering the question posed above, we can say that patriotism is a very positive phenomenon within reasonable limits, which is necessary for the preservation and development of individual states of nations and cultures.

Patriotism and nationalism - what is the difference.

Indeed, in addition to the fact that these two terms are often used together, and sometimes substitute for each other, there is a difference between them. The main differences in these concepts are that nationalism is love for your nation, your culture, and your traditions, and patriotism is love for the country as a whole, including the minorities inhabiting it with their own cultural characteristics.

It is worth noting that in real life these concepts are indeed quite often intertwined, since patriots in most cases are nationalists, although this is not the rule.

Consultation for teachers.

"Patriotic feelings as a component of moral education."

Patriotic education today is one of the most important links in the system of educational work. The answer to the question "what is patriotism?" at different times many famous people of our country tried to give it. So, S.I. Ozhegov defined patriotism as ... devotion and love to his fatherland and his people. " G. Baklanov wrote that this is "... not valor, not a profession, but a natural human feeling"

Patriotic education is one of the urgent tasks of our time. Huge changes have taken place in our country for last years... Fundamentally new approaches to understanding the content and technologies of patriotic education of preschool children have appeared.

Modern children know little about their hometown, country; features folk traditions; are often indifferent to close people, including group mates; rarely sympathize with someone else's grief; work with parents on the problem of moral and patriotic education in the family is clearly insufficient.

A preschool institution, as the initial link in the education system of the Russian Federation, must solve the problems of moral and patriotic education of preschoolers, therefore: on October 30-31, 2008, an All-Russian conference on the topic "Psychological and pedagogical aspects of patriotic education of preschool children" was held at Togliatti State University. During the conference, the main blocks of knowledge that need to be given to preschoolers were identified:

Knowledge about yourself, your family, clan;

Knowledge about people living in our country.

Knowledge about people of different nationalities, which are of particular importance for the formation of tolerance;

Knowledge of your region, city, its attractions, its natural surroundings;

Basic knowledge of human rights;

Knowledge about Russian traditions and crafts;

Knowledge about Russia and its capital;

Acquaintance with the symbols of the state (coat of arms, flag, anthem);

Knowledge about other countries of the world, about the planet Earth, on which we live.

Knowledge enriches the child's feelings, he begins to appreciate what he learns more about. It is important that the child learns to empathize with his relatives, comrades, to rejoice at their successes, so that such qualities as affection and mercy appear in his soul, so that he gains the experience of their realization in the environment in which he constantly lives. And on this later "patriotic feeling" will grow.

Fostering patriotic feelings in preschool children is one of the tasks of moral education, which includes fostering love for loved ones, for kindergarten, for their hometown, for their native country. Patriotic feelings are laid in the process of life and being of a person who is within the framework of a specific socio-cultural environment.

Naturally, the developing feelings of attachment to paternal values ​​become the subject of reflection in the process of purposeful patriotic education, where beliefs and readiness to act accordingly are formed on their basis. This is patriotic education as a system of purposeful influence.

In this regard, it is difficult to overestimate the purposeful work with children, which can be carried out in a preschool institution, on the initial formation of feelings of patriotism in interaction with the family.

Moral - patriotic education can be called one of the most difficult areas for a number of reasons:

1. Features of preschool age.

2. The multidimensionality of the concept of "patriotism" in the modern world.

3. Lack of concept, theoretical and methodological developments(a characteristic feature of many studies is the appeal only to certain aspects of the problem).

At present, there is a lot of methodological literature on this issue. However, it highlights only some aspects of the moral and patriotic education of children in certain types of activities; there is no stable system that reflects the fullness of this issue. Apparently, this is natural, since the feeling of patriotism is multifaceted in content. This is love for their native places, pride in their people, and the feeling of their inseparability with the whole world around them, the desire to preserve and increase the wealth of their Motherland.

Preschool institutions, as the initial link in the education system, must solve the problems of moral and patriotic education of preschoolers, it is the teachers who organize the process of forming civic and patriotic feelings through interaction with children and parents.

The purpose moral - patriotic education is: the formation of spirituality, moral - patriotic feelings in preschool children.

To achieve the goal, it is necessary to solve the followingtasks:

To bring up in a child love and affection for his family, home, kindergarten, street, city, homeland;

Form an idea of ​​your city;

Form a respectful attitude towards nature and all living things;

Develop interest in Russian traditions and crafts;

Form basic knowledge of human rights;

To form a sense of responsibility and pride for the achievements of the Motherland;

Expand the idea of ​​Russia as a native country, of Moscow as the capital of Russia;

To acquaint children with the symbols of the state (coat of arms, flag, anthem).

The task of the teacher is to select from the mass of impressions received by the child, those that are most accessible to him.

The main methods and forms of work on moral and patriotic education. "

The main form of work is cognitive activities. It is important that they increase children's mental activity.

Games - travel, creative games, games - competitions, intellectual games, didactic games, staging games.

Excursions (natural history, household - to the laundry, to the medical office, to the kitchen, to the post office).

Holidays (to the day of March 8, to the day of the Defender of the Fatherland, to the Victory Day, etc.)

Entertainment.

Productive activities (making collages, handicrafts, albums, thematic drawing, exhibition of drawings, etc.), for example, on the topic "My family", we made an exhibition of drawings "Portrait of my family" and timed to coincide with the holiday.

Reading poetry, stories

Photo of the exhibition.

Physical culture leisure ("I will serve in the army, I will love the Motherland").

Consultation for kindergarten teachers on patriotic education.

"I love you, my native land!"

Target: fostering love of the younger generation for their native land.

Tasks : To create conditions for children to show love for their native land, respect for the traditions of their people and people of labor; education in children of tolerance.

Everyone has their own homeland.

From the first steps to the last breath.

From the first roads to the last takeoff.

From the first rays to sunset.

Remember, the Motherland is sacred!

L.G. Pork.

Senior preschool age is a period of active patriotic education. It is necessary to introduce children into the world of local history in an unobtrusive and accessible, as well as entertaining and interesting way, to bring up moral and patriotic feelings. The tasks that are posed in modern education require new approaches and solutions. Finding them alone is difficult and ineffective. In such conditions, the pedagogical council becomes the most important means of development of the teaching staff. In a preschool educational institution, a pedagogical council is a platform where innovation is manifested, a search for solutions to methodological problems is carried out and the experience of colleagues is generalized.

Much has been written about the importance of introducing a child to the culture of his people, since an appeal to the paternal heritage fosters respect, pride in the land on which you live. Therefore, children need to know and study the culture of their ancestors. And you need to start with fostering love and respect for your family members, your city, your “small homeland”.

Expanding the interests of children, taking them out of the narrow world, showing the big through the small, showing the relationship between the activities of one person and the lives of all people, the whole country is very important for fostering love for their native land. Children must understand that their city, forest, river, field are particles of the Motherland. It will be good if preschoolers know what plants and factories are in the city, they will learn about the best people who glorify not only their city, but the whole country with their work.

Exploratory behavior is one of the most important sources of a child's understanding of the world. To explore, discover, study means to take a step into the unknown and unknown.

By nature, children are researchers. It is important to teach how to observe, compare, and foster a desire to find an answer.

Currently, the importance of this issue is reflected in the "National Doctrine of Education in the Russian Federation."

Where it is emphasized that “the education system is designed to ensure the upbringing of patriots of Russia, citizens of legal, democratic, welfare state, respecting the rights and freedoms of the individual, possessing high morality and showing national and religious tolerance ”.

We build our work on moral education in such a way that each pupil is imbued with the glory of his native land, feels his involvement in social events.

Fyodor Ivanovich Tyutchev "It is not given to us to predict:"

It is not given to us to predict

How our word will respond.

Sow grace in souls.

Alas, it is not given every time.

But we have to dream

About a wonderful time, about a century,

When to become a beautiful flower

A person's personality can do it.

And we are obliged to create.

Despising all worldly hardships,

To lay down the truths of light

The rudiments in life are young.

To show them the right way,

Help not to dissolve in the crowd ...

It is not given to us to predict

But we must strive

The introduction of elements of local history into the structure of projects contributes to the early formation of a "historical feeling", a sense of belonging to the past. The study of local history becomes the basis for the harmonious all-round development of senior preschoolers, creates the core that will help a young person to preserve the rich traditions of his native people, his city.

Introducing children to their hometown, we pay attention to the sights: monuments, museums.

We build our work on moral education in such a way that each pupil is imbued with the glory of his native land, feels his involvement in social events.

The selection and systematization of knowledge that preschoolers must master is carried out taking into account their mental capabilities: the nature of their thinking, the ability to generalize and analyze are taken into account. Thus, the level of the child's mental development serves as a kind of prerequisite and a necessary condition for the upbringing of the principles of patriotic feelings.

Using local history material in our work with children, we bring up patriotic feelings that persist for life and serve the spiritual development of the individual; raising children on events closely related to the history, nature of the native land, we thereby form a deep attachment to it, a sense of pride.

Introducing children to the traditions of the people is an important means of patriotic education.

We conduct city tours, the purpose of which is to get acquainted with the sights of Ryazan, the rich culture and history of the city.

Our Motherland is our Russia, our Ryazan, this is our small Motherland, the place where we were born and live.

The upbringing of a citizen and a patriot who knows and loves his homeland is a particularly urgent task today; it cannot be successfully solved without deep knowledge of the spiritual wealth of his people, the development of folk culture.

Thank you all!!! I wish you success in your difficult but creative work!

Consultation for parents.

"Raising patriotic feelings in preschoolers."

Target : - to interest parents in this problem;

To give parents knowledge about the importance of fostering patriotic feelings in the development of a preschool child.

The feeling of patriotism is so multifaceted in its content that it cannot be summed up in a few words. This is love for their native places, pride in their people, and the feeling of their inseparability, those around them, and the desire to preserve and increase the wealth of their country.

Patriotism manifests itself not only in difficult difficult life situations, but also in the everyday work and spiritual life of the people.

However, if this feeling is so difficult, then it is legitimate to talk about it in relation to preschool children? Close observation of children, studying them age characteristics, interests allows us to conclude that the older preschooler has a large amount of knowledge, and his interests are often associated not only with the present, but also with the future. In the conversations of children, in their questions, one can hear judgments about good and evil, about injustice. All this suggests that the upbringing of patriotic feelings can and should be started from preschool age. Wing phrase: "It all starts from childhood" - As much as possible to relate to this issue. Thinking about the origins of patriotic feelings, we always turn to the impressions of childhood: this is the tree under the window, and our own tunes.

From infancy, the child hears his own speech. Mother's songs, fairy tales open his eyes to the world, emotionally color the present, instill hope and faith in the good that fairy-tale heroes bring us: Vasilisa the Beautiful, Ilya Muromets, Ivan Tsarevich. Fairy tales excite, captivate the child, make him cry and laugh, show him what the people consider the most important wealth - hard work, friendship, mutual assistance. Each nation has its own fairy tales, and all of them, in their own way, with the flavor characteristic of a given nation, pass on these moral values ​​from generation to generation. Listening to a fairy tale, a child begins to love what his people love and hate what the people hate. "These are the first brilliant attempts of Russian folk pedagogy," wrote KD Ushinsky, "and I do not think that anyone would be able to compete in this case with the pedagogical geniuses of the people."

Riddles, proverbs, sayings - these pearls of folk wisdom are perceived by a child easily and naturally. They contain humor, sadness and deep love for a person, for the fatherland. Fairy tales, proverbs, sayings form the beginning of love for your people, for your country.

The nature of the native land enters the child's world very early. The river, forest, field gradually come to life for him: from the first general perception, the child moves to concretization - he has favorite corners for playing, a favorite tree, paths in the forest, a place for fishing by the river. This makes the forest, the river their own, relatives, remaining in the memory for life.

Thus, the public and natural environment acts as the first teacher introducing the child to the Motherland. But without the help of an adult, it is difficult for a child to single out the most essential characteristic in the life around him. He may not see the main thing, or take the atypical, secondary for the main thing. “Like a small tree, a caring gardener strengthens the root, on the power of which the life of a plant depends for several decades, so a teacher must take care of instilling in his children a sense of boundless love for the Motherland. Without the help of an adult, it is difficult for children to understand that people work for the good of the whole country, that the city, village, forest, river, which a child sees every day, is his homeland.

The adult acts as an intermediary between the child and the world around him, he directs, regulates his perception of the environment. Children still have very little life experience, and due to their ability to imitate and trust in an adult, children adopt their assessments of events: what parents say at home about the upcoming Saturday work day, how they are preparing for the holiday, etc. - their attitude is manifested in everything. to life which gradually fosters the feelings of the child.

When fostering patriotic feelings, it is very important to maintain an interest in the events and phenomena of public life in children, to talk with them about what interests them. It is generally accepted that the upbringing of patriotic feelings in children occurs in the following sequence: first, love is brought up for parents, home, kindergarten, then for the city, for the whole country. However, it is wrong to believe that by fostering love for parents, we are already fostering love for the Motherland. Unfortunately, there are cases when devotion to one's home, one's family gets along with indifference to the fate of the Motherland and even betrayal.

We teach a child from the first years of life, to love their parents, to help them. A noble feeling of devotion to a dear person, the need for spiritual and emotional closeness with him - all this is very important for the development of the child's personality, for a sense of security and well-being. But in order for these feelings to become the beginning of love for their homeland, it is very important that children see the civilian face of their parents as early as possible, realize them as workers who contribute to the common cause.

An important means of patriotic education is to familiarize children with the traditions of the people. For example, mark professional holidays, harvest holidays, to honor the memory of the fallen wars, to arrange farewells for recruits to the army, to meet veterans, participants in the war. The tradition of honoring the memory of the fallen soldiers invariably lives on among the people. A child in senior preschool age is already able to experience hatred, resentment, not only for himself personally. Let him cry, listening to the story about a boy whom the Nazis hung in front of his mother, about a soldier who, with the last grenade, threw himself under a Nazi tank. There is no need to shield children from strong emotions. Such emotions will not upset the child's nervous system, but are the beginning of patriotic feelings.

One of the facets of patriotism is the attitude towards the working person. The idea that everything is created by labor, by human hands, that labor brings joy, happiness and wealth to the country, should arise as early as possible in the mind of a child. The heroism of labor shown to him fosters his moral feelings no less than the heroism of a military feat. The teacher can advise parents, tell children about their work, what they are doing, and why it is needed.

When acquainting children with the work of adults, it is very important to show them the social significance of this work, its necessity not only for a certain person personally, but for the whole country. This can be done most clearly by talking about the work of a grain grower. Stories about heroic work, dedication to the cause, selflessness and courage help to instill pride in a person - a worker. In the patriotic education of children, the role of books about the defenders of the Motherland is great. Heroism excites and attracts the child, gives rise to the desire to imitate.

When reading a story, a poem to children, it is important to convey the culminating moments in the work with your intonations, logical stresses, make them worry and rejoice. Conversation after reading should be done with great care, so as not to destroy, but to strengthen the emotional impact. For example, the children read the poem "Why they called my mother Grishka" a courageous, dexterous, intelligent girl arouses admiration, children worry about her and rejoice when she manages to get away from the enemy. There is no need to ask many questions about the text of this work. But it is important that all of them were aimed not at presenting the content of the plot, but at the emotional moments "When you listened to the story, were you a little scared?" ... After the children's answers, you can read the work again.

One of the favorite books of children is Lev Kassil's book "Your defenders". Each story in it is an example of heroism.

To love the Motherland is also to know it. What can a child know about his country, what knowledge does he need in order for the first feeling of love for the fatherland to become conscious and lasting? First of all, the child needs to know about the life of the Motherland today. Examples of labor exploits of people in the name of the prosperity and glory of the Motherland, the traditions with which the teacher introduces children, help them to realize patriotism as a feeling that manifests itself every day. It is very important for fostering patriotic feelings and historical knowledge. An appeal to literature, art of the past, as well as to history, is an appeal to the past of one's people. Only those who love, appreciate and respect what has been accumulated and preserved by previous generations can become true patriots.

Love for the Motherland becomes a real deep feeling when it is expressed not only in the desire to learn more about it, but also in the desire, the need to work for the good of the fatherland, to take care of its wealth. The role of independent labor activity in the upbringing of the future citizen is extremely important. The affairs of a preschooler child are small and not complicated, but they are of great importance for the formation of his personality. It is necessary to encourage independent activities of children, the motive of which is the desire to do something for the team, for the kindergarten. Children are not always able to figure out what to do and how to do it. This is where the help of an adult is needed, his advice, an example. In the spring, a Sunday is organized for cleaning and landscaping the courtyard, the street where the child lives. “Take your sonny, a shovel, let's go to work,” says the father. And certainly, the next day, having come to the kindergarten, the son will proudly say: “Yesterday with my dad we planted a tree in our yard”. Participation in common affairs brings up the master of his country in the child. A loving, caring owner. Labor with social motivation must be organized in kindergarten and at home so that it is systematic and not ad hoc. The child should have constant assignments, not only for self-service, but also for the benefit of others, the whole team. It is only important that this work really has real meaning for those around it, not far-fetched. All of the above is directly related to the education of patriotic feelings in children.

"Moral - patriotic education"

If in childhood a child experienced a feeling of pity for another person, joy from a good deed, pride in his parents, admiration from contact with a wonderful feat, he acquired an emotional experience. Thus, paths for associations of an emotional nature will be built, and this is the basis, the foundation of deeper feelings, a condition for the full development of a person.

The upbringing of a little patriot begins from the closest to him - his home, the street where he lives, kindergarten.

Draw your child's attention to the beauty of their hometown.

While walking, tell us what is on your street, talk about the meaning of each object.

Give an idea of ​​the work of public institutions: post office, store, library, etc. Observe the work of the employees of these institutions, note the value of their work.

Together with your child, take part in the work of landscaping and landscaping your yard.

Expand your own horizons.

Teach your child to correctly evaluate their own actions and the actions of other people.

Read books to him about your homeland, its heroes, traditions and culture of your people.

Encourage the child for the desire to maintain order, good behavior in in public places.

Memo for parents on patriotic education of preschoolers.

1. If you want to raise your child as a worthy person and citizen, do not speak ill of the country in which you live.

2. Tell your child about the trials that befell your ancestors, from which they came out with honor.

3. Introduce your child to the memorable and historical places of your homeland.

4. Even if you do not want to go with your child to a museum or an exhibition on a weekend, remember that the earlier and more regularly you do this while your child is still young, the more likely he will be to visit cultural institutions as a teenager. age and youth.

5. Remember that the more you express dissatisfaction with every day you have lived, the more pessimism and dissatisfaction with life your child will express.

6. When you communicate with your child, try not only to evaluate his educational and psychological problems, but also the positive moments of his life (who helps and supports him, who he would like to make friends with and why, what interesting moments were in the kindergarten and after them)

7. Support the child's desire to show himself from a positive side, never say to him such words and expressions: "Do not stick out!", "Sit quietly!", "Do not take the initiative!"

8. Watch with him programs, films, telling about people who glorified our country in which you live, positively assess their contribution to the life of society.

9. Do not cultivate indifference in your child, it will turn against you.

10. As early as possible, discover in your child the ability to show positive emotions, they will become your hope and support in old age!

Consultation for parents on moral and patriotic education.

"My Little Homeland".

Now a birch, then a mountain ash,

Rakita bush over the river.

A native land, forever beloved,

Where can you find another one!

(A. Newcomer)

Moral and patriotic education of a child is a complex pedagogical process. It is based on the development of moral feelings and so that the words "I love my Motherland" do not turn into an empty phrase, it is important that a bright, capacious image of the Motherland arises already in the preschooler. Small Motherland ... everyone has their own, but for everyone it is that guiding star that determines a lot throughout life, if not to say everything! In recent years, there has been a rethinking of the essence of patriotic education: the idea of ​​educating patriotism and civic consciousness is acquiring more and more social significance, becoming a task of state importance. The significance of this is simply explained: if a child experienced in childhood a sense of pride in his parents, admiration for the places in which he was born and lives, experienced moments of delight from being involved in all this, he acquired an important emotional experience. This paved the way for associations of an emotional nature, and this is the basis, the foundation for the formation of deeper feelings, a condition for the full emotional development of a person.

The upbringing of a little patriot begins from the closest to him - his home, the street where he lives, kindergarten. Draw the child's attention to the beauty of his native land, village. While walking, tell your child about what is on your street, talk about the meaning of each object. Give an idea of ​​the work of public institutions, note the value of their work. Together with your child, take part in the work on the improvement of the street, planting of greenery in your yard. Encourage the child for his desire to maintain order, correct behavior in public places, teach him to correctly evaluate his actions and the actions of other people. Read books about your homeland, its heroes, traditions, culture of your people, expand your own horizons.

What a happiness it is that you can ride the train for a day, a week, and outside the window forests, lakes, swamps, taiga will flicker and stretch - and this is your home country! What a blessing that, listening to the music of Glinka, Tchaikovsky, Rachmaninov, Scriabin, Shostakovich - composers loved all over the world, you can call these great musicians yours! After all, one has only to imagine that all this was taken away from you, that these seas, these endless forests are not yours, that you cannot call Pushkin, Lermontov, Dostoevsky and Tolstoy writers of your country, that you have neither Moscow with its Kremlin, nor Siberian forests, that there is neither the Baikalyukha river, nor the Volga, that this whole great country, its great culture, great language are not yours ... What then will you have left? What then are you proud of? A man without a homeland is pitiful. He is nobody. And vice versa: even in the most difficult moments, a person is empowered by the thought that he is the son of a great country.

Parents questionnaire

What do you understand by the term "patriotic education"?

fostering love for the Motherland;

fostering respect for the older generation;

fostering respect for the traditions and customs of their people;

knowledge of the history of their country;

other - ________________________________________________________________

find it difficult to answer.

Is patriotic education possible in kindergarten?

Yes;

No;

find it difficult to answer.

How, in your opinion, should the goal of patriotic education of preschool children be formulated?

instill in children respect for the people of their country;

to acquaint with the customs and traditions of their people;

to form a respectful attitude towards nature and all living things;

to expand ideas about the native land, its capital, cities;

acquaintance with the historical past of Russia;

education of aesthetically moral norms of behavior and moral qualities of the child.

Who do you think is responsible for the patriotic education of children - teachers or parents?

______________________________________________________________________________________________________________________________________________

In your opinion, should preschool children be introduced to the symbols of the state, traditions, memorable dates?

Yes;

No;

find it difficult to answer.

In your opinion, is the topic of acquaintance with the genealogy of the family relevant in modern society? Are there family traditions in your home?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Thank you for your cooperation!

Parent-teacher meeting on the topic: "A citizen is brought up from childhood."

Target: to involve parents in the discussion of issues of patriotic education of preschoolers,reveal the essence and meaningthe work of parents and teachers on the patriotic education of children.

Preliminary work:

1. Questioning parents on the issue of patriotic education, discussed at the meeting.

2. Making memos on the topic of the meeting.

3. Consultations for parents on the problem of patriotic education of preschoolers.

Meeting progress.

The teacher thanks the parents for the complete and sincere answers to the questionnaire, briefly summarizes the information received.

Round table. Discussion "What kind of person do we call a citizen?"

To be a citizen means to consciously and actively fulfill civic obligations and civic duty to society, the Motherland, to possess personality traits such as patriotism and a humane attitude towards people.

The rudiments of these qualities must be formed in the child as early as possible.

The kid first discovers his homeland in the family. This is his closest circle, where he draws such concepts as "work", "duty", "honor", "Motherland".

The feeling of the Motherland begins in the child with the attitude towards the closest people - father, mother, grandfather, grandmother. These are the roots that connect him with his home and immediate environment.

Patriotic education is necessary for any people, any state, otherwise they are doomed to death. However, this education should be carried out very sensitively and tactfully, and they need to be dealt with together, from an early age instilling in the child respect and love for his native land.

It is impossible to form a moral foundation and help a child successfully enter the modern world, to take a worthy place in the system of relations with others without fostering love for loved ones and their homeland, respect for the traditions and values ​​of their people, kindness and mercy.

In the kindergarten, work is being carried out to expand the ideas of children about their native country, about the customs and culture of their people. Great importance is attached to the study of Russian symbols and coats of arms. Children get acquainted with the diversity of the nature of our country, various professions, get the first knowledge about our city.

Before a child begins to perceive himself as a citizen, he needs help in realizing his own self, his family, his roots - that which is close, familiar, understandable. The family occupies a leading place in the system of patriotic education. In the family, as the initial unit of society, the process of upbringing the personality, the formation and development of patriotism begins, which further continues in educational institutions.

Starting from a young age, kindergarten teachers work to form in children the idea of ​​themselves as a person who has the right to individual differences from others. One of these differences is the name of the child. Specially organized classes, didactic games and exercises, as well as other types of children's activities allow to show the variety of names.

Such work allows you to help the child realize his own individuality, increase self-esteem, and understand his own importance in the hearts of his parents. Adults explain what the child's name means, why it was chosen, give examples of how it can be affectionately called.

The feeling of the Motherland begins with admiration for what the little man sees in front of him, what he is amazed at and what evokes a response in his soul. From an early age, educators introduce children to the closest environment - kindergarten, its employees, professions in kindergarten, streets, buildings, buildings, hometown ... We need to show the child that our city is famous for its history, sights, and the best people. It is important that the beloved city appears before the child as the most precious, beautiful and unique.

Quiz for parents on the topic "Do you know your city?" (game "Chamomile", questions are written on the seamy side of the petals).

1. What is the date of the formation of Ryazan. (first mentioned in 1095)

2. Who founded our city?

Ryazan was founded by Chernigov Svyatoslav Yaroslavich.

3. In what year and by whom was the city destroyed?

In 1237 the city was destroyed by the Mongol-Tatar army.

4. What is depicted on the coat of arms of the city and what does this symbol mean?

The coat of arms of Ryazan is an image of the Prince standing in a golden field in a scarlet epanche, in a green cap, dress, boots and silver pants, holding a silver sword in his right hand, and a silver scabbard in his left with the same belt. The coat of arms is crowned with the Cap of Monomakh. Shield holders - silver with gold mane and tail. The shield is surrounded by a golden ceremonial chain - the official badge of the head of the Ryazan city administration.

5. List the famous townspeople of Ryazan (Yesenin S, A., Kostychev P.A. - a scientist on beekeeping, Michurin I.V. Pavlov I.P. Pirogov A.S., Pozhalostin I.P., Polonsky I .P .. Skobelev M.D .. Tsiolkovsky K.E.).

6. What streets of the city are named after these people? (Zubkova, Tsiolkovsky, Yesenin, etc. ...).

7. Name the sights of the city.

7. Acquaintance of parents with folk proverbs in accordance with the theme of the meeting:

Love for the Motherland is stronger than death.

A man without a homeland is a nightingale without a song.

Take care of the dear land, like a beloved mother.

Pearls sown in time will rise.

Home walls help.

Wormwood does not grow without a root.

Every pine tree makes noise in its forest.

Memo for parents "Famous people on the education of love for the Motherland"

"In your family and under your leadership, a future citizen, a future leader and a future fighter is growing ... Everything that happens in the country, through your soul and your thought, should come to the children" (A.S. Makarenko)

"There are many kinds of education, but above all is moral education, which makes us human" (V. Belinsky)

"Sow an act - reap a habit, sow a habit - reap character, sow character - and you will reap destiny" (William Thackeray)

"The bright days of childhood impressions received from communication with native nature, escort a person far into life and strengthen in him the desire to devote his strength to serving the Motherland" (A.I. Herzen)

“The true school of fostering cordiality, sincerity and responsiveness is the family; the attitude towards mother, father, grandfather, grandmother, brothers, sisters is a test of humanity "(VA Sukhomlinsky).

Summarizing. Miscellanea.

Questionnaire for parents on the problem of patriotic education of preschoolers.

1. How do you introduce children to the world around you?

2. Do you bring up in your child a respectful attitude towards the nature of his native land - does your child take part in work in the garden, take care of animals, and flowers?

3. Do you talk about your hometown?

4. Do you attend the City Day celebrations?

5. How often do you and your children listen to (sing, tell) songs, poems about the Motherland, about the nature of your native country?

6. Do you go outdoors?

7. Do you read books together?

8. Watching TV?

9. In your opinion, do you have sufficient information about your home country, city, to answer the child's questions?

10. Do you need help from teachers in obtaining information about your home country, city; in something else?

INTRODUCTION

THEORETICAL BASIS OF EDUCING THE PATRIOTIC SENSES OF PRESCHOOL CHILDREN

2 Features of the upbringing of patriotic feelings in preschool children in different types of activities

3 Psychological aspects of patriotism as a moral quality of a preschooler's personality

EXPERIMENTAL WORK ON UPBRINGING THE PATRIOTIC SENSES OF PRESCHOOL CHILDREN IN THE PROCESS OF PROJECT ACTIVITY

2 Pedagogical conditions for the upbringing of patriotic feelings in preschool children in the process of project activities (formative stage of the study)

3 Comparison of results and evaluation of the effectiveness of experimental work

CONCLUSION

BIBLIOGRAPHIC LIST

ANNEXES

Introduction

The purpose of the study is to theoretically substantiate and experimentally verify the effectiveness of the use of project activities for the upbringing of patriotic feelings in preschool children in the pedagogical process of preschool educational institutions.

The object of the research is the upbringing of patriotic feelings in preschool children in the pedagogical process of preschool educational institutions.

The subject of the research is project activity as a means of instilling patriotic feelings in preschool children.

Research objectives:

Analyze the literature on the problem of fostering patriotic feelings in preschool children.

To characterize the features of the upbringing of patriotic feelings in preschool children in various types of children's activities, including project activities.

To highlight the pedagogical conditions that contribute to the upbringing of patriotic feelings in the process of project activities, to check their effectiveness in experimental work.

Hypothesis: we assume that the upbringing of patriotic feelings in preschool children in the process of project activities will be carried out more successfully if:

this process is carried out in stages with a gradual decrease in the assistance of an adult;

preschoolers are given the opportunity to choose the content of project activities.

The methodological basis of this work was the theoretical provisions on project activities.

Research methods:

Theoretical: the study and analysis of psychological and pedagogical literature on the research problem.

Empirical: methods of diagnosing patriotic feelings (authors: A. Ya. Vetohina, Z.S. Dmitrenko), pedagogical experiment.

Interpretive: qualitative and quantitative processing of empirical data.

Practical relevance: this work can be used as:

methodological guide for preschool educational institutions.

The theoretical significance of the research lies in the fact that the ideas about the conditions conducive to the formation of patriotic feelings of children in the process of project activities have been clarified and expanded.

The practical significance lies in the fact that the materials of this study can be useful for educators of preschool institutions for the introduction into practice of the conditions for the upbringing of patriotic feelings in children in the process of project activities.

1. Theoretical basis fostering patriotic feelings in preschool children

1 Research into the problem of upbringing patriotic feelings in preschool children in psychological and pedagogical literature

Patriotism (Greek patris - fatherland) is a moral and political principle, a social feeling, the content of which is love and devotion to the Fatherland, pride in its past and present, the desire to defend the interests of the Motherland. Understanding patriotism has a deep theoretical tradition that goes back centuries. Already Plato has reasoning that the homeland is dearer than father and mother. In a more developed form, love for the fatherland, as the highest value, is considered in the works of thinkers such as Machiavelli, Krizhanich, Russo, Fichte, etc.

Per Lately the view on patriotism as the most important value, integrating not only social, but also spiritual, moral, cultural, historical and other components, is becoming more and more widespread within the framework of this direction. Summarizing, we can give the following definition: patriotism is one of the most significant, enduring values ​​inherent in all spheres of life of society and the state, is the most important spiritual property of the individual, characterizes the highest level of its development and manifests itself in its active-active self-realization for the good of the Fatherland.

Patriotism personifies love for one's Fatherland, inseparability with its history, culture, achievements, problems that are attractive and inseparable due to their uniqueness and indispensability, constituting the spiritual and moral basis of a person, forming his civic position and the need for a worthy, selfless, up to self-sacrifice, service to the Motherland.

The patriotic education of children is one of the main tasks of a preschool education institution. This is a complex pedagogical process based on the development of moral feelings.

According to S.A. Kozlova, patriotic education of preschool children is a purposeful process of pedagogical influence on the personality of a child in order to enrich his knowledge of the Motherland, fostering patriotic feelings, developing the skills and habits of moral behavior, developing the need for activities for the general benefit.

L.E. Nikonova gives such a definition of patriotic education - it is the process of mastering the heritage of traditional domestic culture, the formation of an attitude towards the country and the state where a person lives.

I.F. Kharlamov considers patriotism as an interconnected set of moral feelings and behavioral traits, including love for the Motherland, active work for the good of the Motherland, following and multiplying the labor traditions of the people, respect for historical monuments and customs of the native country, affection and love for native places, the desire to strengthen honor and dignity of the Motherland, readiness and ability to defend it, military courage, courage and dedication, brotherhood and friendship of peoples, intolerance to racial and national hostility, respect for the customs and culture of other countries and peoples, the desire to cooperate with them.

Ippolitova N.V. believes that patriotic education is a process of interaction between educators and pupils, aimed at the development of patriotic feelings, the formation of patriotic convictions and stable norms of patriotic behavior.

The purpose of patriotic education is the formation of the foundations of patriotism as a moral quality of the individual, the development of high social activity, civic responsibility, spirituality in the individual, the formation of a personality with positive values ​​and qualities, capable of manifesting them in the creative process in the interests of the Fatherland; upbringing of a convinced patriot, loving his homeland, loyal to the Fatherland, ready to serve him with his work and protect his interests.

Patriotism can be defined as such a moral quality of a person, which is expressed in his love and devotion to his homeland, awareness of its greatness and glory and the experience of his spiritual connection with her, in the need and desire to preserve her honor and dignity in any conditions, to strengthen her power through practical deeds. and independence.

However, it is necessary to understand in more detail the content of patriotism. In particular, patriotism includes: a feeling of attachment to the places where a person was born and raised; respectful attitude to the native language; care for the interests of the homeland; the manifestation of civic feelings and the preservation of loyalty to the homeland; pride in her social and cultural achievements; defending her freedom and independence; respect for the historical past of the homeland and traditions inherited from it; the desire to devote their work, strength and ability to the flourishing of the homeland.

But patriotic feelings do not arise in people by themselves. This is the result of a long-term purposeful educational impact on a person, starting from early age, which is formed under the influence of lifestyle, educational work in the family and preschool institution, at school, in the work collective.

V.A. Sukhomlinsky argued that childhood is an everyday discovery of the world and therefore it is necessary to make it so that it becomes, first of all, the knowledge of man and the Fatherland, their beauty and greatness. The basic stage in the formation of love for the Motherland in children should be considered the accumulation of social experience of life in their city (village, town), the assimilation of the norms of behavior, relationships adopted in it, and familiarization with the world of its culture. Love for the Motherland begins with love for your small homeland - the place where a person was born. Today, more than ever, it becomes clear that without instilling patriotism among the younger generation, neither in the economy, nor in culture, nor in education, it is impossible to confidently move forward, since our future should have its own spiritual and moral foundation, its own spiritual and moral core - Love for the Fatherland. , to their homeland. From an early age, a person begins to realize himself as a part of his family, his nation, his homeland. Therefore, it is from preschool age that children should be fostered with a sense of dignity and pride, responsibility and hope, and reveal to them the true values ​​of the family, nation, and homeland.

The period of preschool age, in terms of its psychological characteristics, is most favorable for the upbringing of patriotism, since the preschooler is distinguished by trust in an adult, imitativeness, suggestibility, emotional responsiveness, and sincerity of feelings are inherent in him. Knowledge, impressions experienced in childhood remain with a person for life.

L.N. Tolstoy, K. D. Ushinsky, E.I. Vodovozov believed that it was necessary to start bringing up patriotism in children from preschool age. The central idea of ​​upbringing was the idea of ​​nationality.

According to the theory of K. Marx and F. Engels, patriotism has a class character. The upbringing of patriotism was identified with the upbringing of attitudes towards the state system.

In the 60s and 70s. In the 20th century, the understanding of patriotism began to be viewed as an integral part of the concept of morality. The main emphasis was placed on the child's knowledge of his country. At this time, studies appeared that relied on the emotional sphere of the child. These are studies by R.I. Zhukovskaya, N.F. Vinogradova, S.A. Kozlova. In Belarus - L.E. Nikonova.

You need to understand that in preschool age, not a single moral quality can be formed completely - everything is just emerging: humanism, and collectivism, and hard work, and self-esteem, and patriotism. However, almost all moral qualities have their origin in preschool age.

In this regard, the Concept of Preschool Education emphasizes the need to organize in a preschool institution special work on the patriotic education of children, taking into account their age characteristics, national culture and traditions of the people.

Many domestic teachers interpreted patriotism as love for the Fatherland. ON THE. Dobrolyubov showed the dynamics of the development of patriotism in children from the moment of its inception to manifestation in activity. In the development of patriotism, there are stages that should be taken into account when raising children.

Stage th. Instinctive patriotism, expressed in the words: "I love my homeland, for which I do not know myself." The instinctive nature of patriotism is reflected in the idea of ​​the nationality of KD Ushinsky: "as there is no man without pride, so there is no man without love for the fatherland, and this love gives the right key to a man's heart and a powerful support for the fight against his bad natural, personal, family and generic inclinations ", reliance on the instinctive nature of patriotism in raising children is very important, since it is the basis for the development of conscious patriotism in children.

Stage th. The need for love for others. This stage can be characterized as attachment to the social environment - the people around them with their mentality, customs, relationships, laws, etc. It should also be noted that the Motherland is not only a country with its language, history, customs, it is also the people inhabiting it. Therefore, the attitude towards relatives and friends, the entire people as a whole is an important component of the content of patriotism, "especially it is necessary to instill in children a kindred justice virtue - the willingness to serve others and the desire for this," wrote Ya.A. Comenius.

Stage th. Attachment to the physical environment with its rivers, warm or cold climates, manifested in an addiction to the surrounding nature, games from the first years of life, evoking pleasant childhood memories in an adult.

Stage th. Attachment to the spiritual environment: folk art, literature, art, science, etc. The most important component of patriotism is also knowledge and respect for the native language. This idea was expressed by many Belarusian writers and teachers. So, Alaiza Pashkevich, wrote that the native language "... like cement, binds people, it gives them the best way to understand each other, live with one thought, seek the same destiny."

Stage th. An objective assessment of a family member. This stage is characterized by the education of citizenship as the highest manifestation of patriotism. It is important to raise the issue of harmonizing the rights of children and adults in the family. Equality of family members is achieved if they live a common life, know and share the joys and sorrows together. The common interests of everyday life provide a moral bond between family members.

Stage th. Study of the historical and cultural development of other peoples in the transition from the idea of ​​their own people to the idea of ​​the people and the state in general. At this stage, there is an organic relationship between the patriotic and international education of the younger generation. A feature of patriotism is the exclusion of hostility to other peoples and the readiness of a person to work for all of humanity, if he can benefit him.

Stage th. The active nature of patriotism, manifested in practical activities for the good of the fatherland.

The basic stage in the formation of patriotism in children should be considered the child's accumulation of social experience of life in his homeland and the assimilation of the norms of behavior and relationships adopted in it.

Acquaintance with the phenomena of social life is one of the most important conditions for the education of patriotism already at the stage of preschool childhood. But it becomes such with purposeful pedagogical work, which involves the involvement of children in a variety of activities and the use of special methods and techniques for influencing the emotional sphere of the child. The emotional component is the leading one in preschool age.

Currently, the concept of "patriotism" has many definitions and, accordingly, different content. Taken together, the existing definitions include personal and activity aspects in the structure of patriotism. Patriotism is viewed as a value orientation (K. Biekenova, A. Sadvokasova), consciousness (T. Kaldybaeva, F.F. Loyuk), worldview (I.F. Kharlamov), feeling (I.S.Kon, T. Kaldybaeva, E Stolyarova), motive (T. Kaldybaeva), attitude (I. S. Kon, T. Kaldybaeva), personality quality (U. Alzhanova, I. F. Kharlamov), principle (norm) of activity (I. S. Kon. , T. Kaldybaeva, I.F. Kharlamov).

Available research allows us to consider patriotism as a quality of a person, his worldview, behavior and activity. Patriotism is a quality expressed in feelings, motives, and results of activity, requirements for activity, attitude towards nature, people, culture and towards oneself. Patriotism includes concern for the interests and historical destinies of the country and the willingness to sacrifice for it; loyalty to the homeland; pride in the social and cultural achievements of their country; sympathy for the suffering of the people and a negative attitude towards the social vices of society; respect for the historical past of the homeland and traditions inherited from it; attachment to the place of residence, their country as a whole.

Researcher E. Rivina believes that it is necessary to teach the younger generation to sincerely respect the national emblem, flag, anthem. From early childhood, it is necessary to form, according to the author, correct ideas about the most important moral values ​​in children.

Patriotism is one of the moral qualities of a person, which is formed already in preschool age, and, like any moral quality, it includes:

Emotionally motivating - a person's experience of a positive emotional attitude to the acquired knowledge, the world around him, love for his native city (village), region, country, pride in the labor and military successes of the people, respect for the historical past of his native country, admiration for folk art, love for the native language, the nature of the native land, the manifestation of interest in this information, the need to expand one's horizons, the desire to participate in socially useful work;

An active component - the implementation of emotionally felt and conscious knowledge in activities (helping adults, showing concern for them, willingness to complete an adult's task, respect for nature, things, public property, the ability to reflect the knowledge gained in creative activity), the presence of a complex of moral volitional qualities, the development of which provides an effective attitude towards the environment.

The correct organization of work on the patriotic education of older preschoolers is based, first of all, on the knowledge of age capabilities and psychological characteristics children of this age.

In the senior preschool age, as psychologists note, neoplasms appear, indicating the possibility and necessity of carrying out special work on the patriotic education of children.

These include, first of all, the formation of moral feelings in preschoolers based on the enrichment of the content, the growth of awareness, the depth and stability of emotional experiences.

A preschool child is very emotional. Feelings dominate all aspects of his life, determine his actions, act as motives of behavior, express the child's attitude to the environment.

A distinctive feature of the feelings of older preschool children is the expansion of the range of phenomena that cause these feelings. The deep acquaintance of children of this age with the phenomena of social life contributes to the growth of the social principle in feelings, the formation of the correct attitude to the facts of the life around.

Of great importance in the process of forming love for the Motherland in preschoolers is the fact that the emotional experiences of older preschool children acquire a deeper and more stable character. Children of this age are able to show concern for loved ones and peers.

The tasks of patriotic education of preschoolers are:

Formation in children of a system of knowledge about their homeland, which can be represented as follows: natural history and geographical information (geographic features of the native land, climate, nature of the country), information about the life of their people (peculiarities of life, work, culture, traditions), social information (knowledge about the sights of the native city, capital, country, knowledge of the name of the country, its capital, other cities, state symbols), some historical information (about the life of the people in different historical periods, about the exploits of people during the Great Patriotic War, knowledge of the historical monuments of the city , streets).

Fostering interest in the world around preschoolers, emotional responsiveness to events in public life.

It involves activating the emotional sphere of the individual, fostering feelings such as love for family and friends, hometown, respect for the history of the people, admiration for the works of folk art, love for nature, hatred for enemies.

Involvement of children in practical activities for the application of the acquired knowledge. It involves the formation of certain skills and abilities in children: the ability to reflect the accumulated knowledge in play, artistic and work activities, the ability to take part in socially directed labor, the ability to take good care of nature, the results of the work of others, the ability to reflect knowledge in speech, communication with adults and peers ...

Solving the tasks of patriotic education, each teacher must build his work in accordance with local conditions and characteristics of children, taking into account the following principles:

"positive centrism" (selection of knowledge most relevant to the child given age);

a differentiated approach to each child, maximum consideration of his psychological characteristics, capabilities and interests;

a rational combination of different types of activity, a balance of intellectual, emotional and motor loads adequate for age;

activity approach;

developing nature of learning based on children's activity.

At the present time, work with parents is relevant and especially difficult, it requires a lot of tact and patience, since in young families issues of education of patriotism, civic consciousness are not considered important, and often cause only bewilderment.

In a family, a child learns basic social knowledge, acquires moral skills and habits, and perceives certain values ​​and ideals that are necessary for him to live in a given society.

Most of the parents are concerned with ensuring the basic needs of the family (food, children's health, housing), followed by the values ​​of the socialization process. All this led to a decrease in the educational potential of the family. However, it is designed to fulfill the following functions:

a) instilling love for the native land;

b) the formation of knowledge about their genetic roots;

c) providing healthy way life;

d) instilling a sense of pride in the heroes of their Fatherland;

e) the formation of industriousness;

f) fostering a sense of internationalism.

Cooperation with parents is one of the most important areas of work. All subjects of upbringing: family, teachers, collective, ethnic communities, public organizations, the media - in the process of interaction become an integral, unified system that influences the individual. However, the role of the family as the original Fatherland cannot be overestimated.

1.2 Features of the upbringing of patriotic feelings in preschool children in different types of activities

upbringing patriotic feeling children

In pedagogy, the requirements for a child of every age are clearly defined: what he can and what is not available to him. This is natural for the intellectual and physical development, but absolutely does not concern the emotional, mental, spiritual levels. Namely, they determine both self-awareness and future potential for intellectual growth. The intuitive life of a 3-year-old child is no less active than at a later age, but it falls on the period of character formation, the first experiments in adaptation in a team. The advantages of methods of public upbringing at an early age stem from the fact that for public upbringing, the emotional, mental aspects are primary, and it is to them that young children are most susceptible. Intellectuality will not suffer either, and it will develop stronger and faster in those who, from a very early age, received an emotional and spiritual charge inherent in the very nature of national education, folk traditions, and folklore.

An extremely important aspect of the problem under study is the opinion that the upbringing process should be started at preschool age. During this period, the formation of the spiritual and moral foundation of the child, emotions, feelings, thinking, mechanisms of social adaptation in society takes place, the process of self-awareness in the surrounding world begins. This segment of a person's life is the most favorable for the emotional and psychological impact on the child, since his images of perception are very bright and strong and therefore they remain in the memory for a long time, and sometimes for the whole life, which is very important in the education of patriotism. At the same time, it should be noted that an integral scientific concept of the formation of a citizen, a patriot of Russia in modern conditions has not yet been created. At each age stage, manifestations of patriotism and patriotic education have their own characteristics. Patriotism in relation to a child of senior preschool age is defined by us as his need to participate in all matters for the benefit of the people around him, representatives of wildlife, the presence of such qualities as compassion, sympathy, self-esteem; awareness of oneself as a part of the surrounding world. During the preschool age, high social motives and noble feelings develop. The way they will be formed in the first years of a child's life largely depends on his entire subsequent development. During this period, those feelings and character traits begin to develop that already invisibly bind him with his people, his country. The roots of this influence are in the language of the people, which the child learns, in folk songs, music, games, toys, impressions about the nature of his native land, about work, way of life, mores and customs of the people among whom he lives.

By patriotic upbringing, we mean the interaction of an adult and children in joint activities and communication, which is aimed at disclosing and forming in a child the universal moral qualities of a person, familiarizing with the origins of the national regional culture, the nature of the native land, fostering an emotionally effective attitude, a sense of belonging, attachment to others.

The goal of instilling patriotism in preschool children is to form their need to do good deeds and deeds, a sense of belonging to the environment and the development of such qualities as compassion, sympathy, resourcefulness, curiosity.

Tasks of moral and patriotic education:

the formation of a spiritual and moral attitude and a sense of belonging to the home, family, kindergarten, city, village.

the formation of a spiritual and moral attitude and a sense of belonging to the cultural heritage of their people;

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

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

familiarizing children with cultural heritage, holidays, traditions, folk applied art, oral folk art, musical folklore, folk games.

acquaintance with family, history, family members, relatives, ancestors, pedigree, family traditions; with a kindergarten, his children, adults, games, toys, traditions; with a city, a village, its history, coat of arms, traditions, outstanding citizens, villagers of the past and present, sights;

conducting targeted observations of the state of objects in different seasons of the year, organizing seasonal agricultural labor in nature, sowing flowers, vegetables, planting bushes, trees, and more;

organization of creative productive, play activities children in which the child shows compassion, care for people, plants, animals in different seasons of the year in connection with adaptation to new living conditions and daily as needed;

Pedagogical conditions

For more effective work on the education of moral - patriotism in preschool children, I used the following necessary pedagogical conditions: a heuristic environment in kindergarten and in the family, close cooperation with family members, the preparedness of teachers and parents to solve the problems of raising patriotism in children. The heuristic environment is characterized by a richness of positive emotions and is for the child a field for the manifestation of creativity, initiative, and independence. Close cooperation with me and with family members is expressed in the establishment of confidential business contacts with the families of pupils; providing parents with a minimum of psychological and pedagogical information, teaching them how to communicate with the child; ensuring regular interaction between children, educators and parents; involvement of family members in the pedagogical process; creating a subject developmental environment in kindergarten and family. All of the above pedagogical conditions are interrelated and interdependent.

Criteria and indicators of patriotism:

emotional and sensual (expression of empathy for the home, cultural heritage, nature of the small homeland);

cognitive (having an idea of ​​one's home, cultural heritage, the nature of the small homeland, manifestation of curiosity);

motivational (desire and desire for cognitive and other types of activity);

practical (the ability to take care of others, to help others).

Planning educational activities

The planning of educational work is carried out according to the dominant goals:

Protection and strengthening of the child's health;

Formation of empathy for the home, cultural heritage, nature of the small homeland;

Development of curiosity;

Formation of desire and ability to take care of others, to help others;

Development of desires and aspirations for cognitive and other types of activity;

Formation of communication skills.

The planning of educational activities meets the following requirements:

different types children's activities are logically and naturally related to each other;

included various forms of organization of children with a predominance of subgroup and individual forms;

the main content of educational activities - the upbringing of patriotism - is permeated with activities that are not directly related to this area (the formation of elementary mathematical concepts, design, music and physical education). The task of teachers and parents is to awaken love for their native land in a growing person as early as possible, from the first steps to form character traits in children that will help him become a person and a citizen of society; foster love and respect for the home, kindergarten, home street, city; a sense of pride in the achievements of the country, love and respect for the army, pride in the courage of soldiers; develop an interest in the phenomena of public life available to the child. A child's love for the Motherland is characterized by a bright emotional coloring. “The beauty of the native land, revealed through a fairy tale, fantasy, creativity, is the source of love for the Motherland. Understanding and feeling the greatness and power of the Motherland comes to a person gradually and has its origins in beauty. " These words of V.A. The source of the formation of a child's love for his native place is his participation in socially useful work, and the civil responsibility of his parents and relatives. Patriotic education is a capacious concept. The feeling of the Motherland begins with the ability to see the beauty of native nature. Careful attention of educators and parents should be directed to the content of children's activities. Leading any kind of activity, adults can influence the child's sensory sphere, his moral manifestations, judgments, attitudes towards peers, expand and clarify knowledge, form in him an initial sense of the Motherland - the correct attitude towards society, people, work, and his duties. Each type of activity creates favorable opportunities for the implementation of certain tasks of upbringing: in the classroom to solve problems related to the mental development of the child, in the game - the skills of collectivism, in the process of work - respect for people of work, diligence and frugality, organization and a sense of responsibility and duty. The foundation of the future person is laid in early childhood. The preschool period is characterized by the greatest learning ability and amenability to pedagogical influences, the strength and depth of impressions. That is why everything that is mastered during this period - knowledge, skills, habits, ways of behavior, emerging character traits - turn out to be especially strong and are, in the full sense of the word, the foundation for the further development of the individual. It must be borne in mind that at each age stage the child acquires the most important human qualities. With proper upbringing in preschool age, a holistic perception of the surrounding world, visual-figurative thinking, creative imagination, a direct emotional relationship to people around, sympathy for their needs and experiences. If in preschoolers this kind of qualities are not formed properly, then it will later be very difficult to make up for the deficiency that has arisen, and sometimes even impossible. The proposed material will help to form the first feelings of patriotism in preschoolers: pride in their homeland, love for their native land, respect for traditions. The knowledge gained at thematic matinees and other leisure activities will allow the child to understand the uniqueness of the culture of his people.

Kindergarten plays a big role in personality development young citizen, but the patriotic education of preschool children begins, first of all, with the attitude towards the family, the closest people, with what causes the most emotional response in his soul. The success of the patriotic education of our children largely depends on the parents, on the family, on the atmosphere that prevails at home, in the kindergarten. Of course, teachers can introduce the flag, the coat of arms, they can teach how to listen to the anthem, go on an excursion to memorable places, look at photographs, paintings. But if the teacher gives homework so that parents with a child get up early, together with the sun, listen to the anthem, visit memorable places, take the child to the polls, then the baby's impressions will be completely different.

The task of teachers and parents is to awaken love for their native land in a growing person as early as possible, from the first steps to form in children character traits that will help him become a person and a citizen of society. To foster love and respect for the home, kindergarten, home street, city; a sense of pride in the achievements of the country, love and respect for the army, pride in the courage of soldiers; develop an interest in the phenomena of public life available to the child. Special attention should be paid to the content of children's activities, since, by leading any kind of activity, adults can influence the sensitive sphere of the child, his moral manifestations, judgments, attitudes towards peers, as well as clarify knowledge, form in children the initial sense of the Motherland - the correct attitude to society, people, work, their duties. Each type of activity creates favorable opportunities for the implementation of certain tasks of patriotic education: in the classroom to solve problems related to the mental development of the child, in the game - the skills of collectivism, the process of work - respect for people, hard work and frugality, as well as organization and a sense of responsibility and duty ... By organizing holidays of heroic and patriotic themes, we simultaneously teach and educate our children. At such classes, holidays, children really play in the military, march in an honorary formation together with veterans. They sing war songs. The educational institution gives children the opportunity to accumulate experiences that the child will acquire on their own and most successfully through the project method. From possible ways solving problems of patriotic education is the most effective form of the project. It is based on the development of cognitive skills of critical and creative thinking, the ability to independently design their knowledge, navigate the information space, predict the results and possibilities of different solutions, and establish causal relationships. The project technology makes it possible to implement such principles as:

continuity and continuity of the pedagogical process;

subject - subjective relationships based on a dialogue with an adult;

activity

integrativity;

openness

In the implementation of project activities, children learn to think independently, find solutions to problems, attracting knowledge from different areas for this purpose. An effective understanding of social experience is only possible if the child is included in problem situations where he himself acts as a subject. Using problematic tasks of artistic-figurative, cognitive-practical, as well as socially significant orientation, the teacher of a preschool institution provides children with the knowledge acquired by children during the implementation of the project, becomes the dignity of their personal experience, they are obtained in response to the questions posed by the children themselves in the process of the project. activities.

1.3 Psychological aspects of patriotism as a moral quality of a preschooler's personality

Raising the patriotism of a child is an important psychological and pedagogical problem. Its decision affects the activities of all educational institutions and is one of the possible ways familiarizing the younger generation with spiritual values.

Preschool childhood is unique in nature and is a complex socio-cultural, psychological and pedagogical phenomenon that has an intrinsic value and individual logic of development. At this age, the foundations are laid for the moral formation of a person, the beginning of those moral feelings that in the future become the foundation for the development of more complex personal qualities: patriotism, citizenship, internationalism. The purpose of the patriotic education of preschoolers is to form in them the beginnings of patriotism as a moral education of the individual.

Patriotism as an integrative personality trait is a structural model that includes cognitive, emotional and activity components that are implemented in the sphere of society and nature. At the same time, the emotional component is the leading one for preschoolers.

The emotional component of patriotism is based on the fact that all aspects of a preschooler's life are colored by vivid experiences. Emotions for a child are material for generalizing ideas about the middle ground and forming patriotic feelings on their basis. Psychologists such as A.I. Zakharov, E. Izard, R. Kettel, V.S. Mukhina, E.V. Novikova, M.A. Panfilov, M. Rammer and others.

The most important condition for the development of a person as a person, according to many famous teachers and psychologists (V.V.Davydov, S.L. Rubinstein, D.B. Elkonin, P.M. Yakobson, M.G. Yanovskaya, etc.), is the formation of his emotional sphere. Only by becoming the subject of stable emotional relationships, values, ideals, norms of behavior turn into real motives of activity. Emotions are one of the most important components of the human "I". They are a form of experiencing a subjective relationship to the surrounding reality. The emergence and development of feelings expresses the formation of a kind of "emotional constants" (EP Ilyin, AF Lazursky, AN Leontiev, PV Simonov, GA Fortunatov).

All activities of a preschooler are emotionally intense. Everything that the child is involved in must have an emotional coloring, otherwise the activity will not take place or will quickly collapse. Emotions associated with performance arise on the basis of the mechanism of emotional anticipation. Even before the preschooler begins to act, he develops an emotional image that reflects both the future result and its assessment by adults. If he foresees a result that does not meet the accepted standards of upbringing, he develops anxiety - an emotional state that can slow down actions that are undesirable for others. Anticipation of a useful result of actions and the resulting high assessment from close adults is associated with positive emotions that additionally stimulate behavior.

The emotional image becomes the first link in the structure of behavior. The mechanism of emotional anticipation of the consequences of activity underlies the emotional regulation of the child's actions. During this period, the structure of emotional processes also changes, which now includes complex forms of perception, figurative thinking, imagination. The child begins to rejoice and grieve not only about what he is doing at the moment, but also about what he has to do. Experiences become more complex and deeper.

As a result of communication and activity, emotions of the highest level are formed - human feelings: sympathy and empathy, intellectual and aesthetic feelings, as well as feelings determined by activity and morality: feelings of duty, honor, patriotism.

The cognitive component "provides" the content, while the behavioral component performs a test and diagnostic function. It includes the mastery by children of a volume of ideas and concepts about their homeland that is accessible to their age - this is largely possible due to the formation and improvement of the most important cognitive processes of the psyche in preschool childhood (L.I. Bozhovich, P.M. Yakobson, A.A. .).

Perception in preschool age loses its originally affective character: perceptual and emotional processes are differentiated. Perception becomes meaningful, purposeful, analyzing. It highlights arbitrary actions - observation, examination, search. The process of development of children's perception in preschool age was studied in detail by L.A. Wenger. In his opinion, the basis of perception is made up of perceptual actions that are formed in learning.

The development of the process of perception in preschool age allows children to quickly recognize the properties of objects of interest to them, to distinguish some objects from others, to find out the connections and relationships existing between them. At the same time, the figurative principle, which is very strong in this period, often prevents the child from drawing correct conclusions about what he is observing. This indicates a close relationship in preschoolers with the processes of perception and thinking.

The attention of a preschool child is involuntary. It is caused by externally attractive objects, events and people and remains focused as long as the child retains a direct interest in perceived objects. Reasoning out loud helps the child develop voluntary attention.

Preschool childhood is the age most favorable for the development of memory. It acquires a dominant function among other cognitive processes. During this period, the child easily remembers the most diverse material. Events, actions, images that are interesting for a preschooler are quickly captured, and verbal material is involuntarily remembered if it evokes an emotional response (fairy tales, stories, dialogues from films).

During preschool age, the effectiveness of involuntary memorization increases. In children of this age, involuntary visual-emotional memory dominates, thanks to which preschoolers quickly improve their speech, learn to use household items. Semantic memory develops along with mechanical memory, therefore, it cannot be assumed that preschoolers who repeat someone else's text with great accuracy are dominated by mechanical memory. By preschool age, a child develops long-term memory and its main mechanisms.

The formation of voluntary memory in preschoolers is closely related to the formulation of special tasks for them to memorize, preserve and reproduce material. Many such tasks arise in play, therefore games provide the child with rich opportunities for developing memory.

M. Istomina analyzed the process of formation of voluntary memorization in preschoolers. In younger and middle preschool age, memorization and reproduction are involuntary. In older preschool age, there is a gradual transition from involuntary to voluntary memorization and reproduction of material, which includes two stages. At the first stage, the necessary motivation is formed, that is, the desire to remember or remember something. At the second stage, the mnemonic actions and operations necessary for this arise and are improved.

In order for the transition to voluntary memorization to become possible, special perceptual actions should appear, aimed at better remembering, more fully and more accurately to reproduce the material retained in memory. The first special perceptual actions are distinguished in the activity of a 5-6 year old child, and most often they use simple repetition for memorization. By the age of 6-7 years, the process of voluntary memorization can be considered formed. Its psychological sign is the child's desire to discover and use logical connections in the material for memorization. With age, the child's ability to assess the capabilities of his own memory develops, the strategies for memorizing and reproducing material become more diverse and flexible.

The main lines of development of thinking in preschool childhood can be outlined as follows: further improvement of visual - effective thinking on the basis of developing imagination; improvement of visual - figurative thinking based on voluntary and mediated memory; the beginning of the active formation of verbal - logical thinking by using speech as a means of setting and solving intellectual problems.

N.N. Poddyakov identified six stages in the development of thinking from junior to senior preschool age. These stages are as follows: 1) the child is not yet able to act in his mind, but he is already able, by manipulating things, to solve problems in a visual - effective plan; 2) speech is already included in the process of solving the problem by the child, but it is used by him only to name the objects with which he is manipulating; 3) the problem is solved figuratively through the manipulation of images of objects, an elementary form of reasoning aloud arises, inseparable from the implementation of a real practical action; 4) the problem is solved by the child according to a previously drawn up and internally presented plan, based on memory and experience accumulated in the process of previous attempts to solve similar problems; 5) the task is solved internally, followed by the execution of the same task in a visual-effective plan in order to reinforce the answer found in the mind and then formulate it in words; 6) the solution of the problem is carried out only in the internal plan with the issuance of a ready-made verbal solution without subsequent reference to practical actions with objects.

An important conclusion that was made by the psychologist is that in children, the stages in the development of mental actions do not completely disappear, but are transformed, replaced by more perfect ones. Children's intelligence at this age functions on the basis of the principle of consistency. It presents and, if necessary, simultaneously includes in the work all types and levels of thinking: visual-effective, visual-figurative and verbal-logical.

A.V. Zaporozhets proved that in favorable conditions, when a preschooler solves an interesting problem for him and at the same time observes facts available to him, he can reason logically correctly.

The child's verbal-logical thinking, which begins to develop at the end of preschool age, already presupposes the ability to operate with words and understand the logic of reasoning. The development of verbal - logical thinking in children goes through two stages. At the first stage, the child learns the meanings of words related to objects and actions, learns to use them when solving problems. At the second stage, he learns the system of concepts denoting relationships, and assimilates the rules of the logic of reasoning. The latter usually refers to the beginning of schooling.

In preschool age, the process of mastering concepts is just beginning. The child uses them as labels that replace an action or object. Although the concepts remain at the everyday level, the content of the concept begins to correspond more and more to what adults mean by this concept. Children begin to use concepts better, to operate with them in their minds.

L.S. Vygotsky distinguishes three stages in the development of concepts in children:

the selection of a heap of objects on the basis of predominantly subjective connections (syncretism); 2) the formation of a complex on the basis of objective concrete connections, but without privileged identical features, as a result of which pseudo-concepts appear, psychologically collected by the child on the basis of specific connections, and not abstract privileged features; 3) the development of real concepts, which is based on two genetic roots of complex thinking and the ability to abstraction.

By the end of preschool age, there is a tendency towards generalization, the establishment of logical connections. The emergence of generalization is important for the further development of intelligence, despite the fact that children often make inappropriate generalizations, focusing on bright outward signs.

The imagination of preschoolers develops in games, where symbolic substitutions are often made. In the first half of preschool childhood, the child's reproductive imagination predominates, mechanically reproducing the impressions received in the form of images. These can be the impressions received by the child as a result of direct perception of reality, listening to stories, fairy tales, watching movies. Imagery of this type reconstructs reality on an emotional basis. In the older preschool age, when voluntary memorization appears, the imagination turns from reproductive into creative. Role-playing games become the main type of activity where the creative imagination of children is manifested.

Cognitive imagination is formed by separating an image from an object and denoting an image with a word. Affective imagination is formed as a result of the child's awareness of his "I", the psychological separation of oneself from other people and from the actions performed. Thanks to the cognitive and intellectual function of imagination, the child better learns the world around him, more easily and more successfully solves the problems that arise before him. The imagination in children also plays an affective-protective role, which consists in the fact that through an imaginary situation there can be a release of the arising tension and a kind, symbolic resolution of conflicts, which is difficult to ensure with the help of real practical actions.

Imagination, like any other mental activity, goes through a certain path of development in human ontogenesis. OM Dyachenko showed that children's imagination in its development is subject to the same laws that follow other mental processes. Just like perception, memory and attention, imagination from the involuntary becomes voluntary, gradually turns from the immediate to the mediated.

The development of the cognitive imagination is associated with the process of "objectifying" the image by action. Through this process, the child learns to control his images, change and refine them, regulate his imagination. By the end of the preschool period of childhood, the child's imagination is presented in two main forms: a) arbitrary, independent generation of some idea by the child; b) the emergence of an imaginary plan for its implementation.

Thus, the cognitive component of patriotism is based primarily on the cognitive functions of the psyche of preschoolers, many of whom have not yet been formed. This is due to the difficulties in mastering the idea of ​​the homeland. Communication with an adult contributes to the development of cognitive interests in children, as evidenced by children's questions, topics of conversation, games, drawings. An adult, as it were, pulls the child to a new level that is not yet available to him. cognitive activities, creating a "zone of proximal development".

The activity component of patriotism presupposes the implementation of emotionally felt and conscious knowledge in activity, as well as the presence of a complex of moral and volitional qualities. In preschool age, there is a transition from desires aimed at the objects of the perceived situation to desires associated with the represented objects. The child's actions are no longer directly related to an attractive object, but are based on ideas about the object, about the desired result, about the possibility of achieving it in the near future. The emergence of ideas allows the child to escape from the immediate situation, he has experiences that are not associated with it, and momentary difficulties are perceived not so acutely.

The most important personal mechanism that is formed in this period is the subordination of motives. The preschooler's motives acquire different strength and significance. The strongest motive for him is encouragement, receiving a reward, the weaker one is punishment, and even weaker is the child's own promise. The weakest turns out to be a direct prohibition of some actions of the child, not reinforced by other additional motives.

During this period, the child's individual motivational system begins to take shape. The various motives inherent in him acquire relative stability. Among the motives that have different strength and significance for the child, the dominant motives stand out - prevailing in the motivational hierarchy.

In children with an emerging hierarchical system, dominance is not yet completely stable; it can manifest itself in different ways under different conditions. The construction of a stable motivational system, which began at this time, will be completed only in primary school and adolescence.

The life of a preschooler is very diverse. The child is included in new systems of relations, new types of activity, and, accordingly, new motives appear. These are the motives associated with the emerging self-esteem, pride, - the motives for achieving success, competition, rivalry; motives associated with the acquired at this time moral norms.

The motivation and effectiveness of the actions performed by the child are influenced by those individual successes and failures that he encounters. If success has a positive effect on the child's work, then failure is always negative: it does not stimulate the continuation of activities and perseverance. For older preschoolers, success remains a strong incentive, but many of them are motivated by activity and failure. After a failure, they try to overcome the difficulties that have arisen, achieve the desired result and are not going to "give up".

In preschool age, the motives of communication are further developed, by virtue of which the child seeks to establish and expand contacts with the people around him. At this age, the desire for recognition and approval from the people around becomes the motive for interpersonal communication. From this quality grow the need to achieve success, purposefulness, a sense of self-confidence, independence.

Another equally important motive is the desire for self-affirmation. Preschoolers develop a need for a good attitude towards themselves from the people around them, a desire to be understood and accepted by them. In the role-playing games of children, the motive of self-affirmation is realized in the fact that the child seeks to take on the main role, to lead others, and is not afraid to enter into competition.

In the studies of E.I. Komkova identified the basic needs of older preschoolers, which determine the dominance of motives for work, play and learning activities. In the last places in the group hierarchy were the needs that determine the motivation for creative activity and communication. The obtained data can be explained by the fact that at this age it becomes important for children to recognize their new social position in society, that they grow up and become independent.

So, the world of adults and peers, the world of culture are represented in the inner world of the child, which is intensively developing under the influence of various types of activity. In this regard, both their own and joint activity with an adult is of great importance for the formation of the beginnings of patriotism in preschool children.

Thus, by the age of preschool age, children have an increase in the general arbitrariness of behavior on the basis of the active development of volitional processes. The ability to restrain immediate impulses develops, to subordinate one's actions to the requirements put forward. The child's activities begin to be determined by social goals. An effective relationship to the homeland is formed, manifested in the ability to take care of relatives and friends, to do what is necessary for others, to take care of what is created by human labor, to take a responsible attitude to the assigned work, and to treat nature with care. In addition, at this age, the child develops a subordination of motives, on the basis of which social motives of various types of activity are formed. This is of great importance for the education of patriotism among preschoolers, since the emergence of social motives for activity is the basis for the development of the moral qualities of the individual.

Consequently, the upbringing of patriotism as an integrative moral quality of the individual should be carried out in a comprehensive manner through the development and enrichment of the emotional, cognitive and motivational-needs spheres of the preschooler's psyche.

In the upbringing of preschoolers, an example of the emotional attitude of adults to reality is of great importance. The emotional perception of this or that phenomenon of reality by children depends on the richness of manifestations of feelings of adults.

Domestic psychologists emphasize the importance of the emergence of germs of patriotism, which make up the "past experience" of a person, the experience of feelings, attitudes to the surrounding reality. If a child in childhood experienced a feeling of pity for another person, joy from a good deed, pride in his parents, respect for a working person, admiration for a heroic deed, rise from contact with the beautiful, he thereby acquired an "emotional experience", "a fund of emotional experiences", which will be of tremendous importance for its further development. Thus, the paths for associations of an emotional nature will be blazed, and this is the basis, the foundation of deeper feelings, a condition for the full-fledged emotional development of a person.

At the same time, Russian psychologists argue that moral feelings cannot arise through natural maturation. Their development depends on the means and methods of education, on the conditions in which the child lives. With purposeful upbringing, the child's feelings are much richer, more varied, and they manifest themselves earlier than in children who have not received the correct upbringing.

In older preschool age, the volume of knowledge about the world around, which children master, significantly expands, which is associated with their increased capabilities in mental development. Older preschoolers have access to knowledge that goes beyond the directly perceived.

However, a preschool child alone cannot penetrate into the essence of social phenomena. Only under the guidance of adults, children of senior preschool age can learn a system of knowledge based on an understanding of the natural, really existing in the world around them, connections and relationships between individual objects and phenomena. For this, the teacher needs to build the content of the knowledge system according to the hierarchical principle: to highlight the core, the central link of knowledge that could become the basis of a purposeful system. In the process of forming such a system of knowledge in preschoolers, it is necessary to take into account the peculiarities of the content of this knowledge and their assimilation by children.

Children of older preschool age can form not only full-fledged ideas, but also the simplest moral concepts, as well as the ability to analyze, compare, classify, group knowledge according to certain criteria. In preschoolers, cognitive interests are formed - the selective focus of the individual on objects and phenomena of reality. The child begins to set himself cognitive tasks, looking for an explanation for the observed phenomena. There is a transition from simple curiosity to curiosity, which is caused by the inner side of an object or phenomenon. The child begins to be attracted by social phenomena, as evidenced by children's questions, topics of conversation, games, drawings. In older preschool children, it is possible to form a system of generalized knowledge about the phenomena of social life, which are the basis of their conscious attitude to the environment, a prerequisite for patriotic education. This is facilitated by an increase in the volume of ideas and concepts about the world around preschoolers. By the older preschool age, children have an increase in the general arbitrariness of behavior on the basis of the active development of volitional processes. The ability to control one's behavior, to restrain immediate impulses, to subordinate one's actions to the demands put forward develops. At the preschool age, the beginnings of an effective, in the full sense of the word, attitude to the Motherland are formed, manifested in the ability to take care of relatives and friends, to do what is necessary for others, to take care of what is created by human labor, to treat the entrusted work responsibly, to treat nature with care. One of the essential features of older preschool children is that at this age the child develops a subordination of motives and on this basis social motives of labor activity, the desire to do something necessary, useful to others, are formed. This fact is of great importance for the upbringing of the beginnings of patriotism in preschoolers, since the emergence of social motives of activity is the basis for the formation of the moral qualities of a person, leading to a change in the content of feelings. The latter begin to arise not only in connection with the satisfaction of narrowly personal needs, but also in connection with the interests of the collective. Social motivation for the work of older preschool children contributes to an increase in the efficiency of the activities of children. In preschool age, the formation of will, moral ideals, important for patriotic education, is just beginning.

2. Experimental work to educate the patriotic feelings of preschool children in the process of project activities

1 Analysis of the results of diagnostics of patriotic feelings of preschool children in the process of project activities

Experimental work on the education of patriotic feelings in preschool children in the process of project activities was carried out in the municipal preschool educational institution, kindergarten №__ "______". The kindergarten is located in the village of Ust-Abakan, which has a beneficial effect on the educational process. Currently, the teacher works in the preparatory group for school # 1, which is attended by 21 children. The contingent of pupils is represented by different social strata: 38% - workers, 17% - employees, 21% - public sector workers, 12% - businessmen and entrepreneurs, 12% - temporarily unemployed. Social portrait of families of the group: complete families - 84%; large families - 8%; families of "risk groups" (single mothers - 2%, divorced parents - 6%); 59% have one child, 90% have grandmothers, 88.6% have grandfathers, 41% have brothers and sisters.

In the overwhelming majority of families, parents are young. Their upbringing experience is small, 80% of families live separately from grandparents.

Lack of parenting experience and pedagogical knowledge for classes with children affects the all-round development of the child.

To identify the level of formation of moral and patriotic feelings in preschoolers, preliminary diagnostics was carried out (methodology of A. Ya. Vetohina, Z.S. Dmitrenko) according to three indicators:

positive-emotional perception of family members, home environment, kindergarten, city (1);

personal development, arbitrariness (2);

social behavior, communication (3).

According to diagnostic research, indicators of the formation of moral and patriotic feelings in middle-aged children were:

Thus, according to the results of the data obtained, it was necessary to carry out work on the formation of moral and patriotic feelings in preschoolers, using design technology as an effective form of work that contributes to the involvement of children and adults in socially significant activities.

One of the problems of modern education is that it has been lost in the process of upbringing. historical continuity generations. Children are deprived of the opportunity to follow the example of the older generation. The upbringing of a moral and patriotic personality shows that the weakest link in today's activity is the family.

Therefore, it is necessary to help parents realize that, first of all, in the family it is necessary to preserve and transmit Russian traditions, values ​​created by ancestors.

Thus, in the process of interacting with the family, it is necessary to increase the level pedagogical competence parents in matters of upbringing and development, training in practical methods of interacting with children, the formation of a conscious attitude to their upbringing.

The choice of the topic is dictated by the relevance of solving the issues of moral and patriotic education of older preschoolers through close interaction with the family, social institutions.

The work on the experience covers the period from 2008. to 2011

? stage. Information and analytical (September 2012-December 2012). Identification of problems, the emergence of an idea of ​​experience, the definition of goals, objectives and the choice of methods and means of their solution, selection and analysis of literature on the research problem, collection of information, diagnostics.

?? stage. Practical (2012-2013), in a single system, practical classes, individual work, experimentation in various types of activities, the involvement of parents in the educational process were held.

??? stage. Summarizing (September 2013-October 2013). Generalization of the research results, creation of a system of measures for the formation of moral and patriotic feelings in older preschoolers, development of methodological recommendations on the problem of interaction with the family, summed up the work, summarized the experience.

2.2 Pedagogical conditions for the upbringing of patriotic feelings in preschool children in the process of project activities (formative stage of the study)

The main goal of this work is to create optimal conditions for the formation of moral and patriotic feelings in older preschoolers through the use of design technologies.

To achieve this goal, the following tasks have been identified:

creating a cultural and educational environment in the group;

increasing the competence of parents in solving problems related to moral and patriotic education;

uniting the efforts of the family, teachers and social partners on the formation of moral and patriotic feelings in older preschoolers;

promoting the general development of children based on love and interest in the present and past of their people;

education of moral and patriotic qualities: humanism, pride, the desire to preserve and increase the wealth of their native land, country;

orientation of parents to the moral and patriotic education of children in the family.

The complex interaction of all subjects of activity, aimed at the formation of moral and patriotic feelings of a preschooler, is carried out on the conditions:

humanization of relations;

equal cooperation;

an activity-based approach on the part of all participants in the educational process.

Moreover, cooperation is based on pedagogical principles:

the principle of mutual cooperation - is a way of organizing joint activities and is aimed at the mutually beneficial development of all subjects of the socio-cultural space;

the principle of humanization - the establishment of truly human, equal and partnership relations aimed at preserving the social and emotional health of the child;

the principle of an active approach - the emphasis is on combining all programs into one subject field, a developing environment;

the culturological principle is the basis for the selection of the content of education. It is the unity of values ​​that constitutes the psychological core of the feelings of one's own belonging to a certain nation or state.

the principle of an individually - differentiated approach - is focused on each child, where conditions for the realization of individual qualities and abilities are created for him.

To implement these principles, a supportive developmental environment is required. Interaction with family and society is carried out through joint activities aimed at the formation of stable moral and patriotic qualities and the favorable adaptation of children in society. For this, the group has created such an atmosphere in which trusting humane relations and prospects for personal growth prevail. It contains the possibilities of creativity, aesthetic and moral - patriotic development, receiving pleasure from joint communication and actions in general.

Work on moral and patriotic education is carried out in the following areas:

development of search behavior in older preschoolers;

the formation of the knowledge component;

education of moral and patriotic feelings.

During the implementation of any project, the teacher was faced with the task of connecting educational work with the surrounding social life and those

the nearest and accessible objects that surround the child, thus involving him in socially significant activities.

For this, the teacher developed a long-term plan, consisting of the following blocks:

My kindergarten.

We will serve the Motherland.

My small homeland.

My family.

Country, its symbols. Culture and traditions.

The earth is our common home.

Each block includes various types of projects, differing in duration, number of participants: complex, creative, play, research, individual, intergroup, group.

For the formation of search behavior, the development of curiosity, the method of problem learning is widely used: questions that develop logical thinking, experimental research activities.

The teacher achieved the best result in his work by combining folklore, local history, culturological, historical, literary material, using a variety of forms and methods of work.

It is well known that five-year-old children are called "why". A child cannot find an answer to his questions on his own - a teacher helps him. Developing creative and search activity in the course of implementing project teaching methods, the teacher takes into account a number of features: respect for the child's personality, acceptance of his goals, interests, creation of conditions for self-determination and self-realization.

The research and creative project "The World of Nature", carried out within the framework of the block "My Little Homeland", helped children to get acquainted with the diversity of the natural world, the beauty and wealth of our region. This project combined the following forms of work: excursions along the ecological path, viewing illustrations, herbaria "Flowers from our flower bed", "From which tree is the leaf?" : “Amazing Plants”, “Secrets of Our Nature”, “What? What for? Why? ”,“ From autumn to summer ”,“ Stories - riddles about nature ”.

Children, together with their parents, took part in the "Best Feeding Trough" competition, which took place in a preschool educational institution. The knowledge gained during excursions, a cycle of cognitive activities "The natural world of our land", children display in creative works. Within the framework of this project, the exhibitions “Rowans of Russia”, “Your home on your own land”, “Golden Autumn” were designed. The children of the group took part in the municipal action "I love my native Oskol region", in which they became laureates.

Participation in the intergroup project "The Most Beautiful Flower Bed", where children themselves learned to take care of a large number of flowering plants, contributed to fostering love for nature, caring attitude towards it, the development of moral and patriotic feelings: humanism, kind-heartedness.

V unconventional form a holiday dedicated to the Defenders of the Fatherland took place. The exhibition became the motivation for children to make greeting cards for their dads and grandfathers. military uniform different types of troops, orders, medals. And the production, together with adults, of medals from plasticine and various improvised means contributed to the appearance in the group of the mini-collection "Medals". This event made it possible to involve parents in the educational process, to rally the child-parent team.

Excellent opportunities in the education of patriotism are presented through the acquaintance of older preschoolers with the traditions, customs, folklore, everyday life and applied art of the Russian people.

The project "Starooskolskaya Toy" included a cycle of educational activities "Toys of the Ancient Slavs", "Varieties of Clay Toys". The group arranged exhibitions of folk art for the holidays. Personal, the head of the studio of arts and crafts "Living Clay" MUK "Starooskolsky House of Crafts" Abramova E. V. - "Starooskolskaya toy", "Toy talker" and joint exhibitions "Amusing Bazaar", "Charms of Russia" Abramova E. V . and her daughter Mariyka. Abramova Mariyka took part in the municipal competition "Amusing Bazaar" and became the winner in the nomination "The Youngest Participant". The Abramov family presented their collection of clay toys to the group in the Starooskolskaya Toy mini-museum. Parents showed great interest in the exhibition, so the teacher developed and held a consultation on the topic "Traditional folk Starooskolskaya toy - as a monument to the spiritual and material culture of the Russian people."

Accumulating creative experience, children in the developing space of the group independently create role-playing projects with folk toys, toys - talkers "At the Fair", "In the Museum", "Shop of souvenirs and gifts", come up with fairy tales "In the kingdom of clay toys", sound them in the puppet theater younger preschoolers, model folk costumes in their creative works in the classroom and in free activities.

In anticipation of the German guests from the twin city of Salzgitter, an original, short-term project "Amulets of Russia" was developed. During the implementation of this project, children gained knowledge about the history and traditions of the Russian people, got acquainted with various types and purposes of folk amulets, learned how to decoratively weave belts - amulets made of threads. The made amulet belts for the guests aroused positive emotions, a sense of belonging to folk art.

The development of search behavior occurs in experimental research activities. Availability cognitive literature in the group "The Big Book of Entertaining Experiments", "The Big Book of Experiments for Preschoolers" gives the child the opportunity to experiment, synthesize the acquired knowledge, develop creativity and communication skills. Children, with the support of a teacher, become the authors of individual research projects: "Air is an artist", " Static electricity"," Properties of a magnet "," Crystallization of an acidic environment. " The children proudly demonstrated their projects to their peers, children of other groups, OEMK chefs, students from Italy in the framework of joint events. The positive emotions experienced at the same time - surprise, joy from success, pride from the approval of adults give children confidence in their abilities, encourage a new search for knowledge. The result of cooperation, co-creation of teachers and the Azizov family was participation in the 2nd municipal competition for young intellectuals "Why Much" among preschool educational institutions with an individual project "His Majesty - Electricity".

Within the framework of the block "Earth - Our Common Home", an open project "Merry Astronomy" was implemented, which included a number of activities aimed at the formation of a careful, creative attitude to the world, love for the native planet Earth.

Integrated classes on cognitive development "Travel to interplanetary space", on the development of speech "Excursion to the planetarium" where children learned: about the history of space exploration, the first flights of spacecraft, about their structure, about long-term space exploration projects.

By the year of Russian cosmonautics, parents and teachers in the group created the "Mini-Museum of Cosmonautics", the main exhibit of which was a real telescope. Children were able not only to learn about its structure, but they themselves became researchers of the heavenly space, which contributed to the activation of cognitive interest, the formation of the prerequisites for research skills in children, and a surge of positive emotions.

Familiarization of preschoolers with the universe continued through various forms of work: reading stories "Our huge Universe", "Meeting the Sun", memorizing poems, riddles, proverbs, counting rhymes, games: "Stargazer", "Word Chain", games - dramatizations "I - planet Earth "and others.

The project resulted in creative exhibitions of children's drawings "The Solar System", joint works with adults "On a Distant Planet", the creation of the "Cosmic Dictionary".

Children are involved in socially significant and social activities through the implementation of charitable projects. The "Young Patriot" charity project includes a number of events aimed at fostering patriotic consciousness in children, love for their small homeland, enriching the experience of socially significant activities of adults and children, introducing preschoolers to work to revive spiritual and moral values. Within the framework of this project, interaction with the OEMK Council of Veterans was carried out. Together with teachers, children made souvenirs and a congratulatory newspaper, visited the museum, communication with veterans caused a positive emotional response among preschoolers and adults and contributed to the formation of respect for the older generation.

The participation of children and parents in the sports action "Sports for every family" contributed to the consolidation of family relations, an increase in the number of children involved in sports sections of the city. Parents enthusiastically responded to the offer to participate in the action "Family to family", where they offered sports goods, equipment and inventory for sale.

The result of the action was sports festival“Together with mom, together with dad” and the release of the family newspaper “Active rest of my family”.

The "Green Light" project united the following events: exhibitions of family drawings "We are pedestrians", children's drawings "At the Crossroads", the "Road Motanya" competition, where parents presented their own ditties. Children and adult groups became winners in the review competition for the best traffic model. To consolidate the knowledge gained about the rules of behavior on the road allowed the entertainment "There are many rules of the road in the world" carried out at the autodrome.

In the course of project activities, significant adults contribute to the ascent of the child's personality to culture: children acquire a positive and paternal attitude towards themselves, others, towards nature, and receive the right to self-development.

The use of design technology is relevant and very effective. It gives the child the opportunity to experiment, synthesize the knowledge gained, develop creativity and communication skills, which contributes to the qualitative formation of moral and patriotic feelings and in the future allows them to successfully adapt to the changed situation of schooling.

2.3 Comparison of results and evaluation of the effectiveness of experimental work

The study of the diagnostic results on the formation of moral and patriotic feelings in preschoolers at the beginning of the study and at the end was carried out using the technique developed by A. Ya. Vetohina, Z.S. Dmitrenko. Comparative diagnostic results reflect the following data:

positive emotional perception of family members, home environment, kindergarten, city.

Primary diagnostics

positive-emotional perception of family members, home environment, kindergarten, urban personality development, arbitrariness social behavior, communication High 4% 0% 0% Medium 73.2% 71.8% 61.8% Low 22.8% 28.2% 38.2% Final diagnostics

positive-emotional perception of family members, home environment, kindergarten, urban personality development, arbitrariness social behavior, communication High 78.2% 45% 60.9% Medium 19.8% 53.6% 39.1% Low 2% 1.4% 0%

Let's summarize these data in one table:

Primary diagnosis Final diagnosis Positive-emotional perception of family members, home environment, kindergarten, city High 4% 78.2% Medium 73.2% 19.8% Low 22.8% 2% personal development, arbitrariness High 0% 45% Medium 71.8% 53.6% Low 28.2% 1.4% social behavior, communication High 0% 60.9% Medium 61.8% 39.1% Low 38.2% 0%

When comparing the results of the original ( middle group) and the final (preparatory group) diagnostics, the following conclusions were made:

the high level of development has significantly increased, therefore, the number of children with a low level of development has a minimal indicator or is completely absent. In the course of the work carried out, the children learned to consciously not accept manifestations of rudeness in relation to their relatives and friends,

they have formed ideas about the value of the work of parents and close relatives, about school, about the life of children in other countries, about ways to maintain family ties, they know how to distinguish the symbols of the state (coat of arms, flag, anthem) from symbols of other countries, show care, love and respect for each other, understand addiction friendly relations peers on the behavior of each child.

Qualitative changes have taken place in the relationship between teachers and families. Having engaged in socially significant activities and having established partnerships with teachers, the parents realized the inconsistency of the previous interaction and turned out to be ready for meaningful communication.

It was found that a common understanding by parents of the tasks, means and methods of raising children provided an integrated approach to the educational process. Parents felt the need to improve pedagogical knowledge, exchange experience in the upbringing and education of children, increase interest in their problems.

The result of the work allows us to conclude that the use of the design method in order to form moral and patriotic feelings in older preschoolers is very effective and efficient.

From infancy, a child is a discoverer and explorer of the world around him: he stretches, takes, feels, examines, tastes and tests, that is, studies. Everything is interesting for him, everything is for the first time: meeting with living beings, changing seasons, alternating day and night, starry sky and thunderstorms, a trip to the subway and to the sea, fairy tales and music. The emotional manifestations of the child are indescribable: joy and awe, surprise and delight, worries and disappointments, laughter and tears. Here it is appropriate to mention Aristotle, who believed that knowledge begins with surprise.

From the age of five, the child's cognitive activity increases, his cognitive interests extend to everything and everyone in his environment. Your little one is increasingly asking questions: “Why? Where? What for? Who? How?" This is where the wisdom, resourcefulness and patience of parents are needed.

According to psychologists, along with reproductive activity (actions according to a model), children develop the ability to detect a problem, set a task, plan actions, evaluate their skill or ineptitude and find an accurate, and sometimes completely non-trivial solution. It is important to note that creative thinking also lies in the zone of proximal development of preschool children. At the same time, solving problems includes children's design, in which a new norm is introduced as a solution: it is in the course of such work with children that the child's ability to evaluate the effectiveness of the actions taken is formed, which is a sprout of reflection, that is, prepares the child for educational activities.

So what is design that has been talked about so much lately? From the point of view of preschool education, this is a complex activity, the participants of which automatically (without a specially proclaimed didactic task on the part of the organizers) master new concepts and ideas about various spheres of life: production, personal, socio-political (E.S. Evdokimova). In other words, it is a diverse (integrated) activity to achieve a specific goal. Design differs from solving a problem (theoretical, mental design) in that as a result of it, a product of design activity is assumed and its further use. For example, holding a family children's holiday, where, as a result of joint (adults and children) discussions:

steps are thought out to achieve the goal;

the terms and composition of participants and invitees are determined;

the content is outlined (information search) and the plan-scenario of the conduct is fixed;

the responsibilities and roles of each are distributed;

funds are determined and a budget is calculated;

a list is made and everything you need is purchased.

This is the so-called preparatory stage. Then comes the stage of implementation, when parents and children invite guests, decorate, sew, learn, rehearse, cook, etc. The presentation of the product of joint activities is the children's holiday itself, after which there will be many lasting impressions of joint activities and feelings, which was better , and what is "not very good, and what needs to be done differently next time to make it great. The number of project participants can change, their age is not limited, adjustments can be made, everyone does only what he can and wants to do, adults do not nothing that children can cope with on their own. Many will think that it is possible to invite specialists who will do everything on a professional level. Team work parents and children, which is so necessary for the child?

According to the progressive educator of the 20th century, the founder of the "pedagogy of doing" John Dewey, the child is the sun around which everything revolves.

One of the central concepts of J. Dewey's pedagogy is experience, which is defined as a person's ability to foresee the results of his activities in the intellectual, moral and social spheres. Experience is inconceivable without the activity of the individual and is always emotional, therefore the process of child development is possible only as an activity that forms personal experience... The formation of this type of thinking, which is based on personal experience, should be the main goal of education and training.

J. Dewey suggested building the learning process on an active basis through the child's independent activity, in accordance with his personal interests in acquiring knowledge. He argued that the child firmly assimilates only what is learned through his independent activity and requires certain cognitive and practical efforts, which the child knows how to apply in life. The researcher believed that the organization of training should proceed from the four instincts of the child: the instinct of doing, research, artistic and social. A child should not “cram like a goose with knowledge”, but should, as in life, “develop initiative, creativity, participation”.

A student, philosopher and colleague of J. Dewey - Professor W. Kilpatrick under the project means any activity of children, which they freely choose and therefore performed willingly, "from the bottom of my heart." A child can only benefit from activities that are performed with great enthusiasm. Therefore, the merit of any project is determined by the degree of interest of the child's heart in the fulfillment of the set goal.

W. Kilpatrick builds his concept of project-based learning on the basis of J. Dewey's theory of experience and Z. Thorndike's learning psychology. Taking as a basis the position of the latter that the activity to which there is an inclination causes satisfaction and is repeated more often than the one that is performed under compulsion and causes irritation, W. Kilpatrick concludes: the decisive moment in the educational process is the psychology of the child. Project activities form independence, imagination, and capacity to act. The knowledge acquired by the child for the sake of a goal can be applied as a means to new goals, serve as a source of new interests, especially of an intellectual property. In this regard, the period of an active mood increases when the child will work on any project. Kilpatrick argues that project-based learning is about solving a problem, and only when a goal is set and there is a desire to solve it, the problem becomes a project.

Domestic pedagogical psychologist N.N.

It is known from the theory and practice of preschool education that respect for the personality of a child, acceptance of his goals, creation of conditions for self-determination actively develops creativity. Protected from the violent interference of those around them, the vital activity of children is manifested in unique forms of play, fairy tales, travel, adventure, experimentation.

In design, it is very important to maintain the necessary balance between development, stimulated by the actions of an adult, and self-development, conditioned by the child's own activity. This balance is based on the optimal ratio of a child to an adult or on complicity in activities on a partnership basis.

Following the principles of domestic scientists and practicing teachers, it can be noted that child design can be successful if the following conditions are met:

taking into account the interests of the child;

activity without compulsion, "from the bottom of the heart";

subject (problem) from the close environment and adequate to age;

providing independence and support for children's initiative;

joint step-by-step achievement of the goal with an adult.

The child is still small and cannot formulate the problem on his own, his parents help him in this. In which field to look for them? In the practice of preschool pedagogy, four groups of problems are conditionally distinguished: family, nature, man-made world, society and its cultural values. Collaborative design topics can be:

albums with drawings, photographs and stories on the themes: "My beloved brother", "How we rested at the dacha", "At the flower exhibition", "Pets", "Travel to the sea", etc., which can often be viewed, shown relatives and friends;

essay "Tales of Our Home", drawing up a map of your area or city with descriptions, drawings and photographs of attractions;

making a model based on Russian fairy tales;

home exhibitions: "Skillful hands", "Beautiful - with your own hands", "Postcards for the holiday", "Children's fashion", "Travel to the land of butterflies", etc.

During family leisure hours, you can organize: "Device winter garden"," Children's room decoration "," Culinary show "" Home concert "," Puppet show"," Championship in drafts "," Day of health ", etc.

Conclusion

The study showed that the preschool education system has large unused resources for fostering patriotic feelings in children. These resources cannot be realized by the episodic and unsystematic use of the content of the material, methods of preschool education.

The data obtained in our study allows us to speak about the possibility of forming such a system of classes that would contribute to the upbringing of patriotic feelings in children through project activities. Optimal training is related to the replenishment of knowledge and ideas of children, with a variety of design methods.

The problems of educating the patriotic feelings of children at the present stage of development of society is the most urgent, since creative abilities in a child's life play an extremely important role in his development as a person.

Raising the patriotic feelings of a child is one of the main tasks of a kindergarten. This is a prerequisite for the development of the personality as a whole. In this case, the leading role belongs to adults - educators and parents. Of particular importance for the development of a child's creative activity is the stimulation of creativity in the education system of older preschool children.

The tasks set for the children by the experimental work were completely solved. At the stage of the formative experiment, pedagogical psychological conditions stimulating the upbringing of patriotic feelings in senior preschool children in project activities. Experimental research, analysis of psychological and pedagogical literature on this issue give grounds to conclude that the upbringing of patriotic feelings in the system of teaching children of age have theoretical and practical significance.

The study of psychological and pedagogical literature, the study showed that the upbringing of patriotic feelings in various types of activities in the educational system of children is of great importance for the upbringing of patriotic feelings in older preschoolers and the development of the child in general.

Ways of using only traditional methods are ineffective. It is necessary to use such methods and means that would help increase the potential and interest of preschool children in project activities.

The results of the study to study creativity allowed to solve the assigned tasks.

The research results have shown that the creative abilities of children in the majority of older preschoolers are characterized by an average level and need to increase these indicators.

An important indicator of the effectiveness of experimental work was the change in the level of creative abilities of children in the experimental and control groups.

Comparison of the results obtained during the control experiment made it possible to conclude that a group of children in the conditions of experimental work showed the dynamics of the upbringing of patriotic feelings of abilities in the process. Thus, our hypothesis is confirmed.

Bibliographic list

1.The concept of preschool education / Ed. V.V. Davydov. M., 2010.

2.Alexandrova E.Yu., Gordeeva E.D., Postnikova M.P., Popova G.P. The system of patriotic education in preschool educational institutions. 2009.

.Alyabyeva E.A. Thematic days and weeks in kindergarten. Moscow: 2010.

.Zatsepina M.B. Days of military glory. - M., 2009.

.Kondrykinskaya L.A. Toolkit on patriotic education in a preschool educational institution. 2010, Moscow.

.Aleshina, N.V. Patriotic education of preschoolers / N.V. Alyoshina. - M .: TsGL, 2012.

.Alyabyeva, E.A. Thematic days and weeks in kindergarten / E.A. Alyabyeva. - M .: Creative Center Sphere, 2010.

.Andreeva, N.F. Planning work on patriotic education in preschool educational institutions / N.F. Andreeva // Management of the preschool educational institution. - 2010. - No. 1. - P.16-24.

.Anischenko, O. A. Preschool childhood: science - practice / O.A. Anischenko. - Mogilev: Moscow State University A.A. Kuleshova, 2011 .-- 102 p.

.Artemova, L.V. The world around us in didactic games for preschoolers / L.V. Artemova. - M .: Creative Center Sphere, 2012. - 120s.

.Belaya, K.Yu. System of work with children on issues of patriotic education: from the experience of work on patriotic education in preschool educational institutions / K. Yu. Belaya. - M .: Creative center Sphere, 2012 .-- 175 p.

.Bereslavtseva, A. The sun in the window / A. Bereslavtseva. - M .: Vlados, 2011 .-- 198p.

.Besova, M.A. Raising patriots / M.A. Besova, T.A. Starovoitov. - Mozyr: White Wind, 2012 .-- 235 p.

.Butkevich, V.V. Civic education of children and students: a textbook for teachers / V.V. Butkevich. - Minsk: NIO, 2007. - 280 p.

.Varyukhina, S.I. The origins of kindness: a guide for teachers / p. I. Varyukhina. - Minsk: Polymya, 2012 .-- 128 p.

.Valeeva, G.X. Patriotic education of junior schoolchildren in the educational process by means of ethnopedagogy: author. dis. ... Cand. ped. Sciences: 13.00.01 / G. X. Valeeva; Chelyabinsk state ped. un-t. - Magnitogorsk, 2011 .-- 23 p.

.Vinogradova, N.A. Educational projects in kindergarten / N.A. Vinogradova, E.P. Pankov. - M .: Ayris-press, 2008 .-- 208 p.

.Voronenko, A.G. Patriotic education in Russia // Pedagogical sciences. - 2009. - No. 5. - S. 12-19.

.Wenger, L.A. Diagnostics of mental development of preschoolers / L.A. Wenger, V.V. Kholmovsky. - M .: Pedagogika, 1978 .-- 360 p.

.Vygotsky, L.S. Psychology of art / L.S. Vygotsky. - M .: Pedagogy, 1987.- 327 p.

..Harmonization of psychophysical and social development children: materials of the conference, Minsk, 2007 / NAS of Belarus, Center. scientific. library, Minsk; D.N. Dubinin [and others]. - Minsk, 2012 .-- 112 p.

.Zharikov, A.D. Raise children as patriots: a book for kindergarten teachers / A.D. Zharikov. - M .: Education, 1980. - 192p.

.Zhukovskaya, R.I. Native land: a guide for kindergarten teachers / R.I. Zhukovskaya, N.F. Vinogradova, S.A. Kozlova; ed. S.A. Kozlova. - 2nd ed., Rev. and add. - M., 1985 .-- 268 p.

.Zaporozhets, A.V. Psychology of personality and activity of preschoolers / A.V. Zaporozhets, D.B. Elkonin. - M .: Education, 1965 .-- 186 p.

.Zaporozhets, A.V. Development of social emotions in preschool children / A.V. Zaporozhets, Ya.Z. Neverovich. - M .: Education, 1986 .-- 176 p.

.Zubko, D.P. Modern aspects of education of patriotism and citizenship / D.P. Zubko // Problems of harvesting. - 2012. - No. 1. - P.12.

.Ivashkina, N.A. Patriotic education of junior schoolchildren on the traditions of folk pedagogy: author. dis. ... Cand. ped. Sciences: 13.00.01 / N.A. Ivashkina; Moscow Humanitarian University. - M., 2012 .-- 22 p.

.Kazaeva, E.A. Education of the foundations of civic-mindedness in older preschool children: author. dis. ... Cand. ped. Sciences: 13.00.07 / E. A. Kazaeva; Shadrinsk state ped. un-t. - Yekaterinburg, 2010 .-- 23 p.

.Kazetova, A.Kh. Formation of patriotism as a moral value of preschool children in the process of local history activity: author. dis. ... Cand. ped. Sciences: 13.00.01 / A.X. Kazetova; West-Kazakhst. state un-t them. M. Utemisova. - Atyrau, 2012 .-- 29 p.

.Kozakova, I. S. Features of patriotic education of preschoolers / I.S. Kozakova // Hoop. - 2011. - No. 6. - P.8-12.

.Kozlova, S.A. Preschool pedagogy: textbook. manual for stud. wednesday ped. study. institutions. - 3rd ed., Revised. and additional / S.A. Kulikova, T.A. Kulikov. - M .: Publishing Center Academy, 2011 .-- 416 p.

.About patriotic education of preschool children / O.S. Kolpachuk, I. G. Dobritskaya // Harmonization of psychophysical and social development of children. - Minsk: BSPU, 2009. - P.66-68.

.Komratova, N.G. Patriotic education of children 6-7 years old / N.G. Komratova, L.F. Gribova. - M .: Creative Center Sphere, 2009 .-- 208 p.

.Kondratova, V.V. Mental education of preschoolers / V.V. Kondratov. - Kiev: LAMBK, 1979 .-- 187 p.

.Kondrykinskaya, L.A. Where does the Motherland begin: experience in patriotic education at preschool educational institutions / L.A. Kondrykinskaya [and others]; edited by L.A. Kondrykinskaya. - M.: TC Sphere, 2004.-120s.

.Ksenda, O. G. Complexes of developing games for preschoolers / O.G. Ksenda, O.D. Never mind. - Mozyr: White Wind, 2010 .-- 69 p.

.Ladutko, L.K. Getting to know the world and ourselves: a guide for preschool teachers. Institutions / L.K. Ladutko, S.V. Shklyar. - Minsk: Unitary Enterprise "ITC of the Ministry of Finance", 2012. - 184p.

.Lobynko, L.V. Modern approaches To educational process/ L.V. Lobynko. - Minsk: ITC of the Ministry of Finance, 2011 .-- 280 p.

.Little Citizens big country: program of patriotic education of preschool children "Spadchyna" / L.V. Dubovskaya; under. ed. V.M. Telenchenko. - Mozyr: Assistance, 2010 .-- 220 p.

.Nikolaeva, S.O. Classes on the culture of behavior with preschoolers and younger students / S.O. Nikolaeva. - M .: Vlados, 2011 .-- 112 p.

.Nikonova, L.E. Patriotic education of older preschool children: a guide for teachers / L.E. Nikonov. - Minsk: Narodnaya asveta, 2011 .-- 112 p.

.Novikov, L.I. State symbols and patriotic education of youth / L.I. Novikov // Narodny Vestnik. - 2005. - No. 2. - P.18-26.

.Novitskaya, M. Yu. Heritage. Patriotic education in kindergarten / M.Yu. Novitskaya. - M .: LINKA-PRESS, 2012 .-- 214 p.

.Poddyakov, A.N. Preschool child: problems mental development and self-development / A.N. Poddyakov // Preschool education... -2012. - No. 12. - S. 68-70.

.Sivolyubova, N.A. Civil-patriotic education of students on the basis of Russian cultural and historical traditions: author. dis. ... Cand. ped. Sciences: 13.00.01 / N.A. Sivolyubova; Stavropol state un-t; Stavropol, 2012 .-- 21 p.

.Suslova, E.K. Raising ethics in children interethnic communication/ E.K. Suslova. - M .: APO, 2011 .-- 80 p.

.Suslova, E.K. Some thoughts about modern patriotic education of preschoolers / E.K. Suslova // Kindergarten from A to Z. - 2011. - No. 3. - P. 5-14.

.Sushkova, I. V. Social and personal development: analysis of preschool education programs / I.V. Sushkova. - M .: Sfera, 2011 .-- 128 p.

.Ralkevich, A.V. Patriotic education of youth is an important direction of the ideology of the Belarusian state / A.V. Ralkevich // People's Bulletin. - 2011. - No. 1. - S. 3-6.

.Tarlovskaya, N.F. Teaching children to design and manual labor in a small kindergarten / N.F. Tarlovskaya, L.A. Toporkova. - M .: Education. 2012 .-- 224 p.

.Titov, V.S. Historical and ethnographic zoning of the material culture of Belarusians (XIX - early XX century): author. dis. ... doct. ist. Sciences: 07.00.07 / V.S. Titov; Institute of Ethnology and Anthropology named after N.N. Miklouho-Maclay. - M., 2011 .-- 38 p.

.Tikhonova, O. G. For a preschooler about museum culture / O.G. Tikhonov. - M.: ARKTI, 2009 .-- 75 p.

.Khabibulin, I. 3. Positive incentives for the early awakening of national self-awareness among preschoolers: author. dis. ... Cand. ped. Sciences: 13.00.07 / I. 3. Khabibulina; Naberezhnocheln. state ped. un-t. Yekaterinburg, 2010 .-- 23 p.

.Kharlamov, I.F. The theory of moral education: Historical and modern problems and basic pedagogical ideas / I.F. Kharlamov. - Minsk: ITC of the Ministry of Finance, 2012 .-- 559 p.

.Cheusheva, A.V.The essence and substantive specificity of patriotism / A.V. Cheusheva // Narodny Vestnik. - 2011. - No. 1 - P.47-51.

.Yaseva, N.Yu. Education of the foundations of patriotic feelings of preschoolers: textbook. manual for students and teachers / N. Yu. Yaseva. - Mogilev. Moscow State University Publishing House, 2010 .-- 59 p.

Applications

Long-term plan Appendix No. 1

work on the formation of moral and patriotic feelings in older children.

Appendix # 2

Summary of the lesson on the development of speech "Excursion to the planetarium" in the preparatory group for school

Program tasks:

to teach children to creatively convey a description of an object, to characterize the planets: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune Pluto;

expand and deepen the understanding of boys and girls about astronomy, help to understand the structure of the solar system;

to consolidate the received and accumulated information by means of logical operations (analysis, comparison, classification, generalization);

enrich the speech of children, replenish, clarify, activate their vocabulary;

develop monologue and dialogical speech;

develop in children curiosity, cognitive interest, creative imagination, thinking, memory;

to form a careful, creative attitude to the world, love to the native planet Earth;

foster a sense of mutual help, collectivism, good, responsive relationships with peers and adults.

Preliminary work:

space vocabulary design;

reading encyclopedias, books about space;

viewing illustrations;

learning poems, games, proverbs, riddles, counting rhymes, physical education minutes on a space theme;

drawing children's drawings;

observation of the sky in the daytime and in the evening.

Materials for the lesson:

Model of the starry sky, algorithm, portrait of Yuri Gagarin, telescope, planets of the solar system, audio recording of "space music", assignment for each child, children's drawings, illustrations, space dictionary.

Course of classes

Guys, let's welcome the guests. Reading a poem by N. Krasilnikova " Good morning»

Invented by someone simply and wisely Good morning! Good morning! - the sun and the birds. Good morning! - smiling faces. And everyone becomes kind, trusting. Good morning lasts until evening.

Guys, every year our people celebrate Cosmonautics Day. This is a jubilee year, 50 years since the first flight into space. Tell me, who and when made the first flight into outer space? (Answers of children).

Well, who of you will answer: Not fire, but it burns painfully, Not a lantern, but shines brightly, And not a baker, but bakes?

That's right, guys, this is the sun. You and I have already made a trip to interplanetary space to the close-knit family of the Sun. Let's remember a little bit about the planets.

In order, all the planets will be called by any of you: One - Mercury, Two - Venus, Three - Earth, Four - Mars, Five - Jupiter, Six - Saturn, Seven - Uranus, Behind him - Neptune. He goes eighth in a row And after him only later. And the ninth planet called Pluto.

Guys, I got an email from the Sun today. Only this is not an invitation to visit. The sun asks for help, trouble has happened. For some reason, some planets complain that they are very hot, others freeze in the dark. The sun asks if there is life on the planets? Help me to understand. Waiting for an answer.

Let's help the Sun figure out what is happening on the planets? Guys, I suggest you go to the planetarium for a tour, are you ready? Let's go: (The cosmic melody sounds).

Guys, now the first planet will appear in the starry sky. And to see it better, you need to use a telescope. What it is? (Child's story).

A telescope is a device for observing the universe. Its operation is based on the use of optical lenses and mirrors. The telescope is used to observe stars, the planet and other celestial bodies. We will add the word "telescope" to our space dictionary.

The story about the planets should begin with the words "I am a planet ..." using an algorithm. Guys, close your eyes, say the words "Fly, fly the petal, through the west to the east, through the north through the south ... lead the guys to see the planet." Open your eyes. (The planet appears). A child's story about the planet Mercury. Didactic game"Give me a word." (It is necessary to insert the missing words of antonyms in the lines of poetry).

I will say the word high And you will answer ... (low). I will say the word far away, And you will answer ... (close). I will tell you the word coward, You will answer ... (brave). Now I'll say the beginning, Well, answer ... (end)

The planet Venus appears. A child's story about the planet Venus. Guys, let's play a game "Word Chain" on a space theme. The planet Mars appears. A child's story about the planet Mars.

Physical education "The sun sleeps and the sky sleeps."

Guys, sit down at the tables, we will complete the task "Connect the description of the planets with pictures." (Children complete the task on their own). Our excursion continues, the planet Jupiter appears in orbit. A child's story about the planet Jupiter.

Didactic game "Finish the sentence"

Learning is light and ignorance is darkness). An old friend is better than two new ones). Being a guest is good, but being at home is better). Take care of your dear land ... (like a beloved mother).

The planet Saturn appears. A child's story about the planet Saturn.

A child's story about the planets Uranus, Neptune and Pluto.

Guys, you are in words a scythe and a bridge. Remove the t and a (like a completely unnecessary tail) What's left? Wonders! This is a star country! (space)

The planet Earth appears. A child's story about planet Earth.

Reading the roles of the poem by Ya. Akim "Planet - home".

Didactic game "Say it differently" (selection of synonyms).

Educator:

We admit without any fancy There is no more people People are only earthlings And where do aliens live?

Guys, besides the planets, are there other space bodies in space? - Yes! - Maybe there is life on them?

We will learn about this in the next lessons.

The result of the lesson. Presenting souvenirs to children.

Appendix No. 3

Individual research project

"His majesty is electricity"

Objective of the project:

enrich the child's consciousness with new knowledge that contributes to the accumulation of ideas about the world;

contribute to the formation of an internal action plan;

to expand the previously formed ideas of children about the role of man in the development of scientific and technological progress;

develop various forms of imagination

Children's scientific and technical project

Cognitive value:

study of the history of the emergence of electricity;

acquaintance with various types of electricity and its properties; - the formation of the concept of electricity as a very useful, but dangerous invention.

Problem:

lack of theoretical knowledge about electricity.

Project presentation

“Hello dear jury. My name is Timur Azizov. I want to start the presentation of my project with a story.

Once I was walking with my dad, and it started raining, a thunderstorm started, and something sparkled. I asked what it was. Dad told me that it was lightning - an electrical discharge that slips between heaven and earth. This is how my acquaintance with electricity began. "

“There are two types of electricity. One kind is called statistical. "

“The second kind of electricity is called electric current. He knows how to run on wires. This type of electricity is used to light, heat our homes, and drive cars. It can be generated using a battery and a generator. "

“Electricity is a very useful invention. It gives people warmth and light. The first light bulb was invented by Thomas Edison. But we must not forget that electricity is dangerous. It can shock you. Therefore, never play with a switch or plug.

When I grow up, I will definitely work at a large power plant and maybe invent the new kind electricity ".

Appendix No. 4

"Space Dictionary"

An astronomer is a person who observes the starry sky, photographs it, studies the life of stars and 1 planets.

Astronaut - this is what the astronaut is called in other countries.

Venus is a planet Native sister our Earth, from the Sun planet number 2.

The Universe is a stellar "country" where there are countless stellar "cities" - galaxies.

Galaxy - this is the name of our stellar "city" in which the Sun and the planets live.

Earth is the name of our home planet on which we live.

A star is a huge fireball that emits light in all directions.

An eclipse (solar) is a celestial phenomenon caused by the fact that the Moon, revolving around the Earth, passes between it and the Sun and covers the solar disk.

Space - this is how the Universe is often called.

Astronaut - this is the name of the specialty of people who fly in spaceships.

Outer space is sometimes called space.

A comet is a celestial body that is part of the solar system; looks like a foggy speck with a bright clot in the center - a nucleus. In bright comets, when approaching the Sun, a tail appears in the form of a luminous strip.

The moon is the only natural satellite of the earth.

Mercury is one of the 9 planets in the solar system, closest to the sun.

Mars is the "red planet", as it was nicknamed for its reddish color, the 4th planet from the Sun.

Neptune is the 8th planet in the "solar family".

Orbit - this is the name of the space "road" of ships, satellites, planets.

Pluto is the most distant 9th planet.

The planet is a huge cold ball, itself cannot glow and is visible only because it is illuminated by a star.

Saturn is the 2nd largest planet after Jupiter, surrounded by a large number of satellite rings, from a distance it seems that the planet is wearing a hat without a bottom.

Constellation - areas into which the starry sky is divided according to the figures formed by bright stars.

The sun is the closest star to us.

The solar system is our "solar family", which includes 9 planets.

Sputnik - this is the name of a celestial body that revolves around another all the time. The Earth, for example, has one satellite - natural - the Moon, and a lot of artificial ones, made by human hands.

Uranus is a planet of the solar system.

Jupiter is a planet of the solar system, belongs to the group of giant planets.

Appendix No. 5

Didactic game "Connect the description of the planets with pictures"

It is easy to recognize by the luminous rings.

Largest planet

It has more than 20 satellites Uranus

Tutoring

Need help exploring a topic?

Our experts will advise or provide tutoring services on topics of interest to you.
Send a request with the indication of the topic right now to find out about the possibility of obtaining a consultation.