Introducing children 5-6 years old to their hometown through virtual excursions - Methods for introducing preschoolers to the sights

Methods for introducing preschoolers to sights

At preschool age, children absorb information about everything that surrounds them. To familiarize children with the sights of their hometown, it is appropriate to use various working methods. For children of senior preschool age, it is advisable to use visual and playful methods of forming ideas. When getting acquainted with the hometown, the teacher uses various means of education: works of oral folk art, the immediate environment, the nature of the native land, fiction, fine arts, music, cinema, the child’s independent activity, the environment in which the preschooler lives, communication. A tour is a visual method of forming ideas about the sights of your hometown. A traditional excursion allows you to integrate children's development across various educational areas. In modern conditions, traditional excursions have become difficult to use. But the development of information technology makes it possible to use virtual excursions in work.

In preschool age, feelings dominate all aspects of children's lives. In modern society there is a growing need for people who love and know their homeland. Therefore, starting from preschool age, it is necessary to acquaint children with the history, traditions and culture of their small Motherland. Familiarization with the hometown is the most important task of patriotic education of preschool children. The educational significance of ideas about the small Motherland has been studied in numerous pedagogical studies of the past and present; there is modern experience of practicing teachers on this issue. The main forms of local history work are walks, excursions, travel and hikes, relay races, rallies, and expeditions. However, it should be noted that most of the presented forms relate to school local history work. Due to the characteristics of preschool age and the working conditions of the kindergarten, it is not always possible to introduce preschoolers to their native land using these forms. An alternative could be virtual excursions. In recent years, the problem of using virtual excursions in educational activities has received attention from E.V. Alexandrova, O.V. Alekseeva, M.V. Liseiko, V.V. Ryabova, O.Yu. Tokareva, N.V. Ustyuzhaninova and others. The problem of forming knowledge about the world around us in the process of environmental education of children was considered in the works of authors I.V. Volkova, T. Bogdanets, A.N. Zakhlebny, I.D. Zvereva, L.V. Moiseeva, L.P. Simonova, I.T. Suravegina, etc.

The moral and patriotic development of children, according to a common opinion, is one of the main tasks of preschool education and includes the development in children of love and affection for their family, home, kindergarten, street, city, development of respect for nature, respect for work , expanding views about the country, developing a sense of responsibility and pride for the country’s successes, a sense of respect for other peoples. Work in this area is carried out gradually, from the close, familiar - family circle, kindergarten, to the distant - city, country.

Familiarization with the hometown as a means of patriotic education of preschool children

Bibliographic description:

Knyazyevskaya, S.V. Familiarization with the hometown as a means of patriotic education of preschoolers / S.V. Knyazyevskaya, L.V. Demidova, E.R. Kanapeeva. — Text: direct // Questions of preschool pedagogy. - 2016. - No. 3 (6). — P. 35-38. — URL: https://moluch.ru/th/1/archive/41/1213/ (access date: 01/13/2022).


In preschool age, a sense of patriotism begins to form: love and affection for the Motherland, devotion to it. Patriotic education of preschoolers includes the transfer of knowledge to them, the formation of attitudes based on it, and the organization of age-appropriate activities.

Key words: patriotic education, formation of social competence, social experience

The central idea of ​​cultivating love for the Fatherland among Russian teachers was the idea of ​​the people. So K. D. Ushinsky Fr. considering folklore a brilliant means of revealing national identity and forming patriotic feelings.

V. A. Sukhomlinsky argued that childhood is an everyday discovery of the world and therefore it must be done so that it becomes, first of all, a knowledge of man and the Fatherland, their beauty and greatness. A great contribution to the scientific substantiation of the moral and patriotic education of preschool children was made by R. I. Zhukovskaya, N. V. Vinogradova, E. I. Radina and others.

Modern research devoted to the problems of introducing preschool children to the history, culture, social life of their hometown (and through it the Fatherland) is associated with the study of the mechanisms of socialization, the formation of a child’s social competence, the child’s awareness of himself as a representative of the human race, the children’s perception of the world of objects of formation of knowledge about labor activity of adults, etc.

The basic stage in the formation of love for the Motherland in children should be considered their accumulation of social experience of life in their city, assimilation of the norms of behavior and relationships accepted in it, and familiarization with the world of its culture. Love for the Fatherland begins with love for one’s small homeland - the place where a person was born.

In this regard, it seems to us that it is of great importance to familiarize preschoolers with the historical, cultural, national, geographical, natural and ecological uniqueness of their native region.

The local history approach to the education of preschool children makes it possible to humanize the educational process, to choose an educational route for pupils not only in informational and educational terms, but also in emotional terms (I. A. Kolesnikova and others). Getting acquainted with his hometown and its attractions, the child learns to recognize himself as living in a certain time period and certain ethnocultural conditions and at the same time become familiar with the riches of national and world culture.

The central link of socialization - “the process of human development in interaction with the outside world” (A. V. Mudrik) - is the humanistic upbringing of a child based on universal human values, love for parents, family, the place where he grew up, and, of course, to Homeland. The experience accumulated in this case concerns both the knowledge and transformation of one or another area of ​​reality, and the attitude towards them, which corresponds to one of the principles of personality-oriented didactics - the principle of synthesis of intellect, emotions and action. In this regard, the successful development of preschoolers when getting to know their hometown will become possible only if they actively interact with the world around them in an emotional and practical way, i.e. through play, object-based activities, communication, work, learning, various types of activities characteristic of preschool age .

Getting to know your hometown was previously included in the “Getting to Know Your Surroundings” section. Nowadays this activity is considered as independent. At the same time, an analysis of the literature and the experience of kindergartens allows us to conclude that the problems of incorporating the fundamentals of local history into the educational practice of a preschool institution have not been fully developed.

At the same time, it seems to us that it is legitimate for teachers to believe that the following must be taken into account in the moral and patriotic education of preschool children using local history material.

‒ Familiarization of preschoolers with their native city should naturally be part of a holistic educational process, built on the basis of identifying the dominant goals of the basic program, solved against the background of local history material.

‒ Introduction of local history material into work with children, taking into account the principle of a gradual transition from what is closer to the child, personally significant, to less close - cultural and historical facts.

‒ Forming a personal attitude towards facts, events, phenomena in the life of the city, creating conditions for the active involvement of children in social reality, increasing the personal significance for them of what is happening around, lays the preconditions for the development of the child’s ability to take a “substantive attitude towards his own life activity” ( V.I. Slobodchikov) and is a necessary condition for the development of his subjectivity.

‒ Development of museum pedagogy, which makes it possible to establish a child’s dialogue with the cultural heritage of the past and present.

‒ Implementing an activity-based approach to introducing children to the history, culture, and nature of their hometown, i.e., their choice of activities in which they would like to reflect their feelings, ideas about what they saw and heard (creative play, writing stories, making crafts, writing riddles, appliqué, modeling, drawing, conducting excursions, activities for city improvement, nature conservation, etc.).

‒ Involving children to participate in city holidays so that they have the opportunity to plunge into the atmosphere of general joy and fun (Maslenitsa, Christmas, Easter, etc.), get to know the city residents - bearers of sociocultural traditions in the field of crafts, song, dance, etc. . P.

‒ The creation of such a developmental environment in the group and preschool educational institutions that would contribute to the development of the child’s personality based on folk culture based on local history material (mini-museums of Russian life, objects of decorative and applied art, folklore, music, etc.), would allow “satisfying the need to understand the surrounding world, transform it according to the laws of goodness and beauty.

‒ Organizing work with parents under the motto: their knowledge and love for the city should be passed on to their children.

When building a pedagogical process to familiarize preschoolers with their hometown, it is recommended to take into account the following principles.

The principle of historicism. It is implemented by maintaining the chronological order of the described phenomena and comes down to two historical concepts: the past (a long time ago) and the present (in our days). This is due to the immaturity of historical consciousness among preschoolers; they cannot imagine the historical straight line of time, determine their place on it and trace the distance of certain events.

The principle of humanization. It assumes the teacher’s ability to take the child’s position, take into account his point of view, not ignore his feelings and emotions, see the child as a full partner, and also focus on the highest universal concepts - love for family, native land, Fatherland.

The principle of differentiation. It consists in creating optimal conditions for the self-realization of each child in the process of mastering knowledge about their hometown, taking into account the age, gender of the child, the experience they have accumulated, the characteristics of the emotional and cognitive sphere, etc.

The principle of integrativeness. Implemented in collaboration with a family, library, exhibition hall, museum, etc.; in the natural inclusion of local history material in basic preschool education programs. The content of local history material is determined taking into account continuity with primary school; combinations of all types of activities when introducing children to the historical and cultural features of Novokuibyshevsk.

Integration in the pedagogical process is now considered as a factor in creating the emotional well-being of a child in kindergarten, as the most important condition for his holistic development, first creative manifestations and the formation of individuality. Familiarizing preschoolers with their hometown can become the core around which all types of children's activities are integrated.

One of the options for implementing the principle of integration in working with preschoolers is to organize the educational process based on thematic planning. This allows you to see different aspects of phenomena: social, moral and ethical, natural science, artistic and aesthetic, etc. In addition, “immersion” in a particular topic that children of different ages are simultaneously studying allows them to unite them with common feelings, experiences of holding joint matinees , leisure evenings, exhibitions. At the same time, older people can share their experience with younger ones, prepare materials necessary both for their own activities and for activities with children, make gifts for them, etc. This is how a children's community is created.

It is known that the most difficult thing in getting to know your hometown, especially its history and sights, is writing stories for preschoolers. In this case, it is necessary to remember the following.

‒ Accompany the story with visual material: photographs, reproductions, slides, diagrams, drawings, etc.

‒ Address children with questions during the story in order to activate their attention, arouse the desire to learn something on their own, try to guess something themselves (you can ask: “Why do you think people decided to build a city in this particular place? Where did they come from?” what is the name? What can it mean? How can one guess that the Kremlin is a fortress?).

‒ Don’t give dates: they make it difficult to understand the material. Use expressions such as: “It was a long time ago when our grandparents were as small as you”; or: “It was a very, very, very long time ago, when your mothers and grandparents were not yet alive.”

‒ Use vocabulary accessible to children, explain the meaning of unfamiliar words (prince, elder...); do not use special terminology, do not overload the story with complex grammatical structures.

When working with the proposed model, it is necessary to take into account that the “range of topics” is flexible. When returning to the material again, the local history content is gradually filled with new concepts, meanings and values.

Every moment of introducing preschoolers to their hometown should be permeated with education and respect for a person - a worker, a defender of the city, a worthy citizen. The tasks of introducing children to city life. Its history, culture, and nature can be addressed most effectively when a connection between generations is established in the classroom and knowledge of the immediate environment is necessarily connected with the cultural traditions of the past.

Based on the above, we can conclude that building the educational process on local history material allows us to solve the following tasks of the moral and patriotic education of preschoolers.

‒ To form a love for one’s hometown, and an interest in the past and present of the Samara region.

‒ Develop an emotional and value-based attitude towards family, home, street, region, country.

‒ To foster a sense of pride in one’s fellow countrymen, responsibility for everything that happens in the city, and involvement in it.

‒ Develop a caring attitude towards the city (sights, culture, nature).

‒ To develop the ability to navigate the natural and cultural environment and reflect this in one’s activities.

Literature:

1. Preschool education No. 6–2003. I. Rybalova “Acquaintance with your hometown as a means of patriotic education” p. 45.
2. Novitskaya, M. Yu. Heritage: patriotic education in kindergarten / M. Yu. Novitskaya. - Moscow: Linka-Press, 2003.
3. With love for Russia: methodological recommendations. - Moscow: Education of a preschooler, 2007. - 128 p.

Key terms
(automatically generated)
: hometown, local history material, familiarization of preschoolers, the world around them, child, type of activity, city life, pedagogical process, writing stories, Formation.

Objectives of patriotic education

The tasks of patriotic education in the Program are considered within the educational field of Social and communicative development by age. Let's look at them in more detail in the older group (from 5 to 6 years):

• At this age, it is planned to expand children's views about their small Motherland. The teacher tells the children about the sights, culture, and traditions of their native land; about magnificent people who glorified their region. The child’s views broaden about what his native country is, about what public holidays are traditional for the country (March 8, Defender of the Fatherland Day, Victory Day, New Year, etc.). The teacher is engaged in the formation of a feeling of love for the Motherland;
• to form views that the Russian Federation (Russia) is a large, multinational country. Tell the kids that the main city, the capital of our Motherland, is Moscow. Children are told about the flag and coat of arms of the Russian Federation, introduced to the melody of the anthem;
• expand the child’s views about the Russian army. Cultivate respect for the defenders of the fatherland. Talk about the difficult but honorable duty to defend the Motherland, protect its peace and security; about how during the wars our grandfathers, great-grandfathers and fathers heroically fought and protected our country from enemies. Invite military veterans from among the children’s close family members to the kindergarten. The teacher examines paintings, reproductions, and albums on military topics with the children.

Methods for forming ideas traditionally include:

1. Observations (for example, observing the working life of city residents, changes in the appearance of the city, district, street, new buildings being erected, etc.);
2. A story, explanations from the teacher, combined with a demonstration of the necessary objects and direct observations of the child;
3. Conversations with the guys about the country, hometown;
4. Reading children's works of art, looking at reproductions of paintings;
5. The teacher learns songs, poems, sayings, proverbs with the pupils, fairy tales are read to the children, and relevant musical works are listened to with them;
6. Children are introduced to the types of folk decorative paintings;
7. It is possible to involve children in participating in socially useful work in an environment that is closest to the children (children can work on the site in a kindergarten, participate in collective work with their parents, the purpose of which is to improve the territory of the kindergarten, etc.);
8. Children are given approval if they are proactive and strive to independently maintain order in their immediate environment, if they take care of public property, if they honestly carry out assignments, and behave well in public places;
9. The teacher must show his own example of love for his work, his street, his city, and he himself must actively participate in social life (it is important not to forget that the teacher’s views on life, his beliefs, judgments, active life position are a very strong factor in education);

An important question is the content of children’s ideas about their hometown. Let's look at the example of children getting to know the city of Belaya Kholunitsa.

The city is rich in attractions and monuments, to which you can organize virtual excursions: to the monument to the fallen soldiers in the Great Patriotic War; to the monument to Chernobyl victims from Belaya Kholunitsa; to the memorial to the fallen residents of Belaya Kholunitsa in the city center during the Great Patriotic War; to the monument to those who fell in the struggle for Soviet power in 1918; visit the Local Lore Museum.

In your work, you should actively use didactic games, which can help not only to record acquired knowledge about your native land, but also to learn a lot of new things.

So, for example, the didactic game “Sights of Belaya Kholunitsa” helps to intensify a child’s interest in the historical monuments of the city, historical and cultural heritage; contributes to the emergence of a sense of pride in the architectural monuments of the city of Bela Holunica.

The role-playing game “Enchanted City” is aimed at strengthening the child’s knowledge about the sights of his hometown; contributes to the emergence of a sense of pride in the architectural monuments of the city. These and many other games can be used independently and in joint activities.

The national doctrine of education in the Russian Federation has determined that the education system is designed to ensure the education of patriots of Russia, citizens of a legal, democratic state, capable of socialization in a civil society, respecting the rights and freedoms of the individual, possessing high morality and showing national and religious tolerance, respect for languages, traditions and culture of other peoples.

Moral and patriotic education of children is one of the main tasks of a preschool educational institution. A preschool educational institution, being the initial link of the education system, is designed to form in children an initial understanding of the world around them, an attitude towards their native nature, their small Motherland, and their Fatherland. To prepare a child for an independent life, to teach him to be honest, fair and successful in all matters, it is necessary to help him to love his homeland from early childhood.

Love for the Motherland begins with love for one’s small homeland - the place where a person was born. In this regard, it is of great importance to familiarize preschoolers with the historical, cultural, national, geographical, natural and environmental uniqueness of their hometown.

D.S. Likhachev said: “Love for one’s native land, native culture, native village or city, native speech begins small - with love for one’s family, one’s home. Gradually expanding, this love turns into love for one’s country, for its history, its past and present, and then for all of humanity, for human culture.”

Introducing preschoolers to their hometown and country is an acquaintance with the history and culture of their people, their customs and traditions. This is one of the tasks of patriotic education.

In raising children's love for their city, it is necessary to bring them to the understanding that their city is a part of the Motherland, since in all places, large and small, there is much in common: people work everywhere, people of different nationalities live everywhere, there are common professional and social holidays, people take care of and protect nature, etc.

We need to show children that our hometown is famous for its history, traditions, sights, monuments, and people.

Children's attention is drawn to objects that are located on the nearest streets: a school, a park complex, a post office, a pharmacy, etc., talk about their purpose, and emphasize that all this was created for the convenience of people.

Older preschoolers should know the name of their city, their street, the streets adjacent to it, and also in honor of whom they are named. They are explained that every person has a home and a city where he was born and lives. For this purpose, children are given excursions around the city, into nature, conversations, presentations, etc.

Children get acquainted not only with the sights of their hometown, but also with its history, culture, and outstanding people.

In order for children to be interested in learning about the history of the city and its sights, one must be able to present the material intelligibly, understandably, emotionally, starting with what surrounds the children, what they can directly observe, gradually expanding the circle of knowledge. By introducing children to their native land, the following tasks can be solved:

to develop love for one’s hometown, interest in its past and present;

to cultivate a sense of pride for one’s homeland, for one’s fellow countrymen;

develop a caring attitude towards the sights of the city and its nature;

respect and value people's work;

ability to navigate your city, know the names of streets;

cultivate a desire to decorate your city, make it better and cleaner.

Getting to know your hometown continues in art classes.

Work with children to familiarize themselves with their native land is also carried out in the book corner, where books of an educational nature are exhibited (illustrations about the nature of their native land, photo albums of a modern city and historical photographs).

The groups have national corners with Russian and Ossetian symbols. A national museum has been created, where children visually get acquainted with the life of the Ossetian people and where various events take place.

Observing natural phenomena, plants, and birds while walking helps to enrich knowledge about your hometown.

In the process of all the work, preschoolers develop feelings of admiration and pride for their hometown, their home republic.

Long-term work plan for getting acquainted with your hometown for the senior group

Long-term work plan for familiarization with the hometown for the preparatory group

Formation of a developmental environment in the group

Serious attention should be paid to the formation of a developmental environment in the group, which promotes the cognitive development of children, enriching and consolidating their knowledge of their native land:

• in the book corner there are collections of postcards about the city, homemade books “Streets of our city”, “Memorable places of White Kholunitsa”, literature about the city and thematic albums.
• in the corner of artistic creativity, a large material of Belokholunitsky artists can be placed, such as landscape artist V.P. Belorybkin, artist L.P. Shkoldin.

In terms of working with parents, you need to use all kinds of forms: parent meetings using presentations, conversations, consultations, surveys, joint quizzes, crafts and drawing competitions, etc. Folding folders and consultations with information about city streets, memorable places, workdays of city residents, the history of the creation of the coat of arms and flag of the Russian Federation will also be available, and a library of educational literature for parents about the cultural values ​​of the city will be selected. Together with parents, it is possible to create a photo exhibition “We are the inhabitants of Belaya Kholunitsa”, perform a joint quiz “Experts of our hometown”, and also organize exhibitions of children’s works made in collaboration with parents: “My hometown”, “Nature of the native land through the eyes of a child” .

A virtual tour is a type of productive interactive learning method. A virtual excursion is an excursion in which the excursion program provides not only for the process of perceiving words and visualization, but also for involving children in activities through various means and participants in the event. Thanks to the virtual excursion, variety is introduced into the process of assimilation of educational material, the horizons are developed, and new material is consolidated through the use of visual methods. Preschool children, through the use of virtual excursions, have the opportunity to be completely immersed in new material through the use of a form that is interesting to them. When children have the opportunity to experience the full atmosphere, children can understand new learning material more and more deeply.

A modern virtual excursion is more reminiscent of an exciting journey or a fairy tale, in which children can participate in rescuing the main characters, solving unusual riddles, drawing, designing, sculpting from various materials and much more. The teacher can take on the role of a guide or the main character of the trip, which is the difference between a regular tour and a virtual one.

If you carry out work to familiarize yourself with your hometown systematically, and approach it wisely, then children will have an enriched stock of knowledge about the world that surrounds them, about the features of the city from the perspective of history and nature, a cognitive interest in studying the city will be formed, a love for the city will be cultivated, pride in outstanding people, ordinary workers who live and work for the good of the city. Purposefully carried out work in this direction can become the basis for instilling true patriotism in children.