Pedagogical project “Folklore as a means of patriotic education of children of senior preschool age in preschool educational institutions. Project (middle, senior group) on the topic: Folklore as a means of moral and patriotic education of preschool children

Project

« Folklore as a means patriotic education preschoolers"

MDOU kindergarten No. 8 “Zvezdochka” of the urban district of the city of Manturovo with priority implementation of the artistic and aesthetic direction of development of pupils of the second category

2010

Tasks:1. Formation of morality, respect and respect for the traditions of ancestors.

2. Contribute to the education of patriotic feelings through familiarization with the origins of the culture and worldview of the native people; development in children of interest and needs to study the history and culture of their region.

3. To develop skills in the field of applied arts and the development of creative abilities.

4. Contribute to the development of moral and patriotic feelings by getting acquainted with Russian musical folklore.

5. Instill respect for the culture and history of your country, a sense of responsibility for its preservation.

6. Promote the development of physical qualities through folk games, as the national wealth of the Russian people.

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Types of folklore

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Logistics support

Room "Russian Izba"

Corners of antiquity (by groups) – dolls in national costumes, antiques.

Group “Folklore centers” - mummering corners, attributes for theatrical activities.

Albums on local history:

"Our city", "Our small Motherland", "Manturovo 45 years", "From the history of the city of Manturovo", "Our fellow countrymen."

Availability of audio-visual aids (audio cassettes, DVDs, videotapes, filmstrips)

Using authentic musical Russian folk instruments: balalaika, tambourine, horn, accordion, rattle, pipe.

Educational and didactic support

1. Conducting classes

2. Celebrations and entertainment

3. Work of the circles “Russian Upper Room”, “Russian Patterns”

4. Didactic games

5. Carrying out diagnostics

6. Excursions

Working with teachers

Success in patriotic education can be achieved. If the teacher himself knows and loves the history of his country, his city. He must be able to select the knowledge that will be achieved by children preschool age something that can make children feel excited and proud.

- organization of exhibitions and excursions;

- preparation and holding of holidays and entertainment;

- Days of Russian cuisine;

- Open days;

- working together with family;

- production of teaching aids;

- determining the stages of joint work of specialists and educators;

- organizing gaming activities and creating a game library;

work with words, music and plastic arts;

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Expected Result

By bringing our project to life, we are confident that we will be able to:

To instill in children the rudiments of civic consciousness and involvement in their native origins;

Explain the meaning of the concept “patriots of their country”

To cultivate respect and admiration for the artistic skills of folk craftsmen;

Contribute to the formation of feelings of pride for your people;

Teach to be more careful about the historical heritage and traditions of Russia;

Raise a citizen of your country.

Target: Reveal the meaning of folklore as a means of educating patriotic and moral qualities children; to create positive motivation for studying Russian folklore.

Formation of patriotic feelings in preschool children is one of the tasks moral education which includes love for neighbors and home, to kindergarten and hometown, to their country. Folklore can play a huge role in this work. In oral folk art, the special features of the Russian character inherent in it have been preserved like nowhere else moral values, ideas about goodness, beauty, truth, courage, hard work, loyalty. Consistently introducing preschoolers to works of folk art helps them better understand the wisdom of the Russian people. As a result, children develop interest, love and respect for their people, admiration for their talent.

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In modern conditions, when profound changes are taking place in the life of society, patriotic education is becoming one of the central areas of work with the younger generation.

Dmitry Ushinsky believed that the education system is generated by the history of the people, their material and spiritual culture. Fertile pedagogical material has been accumulated for centuries in oral folk art, in folklore works that are so close and understandable to preschool children.

The formation of patriotic feelings in preschool children is one of the tasks of moral education, which includes love for neighbors and home, for kindergarten and hometown, for one’s country. Folklore can play a huge role in this work.

In oral folk art, like nowhere else, the special features of the Russian character, its inherent moral values, ideas about goodness, beauty, truth, courage, hard work, and loyalty have been preserved.

Consistently introducing preschoolers to works of folk art helps them better understand the wisdom of the Russian people. As a result, children develop interest, love and respect for their people, admiration for their talent.

Using folklore means in her work, she set a goal: to create conditions for children to systematically, holistically master the traditional culture of the Russian people.

This goal can be achieved by solving the following tasks:

• introduce children to the peculiarities of folklore and the culture of the Russian people;
• develop Creative skills and aesthetic taste among students
• enrich and activate children's vocabulary;
• give concepts about the traditional qualities of the character of a Russian person: hospitality, hard work, kindness, etc.;
• instill in the child an interest and love for the history, culture, customs and traditions of their people;
• Cultivate a respectful attitude towards local folklore and the “traditions” of the native land.
• cultivate patriotic feelings.

Having studied and systematized the available material, it became clear that work must begin with the creation necessary conditions, contributing to the emergence of children's interest in oral folk art.

I built a developing subject-spatial environment so that each child could develop effectively, taking into account his inclinations, interests, and level of activity: I equipped a book corner; created a toy library with small folklore forms; expanded the audio library with fairy tales and folk song material; The music and theater center has sounding toys, folk-style costumes, and different types of theaters.

The walking area is equipped (partially) in Russian folk style.

I start introducing a child to folklore with small folklore forms: nursery rhymes, chants, jokes, counting rhymes, sentences, tongue twisters, games.

To achieve the maximum educational effect with the help of oral folk art, I use a variety of means and forms of introducing children to folklore, including them in all life processes of the child. kindergarten, in all types of children's activities.

Already in the younger groups, children get acquainted with Russian folk games, round dances, folk songs, nursery rhymes, tongue twisters, fairy tales, and riddles. From age to age, the tasks of listening and reproducing folklore, perceiving the brightness of color images in folk art, and expressiveness in conveying game actions in combination with words will become more complicated.

I am gradually involving children in making characters for nursery rhymes and jokes. For example, when playing with umbrellas, we draw umbrellas, we remember the nursery rhyme “Rain, rain, more,” while making the applique work “Cat,” we remembered the nursery rhyme “The cat went to Torzhok”; memorizing the nursery rhyme “Eat, doggy, am, am!” my students suggested making dogs. Even the most inactive children act with a special desire and completely independently, without any prompting.

I use didactic games, for example “Find out a nursery rhyme”, “Collect a fairy tale”, “I’ll start and you finish”, “Whose song?” With the help of such games, children practice reading nursery rhymes, strengthen the skills of intonation expressiveness of speech, learn to control their voice, convey the features of facial expressions and gestures of various characters.

Everyone knows that playing is not just a favorite activity for children - it is the main activity of a preschooler. Through play, a child learns about the world. Folklore enriches children's games with new content, evokes positive emotions, and the desire to participate in common actions suggested by the text.
I use funny games(“The Horned Goat”, “Big Ivan – Chop Wood”, “The Little Kitty is Coming from the Kitchen”), which encourage children to improvise. At the initial stage, I show the children a sample, and then, as a rule, this is not required - the children are guided by the intonation of an adult (“cheerful cockerel”, “sad little kitty”). Games help children develop a sense of humor and imagination, a desire to empathize with the hero and each other. Through folk art, I teach children to play, follow the rules of the game, and observe norms of behavior. Folk mobile round dancing games develop in children spatial orientation, coordination, attention, the ability to control their actions, and obey the rules of the game. These are games such as: “Vanya is walking”, “Butterflies”, “Clap, clap, run away”, we choose the driver using counting rhymes.

The fabulous fund is no less diverse. Here there are fairy tales that are simple in content and form (“Teremok”, “Turnip”), and tales with an exciting plot (“Cat, Rooster and Fox”, “Geese and Swans”). With amazing pedagogical talent, he leads children from play nursery rhymes to the poetic images of fairy tales, from amusing and soothing lines to situations that require children to exert all their efforts. mental strength. Vivid images of good and evil in songs, fairy tales, and choruses are accessible and understandable to children.

Moreover, children do not just listen to fairy tales and songs, they themselves are involved in fairy-tale play, they are participants and directors of musical and play compositions, fairy tales, and puppet shows. In the process of playing, the child organically learns new images, acquires skills and abilities, and develops his imagination. Moreover, the development of abilities occurs as if by itself, in an entertaining and exciting game form, which deprives the educational process of edification.

I build the educational process based on the principles of integration: we make collective crafts- we talk about fairy tales, their features, heroes, and look at illustrations;

We get acquainted with the slogan “Frost, frost... brought a snowy woman...” - we make snowmen; We invite the sun to visit us “Bucket sun, come up quickly” - and here it is.

To introduce children to the culture of the Russian people, we listen to music and fairy tales in audio recordings; play musical instruments; We look at folk toys and folk arts and crafts; We include elements of folklore in various events

Maslenitsa has become a traditional holiday for both children and older children. By telling a fairy tale about the daughter of Santa Claus, I create the conditions for getting to know the holiday, the symbols of which are a scarecrow, a carousel, a circle, folk festivals, and, of course, pancakes.

Working on a project in parallel appear supporting projects. There are many nursery rhymes, sayings, and songs about pets; as a result, the project “Visiting Matroskin” was born to expand ideas about pets.

Family folklore prompted me to create the project “This important word- family". The students got acquainted with the pedigree and traditions of their family, and learned that a person is strong through his family.

The idea of ​​creating a mini-museum “Miracle Spoons” appeared while working on folklore of speech situations. The children were interested to know that with a spoon “not only do they slurp cabbage soup and pacify naughty people, but they also entertain people at a feast.” We designed an art gallery and an exhibition composition of different types of spoons.

The project “Fairy Tale - a storehouse of wisdom of the people” was also carried out taking into account a differentiated approach and the Federal State Educational Standard, included various forms and methods of work - an exhibition of drawings, the production of various types of theaters, didactic games, thematic albums, the final event was the literary quiz “Visiting a Fairy Tale "

The basic stage in the formation of love for the Motherland in children should be considered their accumulation of social experience about their native land, so I introduce the kids to Oryol folklore. The pupils were pleased to get acquainted with proverbs about the cities of our region: “The name “Mtsensk” has a sparkle of honey”, “Our Bolkhov is proud that it is the capital of churches”; they sing lullabies, use counting rhymes, and barker sentences as a way to gather for the game.

My work would not be as fruitful if it were not for interaction with parents. To keep them up to date, I created a “Teach with us” folder. In it I wrote down nursery rhymes, sayings, counting rhymes, and parents at home could repeat this material with their child. They are active participants activities of preschool educational institutions: attend Open Days; play roles in leisure activities; participate in competitions and much more.

Activities in the direction I have chosen give me my positive results: children have developed an interest in oral folk art, which contributes to the development of patriotic feelings; vocabulary is enriched and activated; there was interest in folk traditions native land, which manifests itself in the development of the ability to use it in gaming activities. In the future, I plan to work on the project “The Wealth and Originality of Russian Folklore” to find out why we need to preserve traditions.

Every tree has strong roots deep in the ground. And every nation has roots - this is its history. His people sifted through the sieve of centuries

cultural heritage, leaving the most valuable in folklore.

My work experience convincingly proves that introducing preschoolers to folklore contributes to cognitive, artistic

Aesthetic, spiritual, moral and emotional development.

In modern conditions, when profound changes are taking place in the life of society, patriotic education is becoming one of the central areas of work with the younger generation. Now, during a period of instability in society, there is a need to return to the best traditions of our city, to its age-old roots, to such concepts as family, kinship, and Motherland.

Target patriotic education of preschool children - to instill love for the Fatherland and pride in its culture.

Tasks:

1. Formation of civil-patriotic attitude and sense of belonging:
   • to family, village, country;
   • to the nature of the native land;
   • to the cultural heritage of their people.
2. Nurturing feelings self-esteem the child as a representative of his people;
3. Fostering a tolerant attitude towards representatives of other nationalities;
4. Fostering patriotism and a sense of pride for one’s country and region.

1. Problem

The topic of patriotic education is very relevant, therefore it takes place in many documents on preschool education.

The Federal State Educational Standard for Preschool Education in the “General Provisions” section, paragraph 1.6 states: “The standard is aimed at solving the following tasks: combining training and education into a holistic educational process on the basis of spiritual, moral and sociocultural values ​​and rules and norms of behavior accepted in society in the interests of the individual, family, and society. In the section “Requirements for the structure of the educational program of preschool education”: “The content of the Program is determined by several educational areas, one of them - cognitive development: the formation of primary ideas about the small Motherland and Fatherland, ideas about the socio-cultural values ​​of the people, about domestic traditions and holidays.

In the Federal Law “On Education in Russian Federation"in article 3 "Basic principles of state policy and legal regulation relations in the field of education" we draw attention to: the humanistic nature of education, the priority of human life and health, education of mutual respect, hard work, citizenship, patriotism, respect for nature and the environment.

Patriotic education – goal-oriented process influence on the individual in order to form patriotism as a quality manifested in love for one’s Fatherland and service to it.

In childhood, the basic qualities of a person are formed, so it is important to nourish the child’s receptive soul with sublime human values ​​and to generate interest in the history of Russia. Cultivating a sense of patriotism in preschoolers is a painstaking work that must be carried out systematically, systematically, in all age groups, different types activities and in various areas.

Target: developing students' interest in Russian folk art and folk culture. Implementation of patriotic and moral education.

Tasks:

• to cultivate love and respect for the work of folk craftsmen who create toys;
• to cultivate the desire to create and create ourselves based on Russian folk art;
• cultivate a caring attitude towards all toys;
• promote the active involvement of parents in joint activities with the child in family and kindergarten settings;
• Give children the opportunity to feel the joy, love and kindness that this toy brings.
• create favorable conditions for introducing children to the Russian folk toy – Matryoshka.

Participants pedagogical project: educators, specialists, group students and their parents, employees of the Kolos cultural center.

2. Planned results

• children will get acquainted with the Russian folk toy Matryoshka and the history of its creation;
• joint work with parents will bring children and parents even closer;
• creation of a mini-museum “Matryoshka”.

3. Project implementation work plan

Means of project implementation:

1. Survey of children.
2. Consultation for parents
3. Exhibition "Family Matryoshka".
4. Exhibition of children's drawings "Our nesting dolls".
5. Didactic games “Pick up a patch”, “Arrange according to height”
6. Master class for parents “Games and activities with nesting dolls.”
7. Conversation.
8. Circle work.

Stages of implementation of a pedagogical project

Organizational:

1. Setting goals and objectives, predicting results.
2. Drawing up a project implementation plan.
3. Studying the problem on this issue through special methodological literature.
4. Selection of children's literature, production of didactic games in accordance with the age of children.
5. Making card files, games, selecting artistic words on a given problem (riddles, poems, proverbs and sayings, etc.).
6. Preparation of consultations and recommendations for parents.
7. Equipping the development environment.
8. Creating the necessary conditions for the implementation of the project.
9. Discussion of the entertainment scenario with the employees of the Kolos recreation center.

Basic:

Final:

Summing up the project implementation

Entertainment “Matreshenka”, organized jointly with the employees of the recreation center “Kolos”.

4. Conditions ensuring the achievement of new educational results

• didactic and visual aids;
• methodological literature;
• illustrations with various types nesting dolls;
• children's fiction;
• audio recordings “Russian nesting dolls” lyrics. A. Osmushkin, music. V. Temnov; "Russian nesting doll" music. Varlamova; “Oh yes, we are nesting dolls” lyrics. Petrova, music Z. Levina; "Russian souvenir" music. etc. Churilova

List of sources used:

1. Sotnikova Irina. "Who invented the matryoshka doll." Website “Russian Thimbles”: thimble.h11.ru 2. Matryoshka: the story of the Russian favorite doll www.dollplanet.ru/folk/matryoshka_obzor
2. Matryoshka - Russian toy pandoraopen.ru/2013-10-16/matryoshka-russkaya-igrushka/
3. Federal State Educational Standard Preschool Education.
4. New The federal law“On education in the Russian Federation” - M.: Publishing house. "Prospect", 2013.
5. « Complex classes according to the program “From birth to school” edited by N.E. Veraksy, T.S. Komarova, M.A. Vasilyeva" second junior group. – Volgograd: Publishing house. "Teacher", 2014.
6. I.A. Lykova " Visual activities in kindergarten" junior group - M.: Publishing house. "Karapuz-Didactics", 2010.

Shakhova N.E., musical director 1 qualification category

Currently, Russia is going through one of the difficult historical periods. And the greatest danger facing our society today is not in economic reforms, not in changing the political system, but in the destruction of the individual. Nowadays, material values ​​dominate over spiritual ones, so children have distorted ideas about kindness, mercy, generosity, justice, citizenship and patriotism. That is why today interest in folk art is growing everywhere, because it is in it that we need to look for the origins of our characters, relationships, and historical roots.

The use of folklore in the classroom allows children to compare “how it was” and “how it is,” “how it should be” and “how it shouldn’t be” to act in certain cases.

As a music director, I am more interested in children's folklore. This concept fully applies to those works that are created by adults for children. In addition, this includes works created by the children themselves, as well as those passed on to children from the oral folk art of adults.

It is music lessons that instill in children the ability to get along with each other, listen to each other, understand, love, and forgive.

We begin to introduce Russian folk songs and melodies to children from the first junior group. These are songs such as: “Cockerel”, “Ladushki”. “Bunny”, “Sunny”, “Magpie-magpie”, etc.

Working with kids on musical and rhythmic movements, we constantly turn to Russian folk melodies: “From under the oak tree”, “Oh you canopy”, “Like ours at the gate”, “Will I go out”, “Oh you, birch", "Peddlers". Folk melodies are natural and therefore easy to understand and remember. Folk dance and round dance music has a simple rhythmic pattern and allows you to improvise movements. Folk outdoor games form in children spatial orientation, coordination, attention, the ability to control their actions, and obey the rules of the game. These are games such as: “Vanya is walking”, “Zainka”, “Who is good”, etc. All these small genres of folklore for children junior groups They are just being perceived, but the children of older groups are already trying to add their own to them. All these small genres of folklore are just being perceived by children of the younger groups, but children of the older groups are already trying to add their own to them. In working with middle, older, preparatory groups, I often use others folklore genres- stonefly songs, chants, carols, game songs, ritual songs, etc. - all that has passed into children's folklore from adult folklore. Children of this age no longer just hum somewhere, but sing ritual songs (stoneflies, spells, Maslenitsa, harvest, wedding songs, etc.). In my work, I often use a variety of folk music to learn dance movements, dramatizations, round dances, dances, games: “Mlada”, “I will sow quinoa on the shore”, “Oh, I got up early”, etc. Russian folk music plays constantly when performing movements! on music lessons. The variety of melodies enriches the musical and rhythmic movements of children, allows them to show their imagination, and the emotionality of folk melodies charges them with positive energy for the whole day. Through these songs and round dances, children join the world of adults, where respect, mutual understanding, and love live.

The result of my activity as a music director is the organization of calendar and folklore holidays in various groups. It became good tradition hold such holidays in our kindergarten as: “Autumn Gatherings”, “Christmas Holidays” are interesting, where children of older groups go to “visit” the children younger age with songs, chants, carols. Spring holidays the Magpies continue (birds arriving)"Meeting of Spring", "Annunciation", " Palm Sunday" Do not go unnoticed and summer holidays: “On a visit to the birch tree” (Trinity) and the holiday of Ivan Kupala. Thanks to the child’s involvement in the activities of preparing the holidays, he becomes not just a spectator, but an accomplice of what is happening. By singing songs, participating in folk dances, performing round dances, playing folk musical instruments, playing folk games, children take the moral code inherent in all this into action. Based on our experience, we can say that familiarity with children's musical folklore develops interest and attention to the world around them, to the people's word And folk customs, develops artistic taste, and also teaches a lot. Speech develops, moral habits are formed, knowledge about nature is enriched. Children's musical folklore is a valuable means of educating a child and is of great importance in introducing him to the origins of his native, true Russian folk art. My topic on self-education: “Introducing preschool children to the origins of Russian folk culture” is closely intertwined with the work of the folklore circle “Rosinka”, which I lead in our kindergarten.

“Without the past there is no future,” says the popular proverb. And it’s hard to disagree with this, just as it’s hard not to agree with the indisputable truth that says: “You won’t know the world without knowing your end.”

Understanding the importance musical art in the development and formation of the humanistic essence of the individual makes you think about the most effective forms organizations pedagogical process. Along with traditional forms of working with children, it is necessary to organize circle activities that allow optimal consideration of the interests, inclinations, and needs of children for self-development and self-realization. The main task of the circle is to help the child develop as a unique being, demonstrating his creative potential, while choosing the optimal types of activities. When selecting the content and methods of work of the circle, I set myself the following educational goals: educational objectives:

— Introduce children to Russian musical folklore through various forms of education.

• Teach children to listen carefully to music and react emotionally to it.
• Instill a love of folk art.
• Develop children's creative abilities.

A few words about the organization of classes.

Classes are held once a week. The duration of the lesson for senior preschool age is 30 minutes.

The theme of the classes is determined by the folk calendar. Such classes are conducted with intensive content various forms educational and play activities: thus, vocal and speech exercises are replaced by a story on a given topic, children’s answers to questions; listening to folk songs, getting to know folk instruments is replaced by learning folk songs, chants, learning folk dances, round dances, games... In addition, during the lessons a lot of oral folklore is used: jokes, nursery rhymes, counting rhymes, fairy tales... Thus, children enter the world of folk culture , learn to perform works of folk art, enrich their knowledge of Russian folklore.

The structure of classes and the sequence of presentation of the material depends on the plan for each lesson. Most often, the classes take into account the main types musical activity(singing, listening, musical - rhythmic movements, playing musical instruments), but sometimes vocal or rhythmic classes are held.

Songs, dances, and improvisations on musical instruments learned in classes become close and accessible to a preschool child when they are included in his daily life, are used in independent activities. It is known that performances at holidays and various types of entertainment are of great interest to children.

Natalia Keller
Pedagogical project “Folklore as a means of patriotic education of children of senior preschool age in preschool educational institutions”

1. Relevance…. 2 pages

2. Goal, objectives...4 pages.

3. Strategy, methods and implementation mechanism project.... 5 pages

4. Literature…. 6 pages

5. Implementation stages project...7 pages.

6. Thematic plan OD in a mini-museum…. 8 pages

7. Further development...10 pages.

Relevance

IN last years in the Russian system preschool education there have been some positive change: the content of education is updated and raising children. However, the problem patriotic education of children from the perspective of fundamental changes in public consciousness is practically not affected. The relevance of this issue is also emphasized by regulatory documents regulating preschool work. Thus, in paragraph 6 of the Model Regulations on preschool educational institution, approved. by order of the Ministry of Education and Science of Russia dated October 27, 2011 No. 2562, among the main tasks of preschool educational institution indicated " education taking into account the age categories of children of citizenship, respect for human rights and freedoms, love for the surrounding nature, Motherland, family."

Patriotism is a feeling of love for the Motherland. Spiritual, creative patriotism must be vaccinated from early childhood. But like any other feeling, patriotism is acquired independently and experienced individually. It is directly related to a person’s personal spirituality, its depth. Therefore, without being patriot, myself teacher will not be able to awaken in a child a feeling of love for the Motherland. It is precisely to awaken, and not to impose, because at the core patriotism lies spiritual self-determination.

The Russian people cannot lose their moral authority among other peoples - the authority worthy of Russian art and literature. We must not forget about our cultural past, about our monuments, literature, language, painting, which is why the native culture, like father and mother, must become an integral part of the child’s soul, the beginning that gives rise to personality.

Now our national memory is gradually returning to us, and we are beginning to relate to ancient holidays, traditions, folklore, artistic crafts, decorative and applied arts, in which the people left us the most valuable of their cultural achievements, sifted through the sieve of centuries. It can't be said that teachers They didn’t understand this before. However, the typical program education and teaching in kindergarten as a guide and basic document for educators I didn’t set such tasks. It is no secret that kindergarten graduates’ ideas about Russian culture were fragmentary and superficial. These spaces could be made up for by participation in folklore holidays , visits to various exhibitions folk art, in the museum - local history exhibitions. However for pupils kindergarten this is not always possible, not to mention the fact that such exhibitions are designed for adult perception, and for kids a lot of competent processing of the material is required.

In addition, they have long been forgotten and are not used in colloquial speech Old Slavonic words and sayings, nursery rhymes, sayings, and proverbs, which the Russian language is rich in, are almost never used. In modern life there are practically no objects of folk life mentioned in folklore works. How to convey understanding children features of peasant life?

Task preschool teacher institutions has become many times more complex, which is associated both with the volume of content offered to children and with the selection methodological techniques, capable of fully conveying this content to preschooler and make the lesson interesting and unforgettable.

Thus, it arose contradiction: on the one hand, the importance and need for familiarization children with the history of the Russian people, their customs and traditions, the formation of children's feelings of patriotism and pride in one’s Motherland, and on the other hand, the lack of purposeful, systematic work led to the choice of topic project.

Target project:

creating conditions for the systematic, holistic development by children of the traditional culture of the Russian people;

Tasks project:

Introduce children with folklore special needs, culture of the Russian people;

Develop creativity and aesthetic taste in pupils, involving in all possible participation in decorative and design activities in the preparation of exhibits and their placement in a specially equipped place;

Enrich and activate vocabulary children;

Give concepts about the traditional qualities of Russian character person: hospitality, hard work, kindness, etc.;

To instill in the child an interest and love for the history, culture, customs and traditions of their people, cultivate patriotic feelings;

Strategy, methods and implementation mechanism project.

Participants project: children, educators, music director, parents.

Implementation deadlines: long term (September - May)

Intended Product:

1) An interest has been formed in oral folk art, which contributes to the development patriotic feelings.

2) The vocabulary is enriched and activated

3) A mini-museum was created "Russian life".

Forms and types of work with children.

Reading fiction

Excursions

Bibliography.

1. Vetokhina A. Ya., Dmirenko Z. S., Morally – patriotic education of preschool children. Planning and lesson notes. Toolkit For teachers. -SPb.: LLC Publishing House "Childhood - PRESS". 2011-192s.

2. Gazzaeva Z. Sh., Abramochkina O. Yu. Upbringing personal value guidelines preschooler. // Management of preschool educational institutions. – 2010.№ 7. - 97 p.

3. Domozhakova T. I. Raising patriotism in older children. age: // Management of preschool educational institutions. – 2006. - No. 8. – 80 p.

4. Evdokimova E. S. Technology design in preschool educational institution. – M.: TC Sfera, 2006. – 64 p.

5. Kachanova I. A. The role of folk games in patriotic education. // Management of preschool educational institutions. - 2010 No. 7. – 70 p.

6. Zhiryakova I.V., Moral- patriotic education of preschool children through museum pedagogy. //Management of preschool educational institution. -2008.-4.-s. 77.

7. Federal State Educational Standard Preschool Education. Internet resources http://www.tc-sfera.ru

Implementation stages project.

Preparatory stage.

1) Consultation with parents "Mini-museum in kindergarten" September.

2) Conducting conversations with parents about creating a museum in a group.

3) Determining the theme, the name of the museum, developing its model, choosing a location for its placement.

Practical stage.

1)Creation of a mini-museum in a group. October November.

2)Collecting exhibits for the museum.

3)Development of excursions and events.

4) Replenishment of the museum with exhibits. During a year.

Implementation stage.

1) Grand opening of the mini-museum. December.

2) Excursions.

3) Inviting guests.

4) Carrying out educational activities in the museum.

5)Creating a presentation and album of a mini-museum. April May.

Thematic plan of educational activities in the mini-museum.

Theme Image. area Purpose of educational activities Timing

"Acquaintance with the Russian hut" Social communication. ,

Speech. To introduce the traditional everyday culture of the Russian people. Expand active dictionary words: hut, upper room, loaf.

“Visit Grandma Varvarushka for pancakes” Speech, cognitive. Introduce household items in the hut, their meaning and purpose. To develop an interest in objects of the man-made world of the past, and to treat them with care.

"Folk toy - matryoshka" Cognitive, speech, artistic. -aesthetic Introduce Russian folk toys (matryoshka) as a symbol of Russian folk art.

"Magic pipe" Speech, artistic -aesthetic Introduce Russian folk musical instruments. Enrich your vocabulary. Learn to distinguish instruments by type: drums, winds, strings. Develop interest in Russian. folk instruments.

“Oh, my bast shoes, linden bast shoes...” Physical, speech, cognitive, art. -aesthetic To form the need for knowledge of the man-made world. Develop coherent speech. Bring up respect and admiration for the skill of human hands.

"Lady Honest Maslenitsa" Speech, cognitive, artistic. -aesthetic, physical, social and communicative. Introduce the traditions of the Russian people (ritual holiday) "Maslenitsa". Develop speech by memorizing nicknames and sayings.

"The Great Holiday of Easter" Speech, cognitive, artistic. -aesthetic social and communicative. To introduce the folk ritual holiday Easter, customs, and traditions. Introduce new words and their meanings into the dictionary.

“Homemade folk toy doll” Cognitive, artistic -aesthetic, speech. To introduce the process of making a homemade doll, twisting, and their role in human life. Develop interest in folk toy, the desire to make a toy yourself.

“Our hut is gloriously good”(gatherings, entertainment) Artist -aesthetic, physical, speech. To consolidate knowledge about the Russian hut, the life of the Russian people. To instill love for our native land, people, and the original beauty of the life of our ancestors.

Further development project.

At the end project activities in the direction I have chosen will continue. Mini museum "Russian life" will be used for various activities in which children are brought up morally, spiritually and acquire the initial basics patriotism. Conversational speech also develops well children, vocabulary expands, children get positive emotions here and learn to imagine.

In June it is planned to begin work with children to get to know their native village as a small homeland.