Regional component in the educational process of preschool educational institutions. project on
On the social and communicative development of pupils"
The relevance and significance of the regional component in preschool education is undoubted. Love for the Motherland begins from the native land and plays an important role in raising the younger generation. Children is our future. It is very important to promptly instill in them the correct vision of the world, to teach them to love their small Motherland.
Slide 2
The objectives of educational work for the implementation of the regional component are defined in the educational educational program No. 29 of Lipetsk in the part formed by the participants in the educational process (40% of the total volume of the program), and ensure its implementation in the process of introducing preschool children to the history, culture, nature and famous people of the city Lipetsk.
Variation of content preschool education in each preschool educational institution it is individual and determined by the educational program of the institution. To achieve the targets defined in the Federal State Educational Standard of Preschool Education, each preschool educational institution follows its own path and chooses for itself the most effective forms and working methods.
Since September 2014, our institution has been a Resource Center for educational field“Social and communicative development” and we are moving in this direction.
Slide 3
In accordance with clause 2.6. GEF DO content of the educational field “Social and communicative development” is aimed at mastering the norms and values accepted in society, including moral values, the development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions, the development of social and emotional intelligence, emotional responsiveness, empathy, the formation of readiness for joint activities with peers, developing a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the Organization; the formation of positive attitudes towards various types of work and creativity; formation of foundations in everyday life, society, nature.
Slide 4
The use of the regional component as one of the means of socialization of preschool children assumes the following:
1. Familiarization of preschoolers with their native land during the implementation of educational preschool educational programs.
2. The introduction of a regional component, taking into account the principle of a gradual transition from what is closer to the child, personally significant (home, family) to what is less close - cultural and historical facts.
3. An activity-based approach to introducing children to the history, culture, and nature of their hometown, when children themselves choose the activities in which they would like to participate in order to reflect their feelings and ideas about what they saw and heard.
5. Professional development of all participants in the educational process (educators, specialists);
6. Generalization of experience in teaching activities, study of the effectiveness of innovative activities and its results in the main areas of work with children, teachers, and parents.
Slide 5
In this regard, the implementation of the regional component is the most important component of modern education in preschool educational institutions, the use of which is aimed at achieving the main goal: formation of preschoolers’ initial ideas about the features of their hometown.
Achieving the set goal helps solve the following problems :
Introduce children to the features and traditions of the city of Lipetsk;
Form ideas about your hometown: history, streets, professions;
Introduce the names of famous fellow countrymen;
To develop knowledge about the living and inanimate nature of the city;
To lay the foundations of moral personality, national pride and national identity.
Slide 6
The natural, cultural-historical, socio-economic uniqueness of the area presupposes the selection of the content of the regional component of education, the assimilation of which allows preschool educational institution graduates to adapt to living conditions in the nearest society, to become imbued with love for their native land, and to cultivate the need for healthy way life, rational use of natural resources, environmental protection.
Effective formation of the foundations of cultural and historical heritage in children is possible if the following are observed: factors:
complex combination various types child's activities;
use of local history programs and technologies;
creating conditions for self-realization of each child, taking into account the experience he has accumulated, especially cognitive, emotional sphere;
taking into account the specifics of the organization and construction of the pedagogical process;
the use of forms and methods aimed at developing emotions and feelings.
Slide 7
The educational process aimed at mastering the norms and values accepted in society and introducing children to the history, culture, and nature of their native land will be successful if the following principles are observed:
the principle of supporting children's initiative in various activities
the principle of assistance and cooperation between children and adults, recognition of the child as a full participant in educational relations
the principle of constructing educational activities based on the individual characteristics of each child.
the principle of full-fledged living by a child at all stages of childhood, enrichment (amplification) of child development
the principle of introducing children to sociocultural norms, family traditions of society and the state
the principle of age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics)
the principle of taking into account the ethnocultural situation of children's development
Slide 8
For the effective implementation of the regional component, a number of pedagogical conditions are also necessary:
Creating a cultural and developmental environment in preschool educational institutions
Integration of the regional component into educational activities
Slide 9
Age characteristics mastering program material by preschoolers in the educational field “social and communicative development” (regional component)
|
3-4 years |
4-5 years |
5-6 years |
6-7 years |
|
Knows his own name, recognizes and names adults in life and in pictures, understands that other children also have their own family, parents. |
Knows his last name, first name of his parents, family ties and his social role, knows how to politely address teachers by first name and patronymic; notes characteristic changes in nature; names the plants growing on the site, names the home address, the name of the city in which he lives. |
Knows the first and patronymic of parents; their professions, briefly talks about them, names some sights of the city, names objects located in the kindergarten microdistrict; streets, can independently determine the route from home to kindergarten on a plan diagram and is spatially familiar with the works of local poets and artists. |
Has a general understanding of the history of his city, symbols, and traditions of his hometown. |
Slide 10
Preparing the teaching staff for the implementation of the regional component of preschool education
When starting work on the regional component, the teacher himself must know the cultural, historical, natural, ethnographic features of the region where he lives in order to instill in preschoolers a love and respect for folk traditions your region.
In order to systematize, generalize and deepen the knowledge of teachers, the preschool educational institution conducts consultations, workshops, round tables, business games, and discussion clubs on the implementation of the regional component in the daily life of the kindergarten. A modern teacher not only needs to know everything related to the regional component, but also be able to pass on his knowledge to children.
Slide 11
Organization of effective interaction between preschool educational institutions and society
Modern preschool educational institution cannot successfully implement its activities and develop without broad cooperation with society at the level of social partnership (museums, theaters, folklore groups, etc. Our preschool educational institution cooperates with the Lipetsk Museum of Folk and Decorative Arts). The visiting program “Museum in a Basket” and “School of Crafts” is popular among children and teachers. The museum has accumulated some experience in working with children of senior preschool age and parents, kindergarten teachers and methodologists. “Touch the Museum” program designed specifically for this audience. To implement the program, various specialists are involved: researchers and methodologists of the Lipetsk Museum of Folk and Decorative Arts, teachers of the art and graphic department of Leningrad State Technical University, folk craftsmen, artists. As part of the program implementation, the museum has a special place family education. Lipetsk Museum of Folk and Decorative Arts offers various shapes cooperation:
Sightseeing tours (throughout all the halls of the museum) and thematic excursions (by request), we took this form as our basis.
Interactive museum classes (on request) in the museum premises and on
leaving. Also held master classes for children:
"Ragdoll".
“Patterned board” (printing technique).
“Birds” (patchwork).
"Romanov's toy"
"Weaving. Baubles."
"Cuttings", working with paper
Slide 12
Integration of the regional component
An important place in introducing preschoolers to the culture of their native land is occupied by folk holidays and traditions, which are studied during preparation for calendar and ritual holidays: Christmas, New Year, Maslenitsa, Bird Day, etc. We introduce children to Russian festive culture. Celebrating public holidays(Russia Day, March 8, Defender of the Fatherland Day, City Day, Metallurgist Day, Victory Day, etc.); We organize birthday celebrations for the children of the group. We contribute to the creation of an environment of general joy, good mood, which creates a feeling of love for loved ones and affection for peers.
Slide 13
Organization of effective interaction between preschool educational institutions and families.
Parental support is important. It is necessary that the process of nurturing love for one’s small homeland be two-way.
To achieve a high-quality result in the implementation of the regional component in the educational field “social and communicative development” in our preschool educational institution in the variable part educational program We use partial programs and technologies:
“Introducing children to the origins of Russian folk culture” (O.A. Knyazeva, M.D. Makhaneva);
"My home." Program of moral and patriotic education (under the general editorship of T. I. Overchuk)
Where does the Motherland begin? Experience in patriotic education at the preschool educational institution. (Edited by L.A. Kondrykinskaya)
Budarina T.A. “Introducing children to Russian folk art”
Botyakova O. A. Solar circle: Children's folk calendar.
Experience of preschool educational institutions No. 118 and No. 103 in Lipetsk on the topic « Regional component of the content of children's education in preschool educational institutions"
Patriotic education program “Patriot” (for children of senior preschool age) by teacher of preschool educational institution No. 29 Chistyakova L.A.
Slide 14
The creative group of the preschool educational institution has developed comprehensive thematic planning, which includes 5 blocks:
CITY. ATTRACTIONS. ISTO RIA
NATURE HOMETOWN
WORLD OF PROFESSIONS
CULTURE, RECREATION, SPORTS
For each block, topics have been developed and forms of work have been determined, taking into account the age characteristics of the children in the group.
Slide 15, 16
1. THEMATIC BLOCK “CITY. ATTRACTIONS. STORY"
|
Tasks |
Topics and forms of work |
|
|
To develop knowledge about the native city of Lipetsk, its cultural and historical values Introduce children to the symbols of the city and its attractions Develop cognitive interest in the history of the native land based on local history material |
Theme: "Where do we live"
|
|
|
Expand children's knowledge about their hometown Lipetsk, its cultural and historical values. Continue to introduce children to the symbols of the city, its sights, and memorable places of the city. Develop cognitive interest in the history of the native land based on local history material. |
Senior preschool age Theme: "Where do we live"
|
|
Slide 17, 18
2. THEMATIC BLOCK “NATURE OF HOME TOWN”
|
Tasks |
Topics and forms of work |
|
Expand, generalize and systematize children’s knowledge about the nature of the preschool site. To educate from the first years of life a socially active, creative personality capable of understanding and loving nature |
Junior and middle preschool age
Community with family
|
|
Expand, generalize and systematize children’s knowledge about the flora and fauna of the city’s surroundings and the problems of their native land. To educate from the first years of life a humane, socially active, creative personality, capable of understanding and loving nature, treating it with care, transforming and enhancing it |
Senior preschool age Theme: “Welcome to ecology”
Contest. Promotion. Exhibition
Community with family
|
Slide 19, 20
3. THEMATIC BLOCK “WORLD OF PROFESSIONS”
|
Tasks |
Topics and forms of work |
|
To give children an idea of the main professions of people living in the city and the professions of their parents. Introduce children to some professions (doctor, teacher, builder, etc.) To instill in children respect for the work of adults. | Junior and middle preschool ageTheme: “All work is honorable”
|
|
Give children an idea of the main professions of people living in the city develop interest in the work of parents, relatives, and acquaintances. Show the importance of each person’s work in the well-being of the residents of Lipetsk. To instill in children respect for the work of adults, to be proud of the heroism and successes of famous people and veterans. Create the prerequisites for motivating further education in order to obtain professions to work in their hometown. |
Senior preschool age Theme: “All work is honorable”
Meeting interesting people:
|
Slide 21, 22
4. THEMATIC BLOCK “CULTURE, RECREATION, SPORTS”
|
Tasks |
Topics and forms of work |
|
Introduce children to Russian folklore, masters of artistic crafts, and the work of local poets, composers, and artists. To promote the overall development of the child based on love and interest in the culture of the city. |
Junior preschool age
Theme: “Introduction to folk origins and urban traditions”
|
|
Introduce children to Russian folklore, masters of artistic crafts, and the work of local poets, composers, and artists Slide 29 Parents are active participants in projects, holidays and entertainment held in kindergarten, and assistants during their preparation. Support from parents is of great importance, since the process of nurturing love for their small homeland should be two-way. When studying the local history traditions of the Lipetsk region, we try to more effectively organize communication with parents so that the family and kindergarten carry out a single set of educational influences aimed at familiarizing children with their native land; We provide practical assistance to parents in selecting children's fiction by Lipetsk authors for preschoolers, introducing them to folk games, i.e. We interest parents in the problem of introducing children to the cultural and historical values of their hometown, and show them the relevance of the problem raised. Slide 30 Efficiency work on the implementation of the regional component assumes that in the process of forming the foundations of local history, the child:
Conclusion: thus, the implementation of the regional component in the social and communicative development of preschool children, built in the system, will contribute to the achievement of the Federal State Educational Standards targets: The child masters the establishment of a positive attitude towards the world, towards different types labor, to other people and to oneself, has a sense of self-worth; Distinguishes between conventional and real situations, knows how to obey different rules and social norms; Has basic knowledge about himself, about the natural and social world in which he lives. Slide 32
2. V. Koltakov “From the history of the Lipetsk region.” - Voronezh: Central Black Earth Book Publishing House, 1965. 3. A.S. Morgachev "Lipetsk. Pages of history." - Lipetsk: Central Black Earth Book Publishing House, 1991. 4. A. Berezen “Our Land Lipetsk”. - Voronezh: Central Black Earth Book Publishing House, 1974. 5. “The art of the native land.” - Lipetsk: LIRO, 2008. 6. Astakhov V.V., Dyukarev Yu.V., Sarychev V.S. Reserved nature of the Lipetsk region. - Lipetsk: LLC “Photo-Prof-TASS”, 2000. 7. Shalnev B.M., Shakhov V.V. The world of childhood. Native culture: a textbook on local history of the Lipetsk region for preschool and primary school age. Ryazan - Lipetsk: GELION, 1996. 8. Shalnev B.M., Shakhov V.V. Lipetsk Encyclopedia: in 3 volumes - Lipetsk, 1999. 9. Baradulin V.A. Fundamentals of artistic craft: in 2 hours - M., Education, 2010. |
Samsonova Tatyana Mikhailovna
Job title: senior teacher
Educational institution: MADO "Kindergarten No. 2 "Umka"
Locality: Norilsk city, Krasnoyarsk region
Name of material: Methodological development
Subject:"Regional component in the system of implementation of Federal State Educational Standards in preschool educational institutions"
Publication date: 16.04.2017
Chapter: preschool education
Regional component
in the system of implementation of Federal State Educational Standards in preschool educational institutions
Modern requirements for organizing the educational process in a preschool educational institution with
regional
features
cause
necessity
creation
teachers
preschool
educational
institutions
additional
educational
programs,
helping
teachers
parents
realize
moral and patriotic development of preschool children.
The main activities of the preschool educational institution for the implementation of the regional component: study of national
traditions and customs, fostering love for the nature of the native land and its inhabitants, respect for the past of one’s people,
overcoming
social
immaturity,
formation
tolerant
relationship
The program of additional educational services (club work) allows you to fully solve this problem.
ethnocultural
education
limited
circle
Familiarization
folk
culture
is happening
activities,
affects
educational
"Socialization",
"Communication",
"Artistic
creation",
"Music"
integration
educational
regions
allows us to organize this work in an interesting and varied way, so that everything we want to convey to children is
perceived by them deeply and for a long time. It is important to ensure the implementation of the ethnocultural direction to create aesthetically
attractive educational and cultural
Wednesday, directed,
security
moral
development
education
conditions
implementation
Programs).
ethnographic museums, organized in separate premises, and mini museums located in a group
Children are becoming more and more familiar with folk culture. electronic educational resources. During
computer
presentations, children get acquainted with antiques that they cannot see directly, with
art of other peoples. People visit museums remote from us via the Internet.
Our preschool educational institution has its own website, which justifies itself as a means interaction between preschool educational institutions With
family and other social institutions.
Family is the main source of folk traditions. Therefore, teachers actively interact with parents,
who help collect exhibits for the museum, provide photographic materials, participate in folk festivals,
they sew folk costumes and design the development environment.
In order to improve the ethnocultural competence of teachers:
“School for Young Teachers” is open
Teachers participate in creative and professional competitions.
And so, for the successful implementation of the regional component it's important to create unified system, which gives more
effective results
On the development of children's emotional responsiveness to ethnocultural heritage;
Allows you to search for non-standard forms of activity;
Makes it possible to harmoniously introduce the requirements of the Federal State Educational Standard into the system of ethnocultural education, to combine new
technologies with traditional ones.
ALGORITHM FOR KNOWLEDGE CONTENT ABOUT THE HOMELAND IN PRESCHOOL CHILDREN
ABOUT THE HOMELAND
NATURE
(Flora and fauna)
ACTIVITY
OF PEOPLE
(work, life, holidays)
CULTURAL
APPEARANCE OF THE CITY
(architecture,
industry)
PRACTICAL
THE VALUE OF NATURE
TRANSFORMATION-
BODY ROLE
LABOR
RESULT
PEOPLE'S LABOR
WORKS ORAL
FOLK ARTS
(fairy tales, proverbs, etc.)
PRODUCTIVE
ACTIVITY
BASED ON ORAL
FOLK ARTS
ALGORITHM FOR FAMILIARIZING PRESCHOOL CHILDREN WITH THEIR NATIVE LANDSCAPE
MADO "KINDERGARTEN No. 2 "UMKA"
AREAS OF WORK
FOR AWARENESS FOR CHILDREN
WITH THE NATIVE LANDSCAPE
INFORMATIONAL
BLOCK
ORGANIZATIONAL
BLOCK
TECHNOLOGICAL
BLOCK
1. Creation
informational,
thematic texts
for adults.
2. Recycling
theoretical materials and
compilation of educational
stories for children.
Methodology
(directly
educational
activity
using
development methods
training).
Creation
spatial
subject-developmental
environment.
FORMS AND METHODS OF ORGANIZING THE EDUCATIONAL PROCESS
WITHIN THE IMPLEMENTATION OF THE REGIONAL COMPONENT
Joint partnership between an adult and
children
Independent
children's activities
Interaction with family
Direct educational activities.
Productive activities:
Drawing,
Application.
Reading fiction (fairy tales, poems,
proverbs, sayings, riddles).
Compiling and solving riddles.
Teacher's stories.
Didactic games.
Board-printed games.
Outdoor games of the peoples of the North.
Creation of game situations.
Observations.
Staging, dramatization.
Excursions.
Visiting of museum.
Project activities (creation of layouts, albums,
handwritten newspapers, exhibitions).
Cognitive and research activities
(observations, experiences, experiments).
Growing a “window garden.”
Visit to the Rainbow winter garden.
Labor activity.
Quizzes.
Environmental competitions.
Creation of a collection of works of decorative
Maintaining a nature calendar.
Game activity:
Environmental,
Movable,
Didactic,
Desktop-printed,
Imitation,
Verbal,
Role-playing,
Travel games.
Looking at the illustrations
photographs, books.
Productive activities:
Drawing,
Application.
Informative-
research
activity:
Observations,
Experiments.
Dramatizations.
Dramatization games.
Observations and
ecological excursions.
Educational reading.
Collaborative productive
activity.
Participation in design
newspapers, photo exhibitions,
photo albums.
Joint labor
activity.
Project activities
(creating layouts,
albums, handwritten
newspapers, exhibitions).
Creation of a national
(northern) corner.
Creating a Collection
works
arts and crafts
art of the peoples of the North.
Visiting of museum,
exhibitions
Watch video.
Participation in
environmental actions.
Joint leisure activities,
holidays, KVN.
applied art of the peoples of the North.
Environmental exhibitions and expositions.
Mini-museums.
Watching videos, slides, promotional videos.
Environmental actions.
Holidays, entertainment.
Department of General and Preschool Education
Administration of the city of Norilsk
“Formation in preschool children
positive attitude towards the environment
through getting to know your hometown"
/From the work experience of Tatyana Mikhailovna Samsonova, teacher
Municipal Autonomous Preschool Educational Institution No. 2 “General developmental kindergarten with
priority implementation of activities in the physical direction of children's development "Umka" /
Samsonova T.M. - senior teacher of the MADOU “Kindergarten No. 2 “Umka”.
Norilsk
annotation
The manual presents generalized experience in developing a positive attitude towards children in preschool age.
to the surrounding world through familiarization with one’s hometown, contributing to the education of a citizen and patriot of one’s country,
formation of moral values.
The book may be useful to parents and students of pedagogical educational institutions in organizing classes to familiarize themselves with
hometown.
Introduction………………………………………………………………………………………..
Main part ……………………………………………………………………...
Sample lesson notes…………………..…………….…………………..
“Treasures of the North”………….……………………………………………………………...
“What do we know about Norilsk”……………………………………………………..
“I’m at different houses”………..…………………………………………………….
“Conversation about the profession of a builder”……………….…………………………………………………….
Creation of a model of the architectural monument of the city of Norilsk “The First House”
Norilsk"…………………………………………………………………………………..
“The polar bear is the personification of the North”…………………...…………………… 19
“Metallurgist - it sounds proud!”…………………………………………..…… 21
“Excursion to the Copper Plant”……………………………………………………..
“Peoples of the North”…………………………………………………………………… 24
“Animals of Taimyr”……………………………………………………………… 26
“We are building a city”……………………………………………………………… 27
“Final lesson - quiz “My city is my future!”…………………..
APPLICATIONS………………………………………………………………….… 31
Appendix 1. Algorithm for the content of knowledge about the native land for children
preschool age………………………………………………………………………………….
Appendix 2. Algorithm of content for familiarizing preschool children
age with the city of Norilsk……………………………………………...….
Appendix 3. Questionnaires for children and parents, consultations….……………… 33
Bibliography……………………………………………………………..………… 39
INTRODUCTION
You will remember not a big country,
Which I traveled and learned,
You will remember such a Motherland,
The one I saw as a child.
K. Simonov
In modern conditions, when profound changes are taking place in the life of society, one of the central directions
Patriotic education becomes part of working with the younger generation.
It was during the period preschool childhood the child develops his first ideas about the world around him and develops
the ability to establish the simplest relationships and patterns about the phenomena of life around us, as well as independently accept
acquired knowledge in accessible practical activities.
As an adult, a person often remembers his native places where he spent his childhood. These memories are a trace of that first
emotional perception of the Motherland, which occurs only in childhood.
Why, even after leaving their native places for many years, does a person remember them with warmth, talk about their beauty and richness?
the nature of your hometown? This is an expression of deep love for everything that has entered our hearts as the most precious.
Therefore the task preschool workers is - to teach children to notice everything that happens around them, to show their native places with
attractive side, so that children are convinced that their hometown and our northern region are beautiful and interesting.
Consequently, the education of patriotic, spiritual, moral, social and communicative qualities of a growing child
generation is carried out through children’s knowledge of their native land, the social environment in which they live. Therefore today
we are talking about introducing a regional component into the educational process of preschoolers.
The regional component consists of norms that reflect the specifics of ethnocultural traditions and sociocultural environment
region. They are associated with the study of the native language, history, culture, and nature of the native land.
to your attention
offered
generalized
allowing
directly
educational
activities to form moral and patriotic feelings are interesting, educational and exciting.
MAIN PART
There are many beautiful cities in Russia, large and small. But our city is special! Norilsk has specific and
interesting historical, cultural roots and traditions, which are reflected in songs, poems, paintings and architectural
monuments. For a child, urban space is a world filled with secrets, events, and people. In it the child states
independent
owners
conqueror
space.
bursts in
own
ideas about the values of this world and manifests them in ways accessible to him.
By instilling in children a love for their small homeland, you can instill morality and patriotism in them. To be considered
To be a patriot, it is not enough to love your land and be proud of it, you need to deeply know its history. Only knowledge will make our love for our native
The basic stage in the formation of love for the Motherland in children is their accumulation of social experience of life in their city,
mastering the norms of behavior and relationships accepted in it, introducing it to the world of its culture. Love for the Fatherland begins with
love for one’s small homeland - the place where a person was born.
Considering
relevance
importance
moral and patriotic
education
preschool
age,
a project has been developed “Formation in preschool children of a positive attitude towards the world around them through
getting to know your hometown."
Purpose of this project is to create a system of work that contributes to the education of a citizen and patriot of his
country, the formation of moral values.
The goal of the project is realized through a system of tasks:
(story,
symbolism,
attractions,
industrial
ecological situation in the city).
Introduce the names of those who founded and glorified the city.
Expand children's knowledge about the flora and fauna of the city of Norilsk.
Introduce phenomena occurring in the environment.
To cultivate love for one’s hometown, region, the ability to see beauty and be proud of it.
To form an environmental culture among children and their parents, a desire to take part in events
on environmental protection.
Work with children was organized on the basis of thematic planning. This allowed us to see different aspects of the phenomena:
social, moral and ethical, artistic and aesthetic, etc.
implementation
used
various
application
regional
component: direct educational activities dedicated to the history of the city and region; excursions and walks around the city;
reading literary works; organizing a corner dedicated to the native land, etc.
Forms and methods of organizing the educational process for project implementation
Educational
region
"Cognitive
development"
Lessons: “Treasures of the North”, “What do we know about Norilsk”, “Houses are different”, “Conversation about work
builders", "The polar bear is the personification of the North", "Metallurgist - it sounds proud!", "Excursion to Medny
plant”, “Peoples of the North”, “Living Taimyr”, “We are building a city”;
Final lesson-quiz “My city is my future!”;
Layout "Creation of layouts of an architectural monument of the city of Norilsk."
Examination of illustrations and photographs of the city;
Looking at photo albums: “Unforgettable Taimyr”, “Rise above the elements. Birds of Taimyr",
“Animals of the North”, “Profession - metallurgist!”, “All professions are needed, all professions are important!”, “My city,
favorite in the world”, “The green world is near us”.
Questioning of parents: “Parents are guides on the path of knowledge”, “Our City”;
Assistance in equipping and equipping the corner “Norilsk is my home”;
Assistance in creating a library (selection of books and library design).
"Social
communicative
development"
Joint activities with the teacher:
Didactic game"In our city";
Word games: “Where do you live”, “Traveling around the city”;
Quiz games: “Experts of professions”; “What do I know about Norilsk”; "Professionals' Dispute"; "Guess the profession
by keywords";
Sketches: “Guess who I want to become?” (by action), “Show different professions” (using tools
Construction of “My City”.
Independent activities of children:
Role-playing games: “Metallurgists”, “Builders”, “Factory”;
Didactic games: “Who was here and forgot what?”, “Builders”, “Hidden building”, “Who is faster than the house
will build."
Joint activities with family:
Production of attributes for role-playing games on the theme “Our Factory”;
Hiking trips « Golden autumn», « Winter fun", "Spring is red!";
Participation in photo exhibitions and reports: “My Home. My city”, “Walking around the city with children”, “Introducing children
with the surrounding world";
Sports festival “Dad, Mom, I - a friendly family of metallurgists!”;
A visit with your child to the “Museum of the History of the Exploration and Development of the Norilsk Industrial Region”;
Parent meetings: “We raise citizens from childhood” (participation in the discussion of patriotic issues
education).
"Speech development"
Joint activities with the teacher:
Proverbs about work;
Conversation about a metallurgical enterprise;
Memorizing poems about metallurgists;
Compiling plot or descriptive stories for children;
Didactic games: “Choose the sign”, “Choose the word”, “Continue the sentence”.
Familiarization with poems about Norilsk;
Creation of the album “Norilsk through the eyes of children”;
Reading poems: “On professions” by L. Zavalnyuk, “Small Motherland” by Y. Yakovlev, “Labor” by V. Bryusov, etc.
Independent activities of children:
Didactic games “Guess what profession this is?”, “Who should I be?”, “Learn by playing!”
Joint activities with family:
Pick up proverbs and sayings about work.
"Artistic
aesthetic
development"
Joint activities with the teacher:
Listening to songs about Norilsk.
Drawing: “My Street”, “Holiday in the City”, “Reindeer”, “Who to Be?”, “Sights”
city", "Polar bear - a symbol of Norilsk";
Layout “My city - my future”;
Making greeting cards for professional holidays.
Joint activities with family:
Holiday “Happy Birthday, dear city!”
Participation in the drawing competition “I want to be a metallurgist”, “Drawings on asphalt is the best idea”, “Create,
invent, try” (emblem, family coat of arms);
Assistance in designing the newspaper “Plant Products”.
Independent activities of children:
Drawing on the topic: “My favorite place in the city”,
"Norilsk through the eyes of children."
"Physical
development"
Joint activities with the teacher:
- outdoor games and competitions;
Games of the peoples of the North.
A series of conversations about the health benefits of clean and fresh air, about the benefits of walking in the park, in the forest, and relaxing
outside the city, the need to regularly ventilate the room.
Conversation about the rules of safe behavior on the street;
Conversation “How to help nature in the city”, “How people’s behavior affects the state of the environment”;
Conversation “Clean City” (discussion: where does the garbage go; are fallen leaves and tree branches garbage;
conducting an experiment with burying household waste; a story about how to sort garbage).
Independent activities of children:
Outdoor games, games initiated by children;
Games of the peoples of the North.
Joint activities with family:
Competitive programs “If a father and son are nearby - this is courage and strength!”, “Dad, Mom, I -
sport family".
Consultations for parents “Weekend route”, “Getting ready for a walk around the city”.
Consultation for parents “Be careful on the city streets!”;
Poster competition “Let's protect the wonders of the North!”
When building the pedagogical process, the following are taken into account: principles:
The principle of historicism. It is implemented by maintaining the chronological order of the described phenomena and comes down to two
historical concepts: past and present.
The principle of humanization. It assumes the teacher’s ability to take the child’s position, take into account his point of view, and not ignore
his feelings and emotions, to see the child as a full-fledged partner.
The principle of differentiation consists of creating optimal conditions for the self-realization of each child.
The principle of integrativeness. Implemented in cooperation with the families of pupils and social “childhood institutions”:
Federal State Institution State Plant "Big Arctic", MBU "Norilsk Art Gallery", MBU "Museum of the History of Exploration and Development"
Norilsk industrial region".
Getting to know your native land through a variety of activities creates a unique environment that works
on the imagination and shapes the child’s individuality, determining his life path and spiritual aspirations. The child is not
He only gets to know his land, the city, but also responds to the events of the surrounding world, expresses his attitude towards them. And this is in my
turn is a prerequisite that contributes to the education of a citizen and patriot of one’s country, the formation of moral
values.
Thus, the moral and patriotic education of a child is a complex pedagogical process. It is based on
development of moral feelings and so that the words “I love my Motherland” do not turn into an empty sound, it is important that a bright, capacious
The image of the Motherland already appeared among preschoolers.
Preschool childhood is a time of discovery. The task of adults is to help the child make discoveries, filling them with nurturing
discovers the beauty of his native city, is surprised at the new things that he has seemingly known for a long time.
I would be very glad if the experience presented is useful to you in your practice of working with children. I wish you creative success!
SAMPLE SUMMARY OF EDUCATIONAL ACTIVITIES
"Treasures of the North"
Tasks:
1. Introduce children to the historical past and present of their hometown.
2. Give an idea of the geographical location and natural resources of Norilsk.
3. Foster a sense of pride in your city and respect for the hard work of Norilsk residents.
Preliminary work: Organization of the exhibition “The Past and Present of Norilsk”, excursions around the city, viewing
illustrations, photographs depicting Norilsk, reading educational literature,
visiting the museum of the history of exploration and development of the Norilsk industrial region.
Equipment
materials:
illustrations,
photos
image
development of Norilsk, nature of Taimyr, minerals.
Teacher's story with looking at photographs:
“For some reason, Russian people have always been drawn to the north. Among them were service people and
just seekers of adventure and profit. Mining and ore wealth was of little interest
the first Russian explorers. They were attracted by sable, black and brown fox, and blue arctic fox.
Several centuries later, a city arose on permafrost - Mangazeya, the predecessor
Norilsk. Mangazeya metallurgists used Norilsk metal. Mangazeya made it possible to gradually penetrate into
borders of the Taimyr Territory, along the way developing the rivers that flowed into the seas. An ore yard was created where copper ore was smelted at
copper. Coal was mined, of which there was plenty in these places. Subsequently, the city of Mangazeya was destroyed by fire.
Interest in the wealth of the North did not fade.
In the vicinity of modern Norilsk, the Dudin merchants Sotnikovs built a shaft furnace, where they smelted crude
copper. A lot of time has passed since then.
Under the guidance of geologist N.N. Urvantsev began geological research on that
The first house of the future Norilsk was built by geologists, and a few years later
decided to build the Norilsk plant.
Norilsk
became a workers’ village, and later received the status of a city.”
Cyclones swirl over Taimyr
Evil winds throw snow,
Makes you bow down
Ice mistress - blizzard.
Here in the land of daredevils and heroes,
Mature in the fight against permafrost,
All in the glow of factories and construction sites
Young Norilsk rose above the tundra.
Norilsk
built
forest-tundra,
permafrost
Norilsk and Norilsk mountains. Nature has unevenly distributed wealth in its underground
subsoil. You and I are probably the luckiest of all! More than a hundred minerals have been discovered, and some were discovered for the first time in
Norilsk fields. In its depths there are minerals: platinum group metals, gold, diamonds, nickel, copper, coal, etc. Here
oil and gas fields have been explored.
wealth
Norilsk
Place of Birth
copper-nickel
stone-colored raw materials - chalcedony, onyx, agate, peridot, kyanite, amazonite, jade, sapphirine.
There are also deposits of graphite and boron.
A large number of different minerals gradually led to the fact that the city
turned into a powerful industrial center, which it is today. On
on the map of Norilsk you can see a large number of industrial enterprises.
Scroll
companies
Norilsk
enough
main
city-forming
production is the Mining and Metallurgical Company "Norilsk Nickel", which is engaged in the development of strategically
important metals.
It is no coincidence that Taimyr is called the “treasure peninsula”. One of the oldest places on Earth is located in Taimyr - this
Anabar plateau, a whole open-air geological museum! No less famous is the Putorana plateau - a rare and unique corner
nature, the kingdom of canyons, waterfalls and lakes.
The lakes of Taimyr are another treasure of the region. The largest lake, also named Taimyr.
But no treasure can compare in beauty with the Northern Lights - an amazing natural phenomenon. It can
appear at any time of the year, but, like the stars, all its splendor is visible only in the dark sky.
Examination of photographs using leading questions to reinforce the material for children.
“What do we know about Norilsk”
Tasks:
1. Clarify and expand children’s knowledge about the climatic features of Taimyr.
2. Cultivate love for one’s hometown, region, the ability to see beauty and be proud of it.
3. Expand and consolidate children’s knowledge about their hometown.
4. Systematize children’s knowledge about the coat of arms and flag of their hometown.
Preliminary work: Conversations about the city and looking at photographs with views of the city; reading poems about family
city; didactic games: “Streets of our city”, “What kind of buildings are there”, “Riddles about our hometown”; watching a video
about Norilsk “Under the Northern Sky” by G. Poltorykhin.
Equipment
materials:
Demo
material
(photos
image
Norilsk; map of Russia for children); recording of the song “Norilsk Dreams” by Boris Vershinin, tape recorder.
Progress of educational activities:
We will begin our lesson with a riddle poem.
Teacher reading a poem.
City covered in snow
The northernmost in the country.
A wonderful city has grown
Instead of black plagues.
Powerful pipes smoke,
The plant melts ores,
Neighborhoods of houses grew,
This is how things are in the tundra these days!
Guys, today we will talk about our hometown. Who can tell me what it's called? (Children's answers.)
That's right, our city has a beautiful name Norilsk. You and I, its residents, are called Norilsk residents. And who knows, from
What word did the word Norilsk come from? (Children's statements.)
Let's find our city on the map of Russia. (The children, together with the teacher, search on the map of Norilsk.)
Now sit down more comfortably, I will tell you where and when our city arose.
The name of our city comes from the word “dive”, which means
pole for underwater fishing, or perhaps from the word
"nyuril" is a low-lying wetland.
Between the high mountains, in the endless tundra, across the seas and the Arctic Ocean, the Great North spreads its expanses. In the most
Its northern part lies the Taimyr Peninsula. This harsh land was developed and conquered, admiring with their courage, the great
Russian explorers. Settlements arose on the deserted shores of the Taimyr Peninsula. So, in 1953 he was born
our town.
Norilsk is a city of severe frosts and strong icy winds. But what Russian is afraid of frost! And it’s freezing in Norilsk
not so great - sometimes it only reaches “-50”. It's all about the wind: as soon as it blows, everything immediately disappears. And not snow, but shallow
Ice crushed by someone mercilessly hits your eyes and cheeks. And if just a minute ago you knew for sure that to the right and left of
You had houses that kept you warm, then suddenly you felt that there was nothing but the North and the polar night all around you.
However, everything is not so bad in Norilsk. 3famous Yenisei frying, piercing turquoise of large and small lakes, sonorous
splashes of blueberries, golden ocher of autumn trees, which the very next day can transform into gray old men.
They have long settled in the North, adapted to its harsh nature and learned to take from it everything they need for life. The basis of them
subsistence consisted of hunting and fishing, and later reindeer herding.
Guys, how is Norilsk different from other cities in our country? (In the North the trees grow small, but in
The “mainland” has forests, large trees; in the North it is winter almost all year round, very coldy, blizzard; in winter the polar night comes, and
polar day in summer; short summer; permafrost, etc.).
Dynamic pause for B. Vershinin’s song “Norilsk Dreams”(Children perform a set of exercises.)
Try to tell us why you love our Norilsk. (Children's statements.)
In winter, our city is shrouded in snow, blizzard and polar night. During a snowstorm or fog, you can easily get lost in
city, if you don’t know its streets well. But I hope this won’t happen to us, because we know the streets of Norilsk well.
Guys, what streets of our city do you know? What streets do you live on?
Game "My Home Address".
Do you know what street our kindergarten is on? (Children's answers.)
And who will tell you why the street on which our kindergarten is located was called Laureate Street? (Children's answers.)
Laureates
eleven
Norilsk residents,
deserved it
Leninskaya
development of the theory and practice of construction on permafrost.)
What is the name of the main street of the city? (Children's answers.)
(A long time ago,
Norilsk
"Stalinist
began
construction on Stalin Avenue (as Leninsky Avenue was called). Leninist
The avenue is the northernmost on earth. Every tenth Norilsk resident lives on Leninsky Prospekt.
This is the central thoroughfare of the city, connecting five squares: Oktyabrskaya, Gvardeyskaya,
Komsomolskaya, Teatralnaya and Metallurgov. It's hard to believe that half a century ago we wouldn't even dream of being here.
about sidewalks, cinemas, restaurants, libraries, taxis.)
What can we see on Leninsky Prospect?
(Norilsk Drama Theater named after V. Mayakovsky, monument to the First Builders of Norilsk near
Palace of Culture, First House of Norilsk, museum, etc.).
Guys, our Norilsk, like all cities, has a coat of arms and a flag. (Demonstration of symbols one by one.)
Why do you think the shield is divided into two parts - gold and black?
What is a polar day?
(Polar day is the time when we can all see the sun.)
What is polar night? (Children's answers.)
(Polar night is a time when the sun hardly appears to us from above the horizon, even during the day.)
Who is depicted on the coat of arms and flag? (Polar bear.)
Please note that the bear is holding a key above his head, on which the first letter of the name of our city is visible. This is the key
to the north and its riches. What is our northern land rich in? (Children's statement.)
And what is the most important asset of our city we will now find out. (Children's answers.)
Reading by the teacher of a poem by A. Sokolnikova.
Honor and praise to those glorious people,
That the stars of the North lit up,
We will not forget their courage
They are the history of the earth!
Of course they are people! The most fearless, persistent and hardworking! The kindest and most courageous! According to useful deposits
fossils Taimyr is one of the most unique places in Russia. The natural storehouses of Taimyr contain almost all
Mendeleev table. And the city of Norilsk is called the city of Metallurgists.
Who are metallurgists? (Children's answers.)
(Fiery profession - this is what they most often say about metallurgists. And this is not surprising: after all, those who melt metal -
real fire tamers, their element is high temperatures.
These people know everything about metal: how to make it soft or, conversely, create a durable alloy that will withstand any
load; how to give metal the properties of a magnet and much more. The profession of a metallurgist is very important. After all, metal surrounds
us everywhere, wherever we go, whatever we do - metal is always a faithful and reliable companion.
We can be proud of those courageous people who mine ore for the whole country. This is all ours
fellow countrymen who live next to us, from whom we can take an example, from whom we can be proud.)
Summing up the lesson:
Guys, the city of Norilsk is our small homeland, the most dear place on Earth. You and I are residents of our hometown.
It depends on you and me what our city will be like in the future.
Snowflakes fall on your shoulders,
White snow sparkles all around
Winter here lasts forever
And moonlight is pouring from the sky
We believe in joy and moments
We love our hometown
And we won’t leave forever
Norilsk is ours, a dear city.
While you are still preschoolers, you still have to do great, good deeds. In the meantime, you need to love your city, and love -
means to know him.
“Houses are different”
Tasks:
1. To develop children’s interest in their small homeland, streets, and houses.
2. Introduce what types of houses there are: number of storeys, rooms, what they are built from, purpose (residential - non-residential).
3. Consolidate knowledge about home addresses.
Equipment and materials: illustrations depicting houses, buildings, city attractions, riddles.
Progress of educational activities:
The teacher reads a poem:
There are different types of houses:
High and low
Green and red
Far and near,
Panel, brick,
They seem to be ordinary.
People learned to build houses in very ancient times. The house protected from cold and heat, from rain and wind, but ancient man
He was also afraid of wild animals, forest fires, and unexpected attacks from enemies. Then the house was also a fortress, a defense for
person.
What are city houses currently built from? (Houses are built from bricks and concrete blocks.)
Look
photos,
beautiful
professions
builders.
look at the photos.)
Guys, pay attention to how many tall buildings there are around our kindergarten. People live in every house: they relax,
raise children, celebrate holidays, watch TV. Children who go to our kindergarten live in these houses.
Look how many floors there are in this house. What floor do you live on?
Ball game "I live on... floor." Children take turns passing the ball to each other and calling their floor.
Look at the building of our kindergarten, how many floors are there in the building of our kindergarten? (Three.) So, what kind of house is this?
(Three-story.)
What floor is our group on? (On the first floor.)
Norilsk
built
permafrost
Foundations
structures
Builders
tried
arrange houses so that there is less wind on the streets.
During a snowstorm, fog and polar night, it is easy to get lost in the city if you don’t know its streets well. But I hope with
This will not happen to us, because we know the streets of Norilsk well.
Guys, what streets of our city do you know? What streets do you live on? (Children name the streets.)
We walk along these streets every day to kindergarten, and adults go to work. Cars and buses travel along these streets. A
which street is the main one in our city? (Leninsky Prospekt.)
This is not even just a street, but a whole avenue - Leninsky.
In addition to the residential buildings in which you and I live, there are many other buildings in our city.
The teacher reads a poem:
Houses are different.
Preschool, therapeutic,
Trade, educational,
Theaters and residential -
So beautiful!
Useful, wonderful -
Houses are different.
The teacher asks the children riddles, they guess them:
What a miracle - a book house.
Every book has a place in it. (Library)
Here they take off by the minute
Planes one after another.
So that we can be on time everywhere,
You need to sit down and fly. (Airport)
There is a house.
Who will enter it?
That mind will gain.
What is this? (School.)
What a house, what a house -
You will see a fairy tale in it,
Dancing, music and laughter -
Show for everyone! (Theater)
This is a cold arena
Ice skates cut boldly
Fast, agile hockey player
And a handsome figure skater (Ice skating rink)
The house looks quite ordinary,
For athletes it is familiar,
In this house all year round
People are splashing in the water. (Swimming pool)
This house is wooden,
This house is the most important
It was from this house that the story began
City of Norilsk. (Urvantsev's house)
Children solve riddles and find clues in photographs.
What attractions in the city do you know? (Museum, theater, cinemas, eternal flame).
At the end, the teacher reads a poem:
We are living,
We are growing,
In our hometown.
For some it is big
And for us - huge!
Let him live!
Let it grow!
Our town is modest!
"Conversation about the profession of builders"
Tasks:
1. Expand and deepen children’s knowledge about the work of builders and their relationships.
2. Enrich children’s knowledge about the mechanization of adult labor.
3. Foster interest and respect for the work of adults.
Preliminary work: Excursions, targeted walks to the construction of a new house, observations of the work of builders;
reading the work of V. Mayakovsky “Who to be?”, memorizing the poem “Painter” by S. Boruzdin, getting acquainted with proverbs and
sayings about work; viewing illustrations and photographs.
Vocabulary work: Driller, piles, concrete, panels, bulldozer operator, crane operator, plasterer-painter.
Progress of educational activities:
The teacher reads a poem:
The forests reach into the sky,
Where the work is difficult, the winch squeals,
Raises beams like sticks
Will drag bricks hardened in the furnace,
They laid tin on the roof -
And the house is ready and there are roofs.
Nice house, great house
On all four sides
And the guys will live in it comfortably and spaciously.
What work of adults is discussed in the poem? (About the work of builders).
Who are the builders? (Children's answers).
That's right, builders are people who are the first to come to an uninhabited place, and after a few years a plant grows there.
snow-white
built
wonderful city of Norilsk.
The work of a builder is difficult, and here in the North it is even more difficult. Why do you think? (Children's answers).
That's right, because the climate in the North is harsh, and builders work outside. A professional builder must be
well organized, possess quick response, persistence. And of course, he needs to constantly replenish his knowledge
construction
builders
Norilsk,
peculiarities
construction
unfavorable climate.
Guys, we watched the construction of a house. Let's remember where construction begins? (Bulldozer drivers
level the site, drillers drilled holes for the piles, crane operators installed the piles.)
installers
install
concrete workers
fasten
masons lay beautiful bricks.)
When the construction of the building is completed, glaziers, carpenters and plasterers-painters come. What is their job?
(Glaziers glaze windows, carpenters lay floors, plasterers-painters whitewash ceilings, paint walls, etc.)
What makes the work of builders easier? (Where hard work machines help: cranes, bulldozers, etc.)
Dynamic pause “Painters”:
It's time to paint the rooms - they invited a painter,
But our painter does not come into the house with a brush and a bucket:
Instead of a brush, he brought a mechanical pump.
Paint splashes on the wall, like the sky above.
The new house is almost ready and will welcome residents for the holiday.
let's remember
professions
adults
construction? (Bulldozer drivers,
crane operators,
installers, concrete workers, masons, roofers, carpenters, plasterers-painters).
The construction site is supervised by a foreman and a foreman. They organize the work of the rest of the builders: they give tasks to the workers, draw up
applications for building materials, control the expenditure of funds. Thanks to them, buildings are built with high quality and in compliance with the planned
Let's remember the proverbs about work:
“To live without labor is to smoke the sky”
“Every man is learned by work”
“A small thing is better than any idleness”
“Labor feeds a man, but laziness spoils him”
What are these people talking about? folk proverbs? (You can't be lazy, you need to be hardworking, take care of others).
Look at the illustrations. You need to choose one construction profession and talk about it according to plan:
What is the name of the profession?
What kind of work does a person in this profession do? (2-3 children).
What did we talk about today? (About the work of different construction professions).
Creation of a model of an architectural monument of the city of Norilsk
"The first house of Norilsk"
Tasks:
1. Teach children to create models of architectural monuments of the city from available and natural materials.
2. Introduce children to the history and culture of their hometown.
3. Develop creativity and imagination.
Preliminary work: Conversations about the city and looking at photographs with views of the city, excursions.
Equipment
materials:
Photos
attractions
architectural
monuments
assistant
material, waste material, polystyrene foam, cardboard, colored paper, paints, scissors, glue, brushes, napkins, oilcloth.
Progress of educational activities:
The teacher reads a poem:
It's frosty and cold outside,
Maybe there will be a snowstorm.
Well, we don’t care at all,
We'll start creating now.
Please sit down more comfortably,
I'll tell you what we'll do...
Today we have an unusual activity. I invite you on an exciting journey
in our hometown.
What are the people of our city called? (Norilsk residents).
All Norilsk residents love their city, because this is our homeland - a place where
we were born.
Do you children love your city?
Therefore, you are real Norilsk residents.
What kind of houses are there in our city? (Concrete, brick, multi-story, etc.).
What public buildings are there in our city? (Museum, school, kindergarten, cinema, etc.)
Do you have any favorite places in our city? (Children's answers).
Well done, I see that you know a lot about your hometown.
And now we will imagine ourselves as builders and create a model of the first house
Norilsk.
The first house in Norilsk was built by the third Urvantsev expedition in the summer
1921 at Picket Zero.
The zero picket is a point, an astronomical point, Norilsk begins from here.
Now this house has been moved to Leninsky Prospekt. Nobody lives in it. But the doors
open to visitors: there is an exposition dedicated to the beginning of development
industrial area.
creation
I suggest
materials
on one's own.
Try to choose a material that matches the color, size, and structure.
Children unite in subgroups, select the necessary material for construction and create a model. In progress
work, the teacher prompts the children with leading questions, encourages the initiative of each child in search of ways
Images.
Having completed the work, the children talk about their models and share their impressions.
“The polar bear is the personification of the North”
Tasks:
1. Introduce children to the coat of arms of Norilsk, its origin, purpose, symbolism of images and colors in it.
2. Foster a sense of patriotism, love and pride for one’s hometown.
Equipment and materials: Image of the coat of arms and flag of Norilsk; collapsible image of the coat of arms of Norilsk, photographs
city and its attractions.
Progress of educational activities:
Every person on Earth has his own homeland. Our country is the largest country in the world. In which
country we live in? (In Russia.)
So, our country is Russia, and we its residents are Russians. The homeland is the native land, which, just like
mother feeds and protects us.
The city in which we live is also located on the territory of our huge country. What is it called?
(Norilsk)
What are the people of Norilsk called? (Norilsk residents.)
Raise your hands who were born in Norilsk. Look how many kids were born here,
born in another city, each of you remembers the place where you were born. Every person remembers where it went
his childhood. This is such a “little Motherland” that remains forever in a person’s heart. You live in Norilsk and this is for you
the city will be that very “small Motherland”. The following will remain in your memory forever: the house in which you live, the yard in which you play,
the school where you study, friends and acquaintances.
My city is far and near.
He is further north than others
But Norilsk is my polar
More expensive than all others.
There's a stranger here
It seems like family to me
When suddenly he smiles at me
Through the snowy, frozen smoke.
I love Norilsk when it's frosty
It chills my cheeks.
He is beautiful, like a bouquet of roses,
And as strong as granite.
And there is nothing more beautiful than him,
After all, my city is a star,
The star that was lit
The impulse of working people.
Look at the postcards that depict our city. How beautiful and cozy it is.
Guys, our Norilsk, like all cities, has a coat of arms. Here he is -
look. (Shows a photo of the coat of arms
Norilsk.)
Who do you see in the center? (Children's answers.)
A polar bear, standing up on its hind legs, holds a key above its head. The polar bear represents the North, and the key on
It says “Norilsk” - this is the key to the secrets and riches of the north. The names of chemical elements are also written on the key. These
the names indicate that they are mined in Norilsk - nickel, cobalt, cuprum (copper). In addition to these metals, the northern land contains
there are still many treasures and riches: there is ore, coal, platinum, gold, and graphite.
Do you want to know where there is so much wealth in the Northern Land? Listen to the legend.
with all the remaining jewelry. Since then, Taimyr has been rich and abundant.”
Game "Collect a coat of arms."
Look, the shield on the coat of arms is divided into 2 parts. Why do you think? (Children's statements.)
Gold and black - the gold part means the polar day, and the black part means the polar night. Who knows what a polar day is?
(Children's statements.)
That's right, this is the time when the sun does not hide from us, and if it disappears, it is perhaps behind the clouds. The polar day lasts from 19
Let's go back to the coat of arms, what does the black half mean? (Children's statements.)
What is the polar night? (Children's answers.)
This is the time when the sun hardly appears to us from above the horizon, even during the day.
Reinforcement of material in other classes and free activities:
1. Children coloring the coat of arms of Norilsk.
2. Compiling a descriptive story “Coat of Arms of Norilsk”.
3. Didactic game “Is everything correct?”
4. Consideration of the coats of arms of other Russian cities.
“Metallurgist - that sounds proud!”
Tasks:
1. To enrich children’s ideas about the work of adults in metallurgical production, to show the significance of their work.
2. Instill respect for the work of adults, cultivate a humane attitude towards their hometown, a sense of pride in their work
parents.
3. Expand your vocabulary, develop memory, thinking, and coherent speech.
Preliminary work: Conversations “My dad is a metallurgist”, “What do I know about the plant”, visiting the exhibition “Products of the plant”,
viewing the album “History of the Plant”; role-playing game "Factory".
Progress of educational activities:
The teacher reads a poem:
My years are getting older
It will be seventeen.
Where should I work then?
What to do?
What do you think we will talk about today? (Children's answers.)
And metallurgists work at the plant. Metallurgists are called differently: “people of the fiery profession”, “masters of fiery works”,
"lords of fire and metal."
Metallurgy is one of the ancient professions. Even at the dawn of civilization, people gained power over fire and thanks to this
revealed the secret of turning ore into metal. Do you want to know where there is so much wealth in the Northern Land? Listen to the legend.
“When the earth was just born, one of the spirits, the lord of wealth, was assigned to give away these riches to the entire earth. Then
spirit, put all the wealth in a huge bag and hit the road. Flying here and there, he took something out of his bag
diamonds and gold, then sapphires and rubies. But, flying over the cold Taimyr, he froze his hands and dropped the bag with
with all the remaining jewelry. Since then, Taimyr has been rich and abundant.”
What is our northern land rich in? (Nickel, cobalt, copper, coal, platinum, gold,
The profession of a metallurgist is very important. After all, metal surrounds us everywhere we go.
let's go, no matter what we do - metal is always a faithful and reliable companion.
How do people use metal? (Children's answers.)
Future metallurgists are trained in metallurgical technical schools and colleges. Which
professions
metallurgical
production? (Smelter,
steelmaker,
foundry worker, electrolyser, etc.)
Right. Now let’s remember what everyone’s job is.
Game "Who is doing what?"
A smelter works with liquid metal, melting it in a special furnace. Based on the given recipe, it determines whether it is ready
metal for release, and then pours it into molds.
The crusher crushes ore.
A steelmaker works at a blast furnace, takes samples of steel and knows exactly when it is ready.
A foundry worker casts parts from metals and alloys.
A hot metal roller works on rolling lines. It turns metal into flat sheets.
A blacksmith uses hammers and presses to forge hot metal.
At the enterprises of the mining and metallurgical company "Norilsk Nickel" metal production takes place in a certain
sequences. The ore mined from the ground “goes to work” at the processing and metallurgical plant. Here the ore is crushed
and is crushed. Over millions of years, nature has “mixed” many other minerals into the ore. The task of enrichment agents is to exclude them from
processing
unnecessary
minerals.
is happening
called
"electrolysis",
huge
miss
electricity
going
plates. (Story
teacher
accompanied by a slide show on the multimedia device.)
The plant has a lot of machinery and equipment, so it is necessary to follow safety rules. To get to
The plant will need a pass, overalls and a helmet.
The Norilsk Combine is the largest metal production enterprise in Russia.
Norilsk is dazzlingly bright snow,
Norilsk is home to the highest grades of cobalt.
Norilsk is nickel in underground piggy banks.
Norilsk is a pearl in icy Norilka.
Norilsk is the whitest nights.
Norilsk has the best workers in the world!
Years will pass, you will get a profession, and maybe one of you will work at enterprises in our city.
"Excursion to the Copper Plant"
Tasks:
1. Enrich children’s ideas about the work of adults in metallurgical production.
2. Foster a sense of pride and respect for people in the metallurgical professions.
3. Stimulate the desire to get an interesting and necessary profession in the future.
Preliminary work: Conversation about the work of metallurgists, looking at photographs and illustrations depicting Copper
plant, organization of role-playing games “Metallurgists”, “Factory”, reading fiction about the plant “Poem about Metal”
E. Efimovsky, “Steel Song” by L. Shadukaeva, design of the exhibition “My parents are metallurgists”.
Progress of educational activities:
The teacher reads a poem:
There is a nice factory in our city.
Working people melt metal here.
Here songs are written about glorious work.
Our plant is known throughout the country.
Which
do you know? (Copper plant, Nadezhda plant, Nickel plant, Processing plant,
mines "Mayak" and "Oktyabrsky", "Komsomolsky", "Taimyrsky".)
There are places in Norilsk where it is always warm and even hot. Very hot. These are smelting shops of metallurgical enterprises.
Today we are going to the Copper Factory.
In the first stages of development of the Norilsk industrial region, nickel was mainly produced, and the first plant in Norilsk
produced mainly this metal. Copper was a by-product and received less attention. In the second half of the 1940s
construction of the Copper Plant began. And in 1949 he produced the first blister copper.
So we arrived at the Copper Plant. Tell me, what is this? (A ladle with hot metal in it.)
That's right, this is an old ladle standing like a monument in the square in front of the plant.
Guys, what do metallurgists do? (Children's answers.)
Metallurgists are people who smelt metal from ore in furnaces at very high temperatures. Stay near such stoves
It’s very hot, so metallurgists have special protective clothing that doesn’t burn; they wear goggles over their eyes and a helmet on their heads.
Fire can burn your hands, so wear canvas mittens on your hands. A plant is a dangerous production facility, any
breaking the rules can cost your life!
So as not to harm your health.
Workers must wear overalls.
Now let's train
Change into overalls.
Game being played “Who can change into overalls faster?”
The smelter is the heart of the Copper Plant. Here blister copper is obtained, which undergoes further purification in
anode furnaces. The workshop is huge, cranes are working all around, flames are escaping from the furnaces. It feels like you're on set
some kind of science fiction film.
Why does our country need metal today? (Build cars, planes, trains,
ships, nails, fittings, water taps, pipes, etc.)
In order for the metal to be of high quality, the metallurgist must be very careful to
release the metal from the furnace in time. The more metal metallurgists melt, the richer our
A game
"What
at first,
Then".
Laying out
cards
image
technological process in order.
Please note that there are railway tracks leading to the plant. What do you think for
what? (Children's answers.)
The finished metal is transported on diesel locomotives to Dudinka, and then sent by steamship to other cities in our country.
What do you think would have happened if the miners had not extracted the ore? (There will be nothing to smelt, without ore there will be no metal, and without
there will be no metal, cars, etc.)
Our metallurgists not only work well, but also actively relax, they participate in sports competitions and
show their talents in creative competitions.
Our excursion ends. When you grow up, you will also come to the Copper Plant and work like your parents. For
To do this, you need to study well and go to college for technical specialties, because they will be most in demand in
future, both at Norilsk Nickel and in Russia.
Questions for consolidation:
What workshops are there at the plant?
What professions do people work in these workshops?
What devices, tools, equipment, machines are needed for work?
What safety rules must be followed at work?
"Peoples of the North"
Tasks:
1. Introduce children to the peculiarities of life of the indigenous inhabitants of the tundra (their occupations, trades, housing, clothing).
2. Cultivate love and respect for the region where you live, the desire to learn more about it.
Preliminary work: Reading stories, solving riddles. Looking at illustrations, photographs, albums,
introducing people to life in the Far North.
Equipment and materials: Illustrations about the North, the peoples of the North, their trade. Products made from deer fur. Dolls in
national costumes.
Progress of educational activities:
Guys, today we are going on a trip!
Look at the map
And find Taimyr on it
Because this is our home
We live in the north!
We will visit the northern peoples. We find out where and how they live, what they do.
What nationalities of the peoples of the North do you know? (Nenets, Dolgans, Nganasans, Evenks, Enets, etc.)
That's how many nationalities you know. Guys, where do the indigenous peoples of the North live? (In the tundra.)
That's right, they live in the tundra. You and I live in houses. And what serves as their home? (Chum.) . The teacher shows
illustrations.
Why do you think it's a tent and not a house? (They often move from place to place, tents are more convenient and easy to disassemble and
going.)
Dynamic pause “Chum”:
Chum, chum, round house.
Experience the plague!
Guests will hardly appear
Firewood is jumping into the stove.
The stove is burning hot
In a hurry to treat
Okay, okay.
Round pancakes!
Since the plague is not large, and many people live in the plague, therefore every thing has its place and
those living in it maintain order. A woman takes care of housekeeping in the tent. What is she doing,
Guys? (The housewife cooks food, cleans the tent. She does handicrafts, processes reindeer skins, and looks after the children.)
Children, we told you that a woman has a lot of housework to do in the tent, but she has free time and she
great craftswoman. What can she do? (Sews a covering for the chum. Clothes for all family members. Makes patterns for their fur,
fabrics, buttons, weaves from beads.)
The owner also has a lot of work, what does he do? (Heards deer, fishes, hunts.)
Traditional activities include hunting fur-bearing animals, wild deer, waterfowl and fishing. And in his free time he
also loves to make things. What can he do? (Making dishes, various crafts made of wood, toys for children, sleds.)
Guys, what do you think, is it cold in the tundra in winter?
In the tundra in winter, the wind constantly blows, there are severe frosts, and in order not to freeze, residents sew special clothes for themselves.
Examination of illustrations, display of dolls in national costumes.
What are the clothes made of? (Made of deerskin.)
called malitsa.
decorate
ornaments. On his feet are high boots and shoes made of deer fur.
Guys, do you think children help their parents? (Children's answers.)
In games, copying the activities of adults, children learn the profession of their parents. And the peoples of the North know how to have fun. They
They organize fun national holidays. They have their own national dances, songs, and speak their native language. And so, in
one of national holidays They organize a fun reindeer sleigh ride. Show illustration.
Outdoor game “Deer Catching”.
games:
Shepherd-educator
(child)
becomes
turning around
Rest
deer children,
become
the opposite wall facing him. To the accompaniment of quiet music, the deer children lightly run up to the shepherd. They clap their hands and
They say: “One, two, three! One two Three! Well, hurry up and catch us!” The deer children run away quickly, the shepherd catches them. Keep track of
so that the deer run up to the shepherd easily, rhythmically, no one should run until the singing ends. Teaching children to be a shepherd
as close as possible without fear of being caught.
"Living Taimyr"
Tasks:
1. To form the concept of the homeland as the place where a person was born and the country where he lives, the glory and wealth of which he owes
preserve and increase.
2. Expand knowledge about the fauna of the North, clarify the features of their adaptation to harsh climatic conditions.
3. Form an idea of wintering and migratory birds.
4. Expand and clarify ideas about the flora of the North (trees, shrubs, herbaceous plants, plants
forests, wild berries, mushrooms, moss).
5. Cultivate a desire to be useful to your city: to maintain cleanliness and order in it.
Equipment and materials: Illustrations depicting the flora and fauna of the North, globe.
Progress of educational activities:
What is the name of the country we live in? (Russia.)
Russia is a very big country. (Looking at the globe.) At the bottom of the globe is the south of Russia, where it is almost always warm and
the sun is shining. At the top of the globe is the northern territory, there is a cold, harsh climate, for many months the earth
covered with snow, icy winds blow.
Where do we live - in the south or north of Russia? (In the north.)
Connecting forests and mountains,
Lakes, rivers and meadows,
Spread out in its vastness
My Taimyr land!
Our North is a special region. There is a long polar night here, and you can often observe an unusual phenomenon - the northern
shine. (Shows illustration). Look how it shimmers with different colors!
What do you think, if the climate is such a harsh one, what kind of flora can there be? (Children's answers.)
What plants grow here? (Dwarf birch trees.)
You can also see larches and willows in the tundra. How did they adapt to the harsh northern conditions? (They are small,
are closer to the ground, as if hiding from the wind and cold.)
lichens
eat
northern
deer. (Shows
illustrations depicting lichens, mosses, dwarf birches.)
What berries grow in our North? (Cloudberries, blueberries, lingonberries, blueberries.) (Shows illustrations.)
What animals of the North do you know? (Children's answer.)
How did they adapt to their living conditions? (The fur is thick, long, thick plumage, a lot of fluff, a thick layer
Teacher's story.
“The Taimyr reserves, which are specially protected areas, are home to the rarest species of animals and birds,
listed in the Red Book. These are the polar bear, Laptev walrus, Putorana bighorn sheep, red-breasted goose, gyrfalcon,
peregrine falcon,
Lesser goose
Lesser goose
has
Name.
The Putorana snow sheep is one of the least studied animals on our planet. In the Arctic region
The Taimyr Peninsula is home to a rare cetacean, the narwhal, or unicorn.
Taimyr is also home to seal, walrus, arctic fox, ptarmigan, wild reindeer, wolverine, ermine, musk ox,
lemmings, polar wolf. The wolves living in these places are famous for their large size.
The rivers and lakes of Taimyr are rich in fish, there are more than 40 species here - from the most ordinary fry to fabulous giant fish! IN
The Taimyr rivers are home to Arctic char, omul, muksun, broad whitefish, and whitefish. There are also sterlet and Siberian sturgeon, and in mountain rivers -
grayling, lenok, taimen. In winter, ice fishing for delicious smelt fish is popular.
And the Taimyr Peninsula is famous for the fact that famous mammoths once lived here! In general, they
famous mainly for the fact that they have already died out, and one can imagine what they looked like only from the remains of skeletons, which
well preserved in permafrost. The Taimyr mammoth is an extinct species of mammal of the elephant family. Scientists
It is believed that they still lived in Taimyr approximately 5-7 thousand years ago. Mammoths became extinct due to climate change."
Game "On the contrary".
Winter is long and summer is short.
In winter it’s cold outside, but warm in the apartment
Trees in the tundra are low, but in the forest they are tall.
On a polar night it is dark outside, but the street lights make it light.
The polar owl is white, and the owl in the forest is gray.
In the north the bear is white, and in the forest it is brown.
The flora and fauna of our “little Motherland” is not rich, and it is our duty to preserve and protect nature. What we can
what to do for this? (Do not light fires, do not leave garbage, do not destroy bird nests, etc.)
We all go on vacation, where the nature of our great Motherland is much more diverse and richer, and so that not a single
plant or animal, we must take care of what and who surrounds us. We must save nature for
Russians of other generations.
The teacher reads a poem.
Love your native nature -
Lakes, forests and fields.
After all, this is ours with you
Forever native land.
You and I were born on it,
You and I live on it.
So let's all be together, people.
We treat her kinder.
"We are building a city"
Tasks:
1. Cultivate a desire to be useful to your city, to maintain cleanliness and order in it.
2. Develop the ability to independently choose materials and methods of depiction, find compositional solutions
3. Develop the ability to work in a team.
Preliminary work: Looking at photographs of city landscapes; series of conversations: “The city in which I want to live”,
“What makes a city beautiful and clean?”
Equipment and materials: Handy material, waste material, polystyrene foam, cardboard, colored paper, paint, scissors,
glue, brushes, napkins, oilcloth.
Progress of educational activities:
Today I invite you to “turn” into architects and build your own city - nice and clean.
What could it be called? (For example, “Chistograd”.)
Together with the children, the teacher selects the necessary objects and discusses their location.
Where will the cars drive and where will they - children play? (Children's answers.)
What kind of transport will people use? (Children's answers.)
What does it take to keep cars running? (Petrol.)
Where do cars refuel? (At a gas station.)
The teacher discusses the location of the gas station. On the one hand, this facility is necessary for residents
cities, on the other hand, it pollutes the environment.
Let's imagine that a gas station is located next to residential buildings or a kindergarten. For whom is this good, and for
who is bad? Why? How to find a way out?
Like any other city, there are many cars in Chistograd that pollute the air. And we know that a person must
breathe clean air. What can help clean it? Children suggest planting trees, choose areas for this and
explain their choice.
Our city is friendly with nature. Where will people relax?
Together with the children, the teacher decides to plant a forest near the river.
But you can’t drive cars into the “green zone”! Therefore, we need to come up with and draw special environmental protection measures.
signs and place them in the right places.
People care about the place where they live. The city is our common home.
What will the streets in our city be like? Where will the garbage go? Our city, like our home, must be clean. Children
they propose to put trash cans on the streets.
Let's imagine that in our city there is a factory where cars are made. There are machines working there, smoke coming out of the chimneys. Where can
locate the enterprise? Near residential buildings? By the forest or river? Why?
What can be done to prevent factory smoke from polluting the air? (We will install filters on factory pipes.)
We created our own city. Let's give names to the streets, the square, the park.
Will the river have a name?
Now let’s make up a story about our wonderful city and play: the little men come to life, walk the streets, walk, ride
work, refuel cars, relax.
As in life, over time our city will change: we will be able to rebuild it, add new streets, plant
Final lesson - quiz “My city is my future!”
Tasks:
1. Summarize and systematize children’s knowledge about their hometown.
2. Cultivate love and respect for the city where you live, a desire to learn more about it.
3. Inspire in children a desire to learn new information by listening to a peer’s story, and to share their knowledge.
Equipment and materials: Photos depicting the sights of your hometown, images of the coat of arms and
flag of Norilsk, two magnetic boards with the names of teams, magnets, badges, medals “Experts of Norilsk”.
Progress of educational activities:
Guys, let's imagine that we were all invited to a television studio for the quiz “My city is my future!” Do you agree
to be participants in this TV show?
Amazing! And I will be a TV presenter. I ask the teams to take their places. For correct answers every team, and we have them
two “Nickelka” and “Umka”, will receive these badges. At the end of the competition we will summarize the results. And the team that scores
more points will be the winner.
We’ll start the quiz by reading a poem about Norilsk:
My city is far and near.
He is further north than others
But Norilsk is my polar
More expensive than all others.
There's a stranger here
It seems like family to me
When suddenly he smiles at me
Through the snowy, frozen smoke.
I love Norilsk when it's frosty
It chills my cheeks.
He is beautiful, like a bouquet of roses,
And as strong as granite.
And there is nothing more beautiful than him,
After all, my city is a star,
The star that was lit
The impulse of working people.
There are many beautiful cities in Russia, large and small. But our city is special! The next task for the teams will be
carried out in the form of a game “What? Where? When?".
The TV presenter reads out the question. The teams confer and if they are ready to answer, they give a signal with a raised flag.
The answer is given by one team member, but another team member may add to it. If the answer is incorrect, the right to answer goes to
the opposing team.
Block "Hometown".
1. What is the name of our city?
2. What word did the name of our city come from?
3. Who is depicted on the coat of arms and flag of our city?
4. Guess its attractions from the photographs.
5. Along the streets of our city (street names).
6. What types of transport are there in your hometown?
And now it's time to warm up. We will now show the guests in the studio knowledge of the rules of behavior for pedestrians on the streets
cities. (Children stand in a circle.)
Dynamic pause "Crossroads".
Our rest is a physical minute,
Take your seats
Step in place, left, right
One and two, one and two!
In the morning you get up
You leave the house.
At the crossroads -
Your old friend.
In the morning you get up
You leave the house.
At the crossroads -
Your old friend.
A red light will blink for you,
He will say “Danger! The crossing is closed."
Yellow lighted up -
Wait a little.
Flashes green -
Go freely!
Well done, you also know the rules for pedestrian traffic and I hope that you follow them.
We continue our quiz. The next block of questions is called “Native Nature”.
Block "Native Nature".
How many seasons are there in total, list them.
Game "When does this happen?"
Game "Fourth wheel".
“Northern nature is full of wonders” (tundra vegetation).
"Animals of the North."
"Birds of Taimyr".
Musical pause. Performing the song “What is the Tundra.”
We continue our exciting journey through our hometown.
Block “City Professions”.
1.Guess the profession using keywords.
2. “Guess what I want to become?” (by action).
3. “Show different professions” (using tools).
4. Proverbs and sayings about work.
And now the competition “Professionals’ Dispute” (true - false) for captains.
This concludes our quiz, just like the TV show. The time has come to take stock.
The Nikelka and Umka teams showed very good knowledge about our city of Norilsk. They are given the title
"Experts of Norilsk". (Presentation of medals.)
Well done boys! Today you have proven that you know a lot about our city, about your small Motherland. In love for native places
begins with love for the Motherland.
Memo for teachers
“Getting ready for a walk around the city”
Dear teachers! Surely many of you have pleasant childhood memories of travel and walks!
Here are some tips to help you plan your trip so that you can
Together with your children, visit memorable places of the city, learn, relax and enjoy moments of communication.
most
attractions
necessary
appoint
most
energetic. For most children this is early morning.
Look for exhibits that are child-friendly and that exhibits can be touched.
During the excursion, it is very important for the teacher to show sincere interest in the object being studied, to listen carefully
guide, look at the exhibits, make your own comments.
The route plan must be drawn up taking into account the character and age characteristics of the child. The younger
more energetic
more mobile.
pick up
During a short excursion, I could move freely, play, and communicate with other children.
The next day after visiting a museum or excursion, it is advisable to ask the child about what he saw, what he
I especially liked it. A story about what he saw will help the child better understand and remember the new information.
During the “journey”, try to joke, laugh, and respond to children’s jokes as much as possible.
Children love to be photographed. After visiting memorable places and attractions of the city or region, fill out
photo exhibition in kindergarten. Children are happy to act as tour guides and tell parents and children of others
groups about their impressions.
When preparing for your “trip”, be sure to consider safety measures: take plain water with you for drinking, not
forget about the headdress; A well-chosen travel first aid kit can come in handy in case of minor injuries.
Consultation for parents
"Family weekend route"
it is known
the most important
comprehensively
developed
personalities
is
patriotism.
Patriotism
modern conditions is devotion to one’s Fatherland, instilling a sense of pride in one’s Motherland and one’s people, respect for
to his great achievements and worthy pages of the past.
The love of a small preschool child for the Motherland begins with the attitude towards the closest people - father, mother, grandfather,
grandmother, with love for his home, the street on which he lives, the kindergarten, the city.
Studying with children the places where you live, loving to wander along familiar streets, knowing what they are famous for -
a task that is quite within the reach of any family.
Any region, region, even a small village is unique. Each place has its own nature, its own
traditions
appropriate
material
allows
form
preschoolers
an idea of what one region is famous for.
show
history,
traditions,
sights, monuments, best people.
There are places in our city where you can visit and learn more about your native land: its nature,
traditions, pages of history, fellow countrymen - defenders of the Fatherland. With the careful attention of parents
to issues of patriotic education, every walk with a child can become a means of forming
sublime feelings, a form of attracting children to public life.
What information and concepts about their hometown can children learn?
A four-year-old child should know the name of his street and the one on which the kindergarten is located.
The attention of older children needs to be drawn to objects that are located on the nearest streets: school, cinema, post office,
pharmacy, etc., talk about their purpose, emphasize that all this was created for the convenience of people. Range of objects with which
introduce older preschoolers, expands - this is the region and the city as a whole, its attractions, historical places and
monuments. Children should be explained in whose honor they were erected.
An older preschooler should know the name of his city, his street, the streets adjacent to it, and also in whose honor they are
named. Tell him that every person has a home and a city where he was born and lives. For this you need
excursions around the city, into nature, observing the work of adults, where every child begins to realize that work unites
people, requires from them coherence, mutual assistance, and knowledge of their business. And here it is of great importance to introduce children to
folk crafts of the region, folk craftsmen
a joint
child
traveling around the city? And it’s worth starting with the Museum of Development and History
Norilsk
industrial
largest
urban
we get
opportunity
visit the past, in those times when the Norilsk plant
just started to be built.
Cozy museum halls, equipped with the latest technology
t e x n i k i s,
present
in expositions
material
and documentary
evidence
documentation,
factory models, samples of minerals and ores and much more that may be of interest to those who want to learn more about history
Norilsk. Here you can see exhibitions of paintings, photographs, sculptures related to the life of the city and the Norilsk plant.
What you and your child see in the museum halls will not leave you indifferent.
After the museum you can go to the Memorial Complex “First House of Norilsk”, which
located next to the museum building. There is an exhibition dedicated to life, work and everyday life.
the first geologists, among whom was the discoverer of Norilsk mineral wealth, the famous
geologist Nikolai Urvantsev. During your visit to the house, the guide will kindly answer all questions,
will tell you about interesting facts from the biography of the famous geologist and the things he used.
journey
interesting
Norilsk
doesn't end.
about talented
pioneers,
majority
of which
prisoners
Norillag. Their feat is immortalized in the monument to the Primate of Norilsk near
Palace of Culture on Leninsky Prospekt.
Be sure to visit the Norilsk Golgotha, which is located at the foot of
Schmidtiha,
near
from nickel
amazing
emotional impact, a monument to all whose lives were cut short in the Arctic
in the dark and terrible times of Stalinist repressions. Here you involuntarily realize what a huge price
paid
Norilsk residents
beyond Polyarny
in harsh
climatic
conditions
the flagship of the Russian economy existed and developed - the mining and metallurgical company Norilsk
Nickel", its main production site is the Polar Branch of MMC.
The museum is almost the same age as the Norilsk plant and together with it
went through the whole path of hardships and trials. That's why it's a complicated story
Norilsk, reflected in the museum’s exhibitions, echoes with pain in any caring heart.
Today the museum's stock collection includes almost 35 thousand exhibits. However, some
its parts are unequal both in the degree of their study and in the completeness of the collection.
departmental
Norilsk
state
begins
Activated
on studying
and exhibition
showing the true history of the Norilsk plant and Norillag. This approach to business has sharply increased
the prestige of the museum in the eyes of the public. It organizes up to one and a half dozen exhibitions annually, conducts
from 50 to 70 different lectures, at least a dozen evenings, and also serves more than one hundred thousand visitors and tourists. Creative
The museum staff is engaged in research, cultural, educational and educational activities.
Norilsk
hero city,
formal
signs
official status.
Bibliography
1. 33 professions: ABC of a first-grader / A.A. Usachev. - M.: Bustard-Plus, 2008.
2. The Arctic is my home: The history of the development of the North in the biographies of famous people. Polar encyclopedia for schoolchildren. - M.:
Northern expanses, 2001.
3. The Arctic is my home: Peoples of the North of the Earth. Polar encyclopedia for schoolchildren. - M.: Northern expanses, 2001.
4. The Arctic is my home: Nature of the North of the Earth. Polar encyclopedia for schoolchildren. - M.: Northern expanses, 2001.
5. Belkina A. The Tale of the Magic Springs of Taimyr, or a Journey through Four Seas and along One River. - Norilsk
Nickel, 2005.
6. Belkina A. The Tale of Polar Pirates, or how Nikelka became a geologist. - Norilsk Nickel, 2005.
7. Biological diversity and landscapes of Taimyr. - M.: ISKRA Publishing House, 2008.
8. Venetsky S.I. In the world of metals. - M.: Publishing House “Ores and Metals”, 2008.
9. Taimyr Land / Ed. T. Orlova. - Norilsk, OSTON, 2004.
10. Legends and tales of the polar night. - Dudinka, 1994.
11. Lisovskaya E., Fesko A. Taimyr Herbarium. - Norilsk: APEX, 2008.
12. Putorana Plateau: Mountainous country of polar elements. - M., 2011.
13. Putorana Plateau: The Pearl of the Taimyr Arctic. - M., 2008.
14. Stepanov V.A. We live in Russia. - M.: Onyx, 2006.
15. Cherkasova T. Putoranova country: Children's poems. - Norilsk: APEX, 2004.
The priority of regional cultural heritage means instilling patriotism using local material in order to develop respect for one’s home (family, friends), respect for the nature of the native land and study of its history, introducing the child to the national cultural heritage and traditions, works of local writers and artists.
The study of the regional component passes through four main directions: physical, social-personal, cognitive-speech and artistic-aesthetic. Children are introduced to folk culture, history, and the natural environment in all types of activities, affecting all educational areas...
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Implementation of the regional component in preschool educational institutions
Gotsulyak O.V., senior teacher of MBDOU No. 56
Federal state requirements note that the part of the program formed by participants in the educational process must reflect the specifics of the national and cultural conditions in which the educational process is carried out.
The priority of regional cultural heritage means instilling patriotism using local material in order to develop respect for one’s home (family, friends), respect for the nature of the native land and study of its history, introducing the child to the national cultural heritage and traditions, works of local writers and artists.
The study of the regional component passes through four main areas: physical,social-personal, cognitive-speech and artistic-aesthetic. Children are introduced to folk culture, history, and the natural environment in all types of activities, affecting all educational areas...
Before starting work in the area of ethnocultural development, preschool teachers in September 2012. Children were diagnosed to identify the level of knowledge about folk items, holidays, traditions, folk games, and the history of the region.
Analyzing the diagnostic results, we drew conclusions about children’s insufficient knowledge of the national and regional component. The children knew fairy tales and games, but found it difficult to name household items, tools, and the history of Russians and Circassians in ancient times; children are practically unfamiliar with the symbols, sights of the city and the flora of the Republic of Armenia; insufficient knowledge in the field of decorative and applied arts and traditions.
Based on the results of the study, we determined:
Target: Construction of an innovative model of the educational space of preschool educational institutions, ensuring accessibility and new quality of education in accordance with FGT.
Tasks:
Develop a system of activities aimed at involving teachers in innovative activities with a regional component.
Create conditions for advanced training teaching staff on innovation activities.
Ensure updating of the subject-development environment of the preschool educational institution.
Outline the sequence and content of work with children according to the national and regional component.
Develop a system of activities for the regional component together with society to ensure the implementation of FGT.
To successfully implement these tasks, the efforts of many specialists from the institution were combined: educators, music directors, educational psychologist, physical education instructor.
ASU teachers V.V. were invited to the preschool educational institution. Zaiko, B.Kh. Panesh, and scientific director of the project L.Kh. Tseev. They introduced teachers to the additional program"Me and my world" its distinctive feature is the presence of a regional component.The program provides for introducing the child to the world of universal and ethnocultural values.It was jointly decided to create an experimental platform for testing this program at the preschool educational institution.
We also use an additional program“Introducing children to the origins of Russian folk culture”- ed. O.L. Knyazeva. This program defines new guidelines in the moral and patriotic education of children, based on their familiarization with Russian folk culture. primary goal - promote the formation of a personal culture in children, introduce them to the rich cultural heritage of the Russian people.
Particular attention was paid to the creation of a subject-developmental environment through which the child enters the world of national folklore, language, and way of life.
In the corners of national-regional education, the child has the opportunity to gain his first insight into the history of life in his native land. This is where the delivery of information through play expands for children. The most relevant material for each age was selected: in the younger and middle groups, albums of their immediate environment are presented (“My Family”, “Streets of Our City”, “My Kindergarten”), at an older age the topic expands (“Sights of the City of Maykop”, “My Land”, “Our Maikop”, etc.), dolls in national costumes “Russian Beauty” and “Circassian Woman”, household items, models of dwellings of Adyghe and Russian families, maps of the Russian Federation and the Republic of Armenia. Visual material on patriotic education “My Big and Small Motherland” is also designed, where children get acquainted with Russian and Adyghe state symbols. Even the design itself contains a deep meaning of the unity of peoples.
“Folk creativity” - enriched with objects of folk art crafts (“Dymkovo toy”, “Gzhel”, “Khokhloma painting”, Adyghe ceramics, toys made by folk craftsmen, etc.), musical instruments.
The methodological room contains materials on local history: methodological and fiction literature (poems, stories, folk tales); thematic albums were designed: “My favorite city of Maykop” to introduce children to architectural monuments and “The Nature of Adygea” (Great Caucasus Nature Reserve, Guzeripl, Lago-naki, Rufabgo waterfalls, etc.), a video library was compiled; card index of lesson notes and methodological developments in this direction; photographic materials, visual demonstration materials of local history: illustrations and albums for acquaintance with the flora and fauna of the RA “Birds of our region”, “Animals of the RA”, a “Red Book” has been compiled, which introduces children to the protected plants and animals of the RA.There is an electronic “Bank of Ideas” where preschool teachers accumulate experience in working with children.
Work in kindergarten on the regional component is carried out in several directions - children, teachers, and parents are included in this process. As part of our work with personnel, our preschool educational institution has organized various shapes advanced training for teachers:
Pedagogical councils, workshops, consultations, round tables, days of pedagogical excellence; master classes on the topic: “Me and my family”, “Genealogical family tree”, etc.
The second and main direction is working with children. The regional component is implemented through educational activities, joint activities of children, teachers and parents, and motor and recreational work. The effective and systematic assimilation by children of knowledge about their country, hometown and the Republic of Armenia is facilitated by perspective - thematic planning of educational work. It has topics such as: “Republic Day”, “Folk culture and traditions”, where children get acquainted with the national culture. Topics are repeated in each group, but the content and volume of material changes; each topic pays attention to the study of the culture of its people. For example, on the theme “Theatre Day,” children and teachers dramatize folk tales.
The principle of integration of educational areas allows us to organize this work in an interesting, varied way, so that everything that we want to convey to children is perceived by them deeply and for a long time.
For example, when planning work in educational areas:
« Physical Culture» - a physical education instructor teaches children folk games “Lapta”, “Blind Man’s Bluff”, “Hat”, “Crane-Crane”. We introduce children to the achievements of the athletes of our Republic of Adygea (we are champions of judo, hand-to-hand combat, volleyball, gymnastics) - our plans are to create a portrait gallery of outstanding athletes of our Republic.
"Cognition" - acquaintance with the nature of the native land is carried out through excursions, on walks, during observations; they created an exhibition of photographs “City Attractions”. We use it the same way gaming technology V. Voskobovich: “Igrovisor”, “Cross”, “Honeycomb”, “Letter Constructor”, “Funny Numbers”, “Dyenesh Blocks”, “Cuisinaire Sticks”, etc.
« Communication – we conduct conversations (“I am in a multinational family”, “Famous names in the world, the country and Adygea”, we introduce the features of the Adyghe ethnic group and enrich children’s ideas about the diversity of traditions and customs of different peoples).
« Reading fiction to children» - Much work is being done on reading fiction, oral folk art, fairy tales of writers and poets of Russia and the Republic of Armenia. A card index of writers and composers of the region, little books “Outfits of different nations”, “National holidays” have been created.
" Music " - musical directors teach children national songs and dances (“Uj”, “Lezginka”, round dances, Russian dances) introduce folk instruments (Adyghe: pshine - accordion, pkhachichi - rattles; Russian accordions, flutes, balalaikas, etc.) , helping to introduce children to the history and culture of peoples.
At the preschool educational institution there is a theater group “Visiting a Fairy Tale.” We tried our bestcreate conditions for immersing a child in the knowledge of living, colorful national creativity and values through folklore and theatrical performances, playing out nursery rhymes, fables - “Cap of Fables”, “Adventures of a Beekeeper”, “Geese-Swans”, “Cunning Sparrow”, “Turnip” “Setenai” -flower”, etc.
We hold folklore concerts and folk festivals.
"Artistic creativity"- in art classes, children learn about the origin of Russian and Adyghe dishes and utensils, master the skills of drawing national ornaments on the silhouettes of dishes, clothes, and shoes. Together with the children, we prepared an exhibition of drawings on the topic “Russian and Adyghe folk tales.”
"Socialization" -We introduce children to basic information about the location of the Republic of Armenia on the map of Russia, the sights of the Republic of Armenia, the Symbols of Russia and the Republic of Armenia - coat of arms, anthem, flag.
We give initial ideas about the history of the indigenous peoples of the RA - Circassians, Circassians, Russians, a general concept of the existence of different religions among the peoples of the RA. Talk about national cuisine Circassians, Russians, traditional national clothes.
We have developed local history games: -Field of Miracles on the theme: “My big and small Motherland”, “Love and know your land”. “Ancient and non-antique”, “Peculiarities of life of the peoples of Russia and Adygea”, “Sights of the native city”;-games-conversations "We need differences"-games - travel“Russia is my native country”, “Guess where they live”; excursion games “Souvenir Shop”.
"Labor" - created models of the city of Maykop and the city park from waste material.
"Safety" - teachers developed games “Safety on city streets”, “Find your way home”, etc.
In our work we usemultimedia teaching aids(presentations on the topics: “Moscow is the capital of our Fatherland”, “Adyghe national costume”, “The Tale of Tolerance”). During computer presentations, children get acquainted with antiques that they cannot see directly, with the art of other peoples.
National flavor is always present in various events. A particularly significant event is the celebration of the Day of the City of Maykop - teachers make crafts together with children and parents dedicated to this day.
I would especially like to note the holding of an open event: to “ International Day native language" - a theatrical performance was organized based on r. n. With. “Geese - Swans” with the aim of promoting knowledge of the native language, Russian and Adyghe folklore and folk children's games, developing interest in the study of folk tales. The guys sang ditties, read poems by Russian and Adyghe poets about their native language and native land: “About the native language” by G. Purg, “Native language” by M. Paranuk). National dishes (shchelyam, pancakes) were prepared with the help of parents and staff of the preschool educational institution.
Teachers together with parents compiled the “Book folk wisdom"- a collection that includes Russian and Adyghe proverbs, sayings, fairy tales, jokes, riddles, counting rhymes, sayings, songs.
At the preschool educational institution we conduct entertainment and holidayswith ethnocultural and state themes: “Day of the Adyghe National Costume”, “Day of Slavic Literature and Culture”, “Day of the Adyghe Language and Writing”. The following were organized: competitions for reciting poems in their native language and for the best illustration for the works of Adyghe authors, open shows of OOD. Children take an active part in all activities with interest.
The family is the main source of folk traditions. We interested them in the problem of introducing children to the cultural and historical values of Russia and the Republic of Armenia. The following forms of work have successfully proven themselves: - parent meetings, where issues of ethnocultural education are actively discussedand raising children (“Favorite folk games of children”, “Native tales”); -consultations for parents (“Russian and Adyghe traditions in raising children”, “How to make a folk toy with your baby”, “My pedigree”); -workshops in the form business games, visiting the national museum.
Parents took an active part in creating a subject-development environment in groups (collecting exhibits for the museum), assisted in the manufacture of folk costumes, and participated in folk festivals and entertainment.
As part of the developed plan, exhibitions of products of joint creativity between adults and children (“My Family”, “National Costume”, “Genealogical Tree of My Family”) were organized.
Were organized meetings children with employees of the National Museum of Maykop (game program to familiarize childrenwith household items of the Circassians “Grandmother’s Chest”, with the folk toy “History of Toys”), ensembles “Maikopchanka”, “Cossacks”.
After testing the programs in April 2013, a control study was conducted. After analyzing the results obtained, we can do the following: conclusions : that the work on the programs “Me and My World”, “Introducing Children to the Origins of Russian Folk Culture” brought positive results: many children increased their knowledge about folk items, holidays, traditions, folk games, various types of folk and applied arts. This suggests that the majority of group students have an understanding of ethnocultural values and are ready to learn the history of the people.
Actively involved in project activities, our teachers last year Special attention turned to the creation of projects, methodological developments and original programs with a regional component, presented in the framework of city and republican competitions: the project - “Me and my Republic of Adygea!” and methodological developments - “Our multinational family”, “My homeland is my Adygea”, the program “Love and know your native land...” Experience in the regional component is summarized in the press, at pedagogical readings, and discussed at scientific and practical conferences.
The introduction of a national regional component makes it possible to achieve certain goals in children’s knowledge and understanding of universal human values.It is very important to instill in children a feeling of love and affection for the natural and cultural values of their native land, since it is on this basis that patriotism is brought up.
So, the advantage of the regional component is, first of all, that the created unified system:
Gives more effective results in developing children's emotional responsiveness to ethnocultural heritage;
Allows you to search for non-standard forms of activity;
It makes it possible to harmoniously introduce the requirements of FGT into the system of ethnocultural education, to combine new technologies with traditional ones.
The Federal State Requirements note that the part of the program formed by participants in the educational process... must reflect the specifics of the national-cultural... conditions in which the educational process is carried out. So new normative document activates the rethinking of cultural content in the regional, taking into account that the specifics of regional culture are built not only on the general processes occurring in education and culture, but also on the development of children as representatives of the region, on the one hand, and as bearers of local culture, on the other hand .
The preschool period is favorable for immersing a child in the origins of regional culture, including him in in-depth human knowledge, for awakening in him the need for knowledge of the surrounding conditions, a common living space for all, for the integrated assimilation of local historical, cultural and climatic features, specific traditions, national, geographical and regional-cultural features of their social environment.
National-regional component(native nature, cultural heritage - monuments of architecture, art, decorative and applied arts, artistic and craft traditions, language, rituals, folklore, folk games, etc.) helps children feel and recognize their belonging to their “Small Motherland”, to to their home, perceiving the fullness of their immediate environment, while assimilating universal and national values in spiritual, material, moral and aesthetic terms.
The modern task is to lay moral foundations in children that will make them more resistant to unwanted influences, to sow and cultivate in the child’s soul the seeds of love for their home, for the history of their native land, created by the work of relatives and friends, those who are called compatriots. These ideas become sources for the creation of variable programs of a moral and patriotic orientation.
The system and sequence of work with children to familiarize them with the Russian national culture and history of their native land can be presented as follows:
Block "Together a friendly family" designed to help the child understand the connection of times, the history of his family, instill a sense of pride in his ancestors, develop interest in his genealogy, in the study of the national, class professional roots of his family in different generations; expand knowledge about the world around us; cultivate a caring attitude towards living nature and respect for the work of adults.
Block “My Small Motherland” involves working with children to familiarize themselves with their native land. Children gain knowledge about the nature and animal world of the region, about protected places, the heroic past of their hometown, and get acquainted with the coat of arms and other symbols of the city (village). The presence of architectural monuments and attractions determines the need for a historical excursion into the city’s past. The development of folk crafts also has its roots deep in history. Children get acquainted with the traditional handicraft art of the region: for a specific region these are their own crafts. During the lesson, children receive information about the people who glorified their native land and get acquainted with their genealogy.
Block “My native country is wide”- the most voluminous section, which assumes that the child, having certain knowledge about his native land, country, gets acquainted with the origins of our ancestral home - Ancient Rus', with its way of life, way of life, national identity of the Russian language, traditional values, folk calendar. Children reflect their impressions of the acquired knowledge in artistic and productive activities.
The system of national values creates a semantic basis for the space of spiritual and moral development of the individual. In this space, barriers between individual academic subjects, between school and family, school and society, school and life are removed.
The creation of a unified educational space, taking into account regional specifics, should cover preschool and school institutions, educational institutions, social and cultural institutions, complexes in their interrelation. In this context, education will act as one of the important means of development of the region.
Based on materials from N.V. Rudskoy,leading specialist - department expertKursk City Education Committee
In accordance with clause 2.6. Federal State Educational Standard for Preschool Education, the content of the educational field “Social and communicative development” is aimed at: - mastering the norms and values accepted in society, including moral and moral values, the development of communication and interaction of the child with adults and peers; -formation of the foundations of safety in everyday life, society, and nature. The content of the educational field “Cognitive Development” assumes: - the formation of primary ideas about the small homeland and Fatherland, about the socio-cultural values of our people, about domestic traditions and holidays, about the features of nature.
The use of the regional component as one of the means of socialization of preschool children involves the following: 1. Familiarization of preschool children with their native land during the implementation of the educational program of the preschool educational institution. 2. The introduction of a regional component, taking into account the principle of a gradual transition from what is closer to the child, personally significant (home, family) to what is less close - cultural and historical facts. 3. An activity-based approach to introducing children to the history, culture, and nature of their hometown, when children themselves choose the activities in which they would like to participate in order to reflect their feelings and ideas about what they saw and heard. 4. Interaction with parents. 5. Professional development of all participants in the educational process (educators, specialists); 6. Generalization of experience in teaching activities, study of the effectiveness of innovative activities and its results in the main areas of work with children, teachers, and parents.
Goal: to form preschoolers’ initial ideas about the features of their hometown. Objectives: - introduce children to the features and traditions of the city; - form ideas about your hometown: history, streets, professions; - introduce the names of famous fellow countrymen; - to develop knowledge about the living and inanimate nature of the city; - lay the foundations of a moral personality, national pride and national identity.
Effective formation of the foundations of cultural and historical heritage in children is possible if the following factors are observed: the use of local history programs and technologies; a complex combination of various types of child activities; creating conditions for self-realization of each child, taking into account his accumulated experience, especially the cognitive and emotional sphere; taking into account the specifics of the organization and construction of the pedagogical process; the use of forms and methods aimed at developing emotions and feelings.
For the effective implementation of the regional component, a number of pedagogical conditions are necessary: Creation of a cultural and developmental environment in preschool educational institutions Preparing the teaching staff for the implementation of the regional component of preschool education Organization of effective interaction between the preschool educational institution and society Integration of the regional component into educational activities Organization of effective interaction between preschool educational institutions and families.
Age-related features of preschoolers’ learning of program material in the educational field “ social and communicative development" (regional component) 3-4 years 4-5 years 5-6 years 6-7 years knows his own name, recognizes and names adults in life and in pictures, understands that other children also have their own family, knows parents his last name, first name of his parents, family ties and his social role, knows how to politely address teachers by first name and patronymic; notes characteristic changes in nature; names the plants growing on the site. gives his home address and the name of the city in which he lives. knows the first and last name of the parents; their professions, briefly talks about them, names some of the city's attractions. names objects located in the kindergarten microdistrict; streets, can independently determine the route from home to kindergarten on a plan diagram and in space, is familiar with the works of local poets and artists. has a general understanding of the history of his city, symbols, traditions of his native city
Preparing the teaching staff for the implementation of the regional component of preschool education When starting work on the regional component, the teacher himself must know the cultural, historical, natural, and ethnographic features of the region where he lives in order to instill in preschoolers love and respect for the folk traditions of his region.
Organization of effective interaction between a preschool educational institution and society A modern preschool educational institution cannot successfully implement its activities and develop without broad cooperation with society at the level of social partnership (museums, theaters, folklore groups, etc.)
Integration of the regional component An important place in introducing preschoolers to the culture of their native land is occupied by folk holidays and traditions, which are studied during preparation for calendar and ritual holidays: Christmas, New Year, Maslenitsa, Bird Day, etc.
THEMATIC BLOCK “CITY. ATTRACTIONS. HISTORY" Objectives Topics and forms of work To form knowledge about the native city, its cultural and historical values To acquaint children with the symbols of the city, its attractions To develop cognitive interest in the history of the native land on the basis of local history material Junior and middle preschool age topic "Where we live" Topic " Where we live" "My house, my street" "Favorite kindergarten" "Streets of my hometown" "City life" Excursions starting from the 2nd half of the middle group: around the kindergarten, to the buildings, along the city street. Role-playing games: House Family City street Commonwealth with family Questionnaire “Do you know the sights of the city” Open day Stand “The story of one photo”
Expand children's knowledge about their hometown, its cultural and historical values. Continue to introduce children to the symbols of the city, its sights, and memorable places of the city. Develop cognitive interest in the history of the native land based on local history material. Senior preschool age Theme “Where we live” My hometown, region Symbols of the city Memorable places Journey into the past of the city Kaliningrad - the city of the future Excursions: The ABC of a pedestrian To the local history museum To places of military glory Role-playing games: House-family City street Construction Competitions: Drawings “Kaliningrad - the city of the future” Making models of your hometown” Collaboration with the family Questioning “Do you know your city” Open door Day Stand “The History of One Photo” Competition “Making a Model of the City”, co-creation of parents with children Family project “Family Traditions”
THEMATIC BLOCK “NATURE OF THE HOME TOWN” Objectives Topics and forms of work To expand, generalize and systematize children’s knowledge about the nature of the preschool site. To educate from the first years of life a socially active, creative personality capable of understanding and loving nature Junior and middle preschool age Theme “Welcome to ecology” “Trees around us” “Work in nature” “How birds in the city prepare for winter” “Feeding” birds" "Friends of the forest. What is good and what is bad" Promotions Labor walks-promotions Let's feed the birds Community with the family Competition "Birdhouses for birds"
Expand, generalize and systematize children’s knowledge about the flora and fauna of the city’s surroundings and the problems of their native land. To educate from the first years of life a humane, socially active, creative personality, capable of understanding and loving nature, treating it with care, transforming and enhancing it Senior preschool age Theme “Welcome to ecology” Conversation about domestic and wild animals Doctors of the forest. Why does a person plant a forest? “Living and inanimate nature of the Kaliningrad region” “The influence of inanimate nature on the life of plants and animals in the city” Competition. Promotion. Exhibition “Fantasy” / crafts made from natural materials / Action “Second life of waste material” Exhibition of drawings “Nature of the native city” Community with the family Questionnaire “What do I know about the nature of my native land” Competition of family traditions Hiking trips Clean-up work “Greening of garden plots”
THEMATIC BLOCK “CULTURE, RECREATION, SPORTS” Objectives Topics and forms of work To introduce children to Russian folklore, masters of artistic crafts, and the work of local poets, composers, and artists. To promote the overall development of the child based on love and interest in the culture of the city. Theme “Introduction to folk origins, urban traditions” Junior and middle preschool age Acquaintance with folklore Wonderful Russian chest Fair Craft shop Grandmother’s tales Grandfather’s golden hands Senior preschool age Miracle - wonderful, marvelous (fairy tales, legends and folklore of the Russian people) Traditions of the Russian people Acquaintance with the work of local poets, composers, artists Cultural and sports centers of the city Sport is health Traditions of the native city
Introduce children to Russian folklore, masters of artistic crafts, and the work of local poets, composers, and artists. To promote the overall development of the child based on love, interest in the culture of the city and sports. To develop children's cultural behavior skills Excursions starting from the second half of the middle group: to art school to music school Calendar and ritual holidays Russian gatherings Kolyada - open the gates Wide Maslenitsa Easter City traditions festival of children's creativity City Day June 1 - Children's Day Community with the family: joint physical education and musical leisure activities family traditions drawing competition, co-creation between parents and children, photo exhibition " Summer rest»
When implementing the regional component, the organization plays an important role project activities. “Sights of Kaliningrad”, “Why was the street called that”, “Sunny Stone”, “My microdistrict” “Birds of the Kaliningrad Region” “Baltic Sea” “Animals of the Kaliningrad Region” “Red Book of the Kaliningrad Region”, etc.
To ensure the implementation of the regional component, it is important to create an aesthetically attractive educational and cultural environment, aimed, first of all, at ensuring the spiritual and moral development and education of children in accordance with the requirements of the Federal State Educational Standard for Education.
The effectiveness of work on the implementation of the regional component assumes that in the process of forming the foundations of local history, the child: acquires a certain system of knowledge about the connection and interdependence of humans, animals, flora and the world of people of his native land, about the peculiarities of human communication with the outside world and the impact of this interaction on himself ; masters ideas about himself, his family, his belonging to a certain nation, the elementary history of his family; determines its social role; has a basic understanding of the history of his native city and its attractions; enriches vocabulary, develops memory, thinking, imagination; learns to rationally use skills in independent activities; acquires goodwill, sensitivity, and cooperation skills in the process of communicating with each other; develops independence, creativity, initiative;
Conclusion: implementation of the regional component in preschool institution, built in the system will contribute to the achievement of the following targets of the Federal State Educational Standard for Education: - the child masters the installation of a positive attitude towards the world, towards different types of work, other people and himself, has a sense of self-esteem; - distinguishes between conditional and real situations, knows how to obey different rules and social norms; -has basic knowledge about himself, about the natural and social world in which he lives.
Literature: 1. Bure R.S. Social and moral education of preschool children. Methodological manual / R.S. Bure - M.: Mosaic-Synthesis, - 80 p. 2. V. Koltakov “From the history of the Lipetsk region.” - Voronezh: Central Black Earth Book Publishing House, A.S. Morgachev "Lipetsk. Pages of history.” - Lipetsk: Central Chernozem Book Publishing House, A. Berezen “Our Land of Lipetsk.” - Voronezh: Central Chernozem Book Publishing House, “The Art of the Native Land.” - Lipetsk: LIRO, Astakhov V.V., Dyukarev Yu.V., Sarychev V.S. Reserved nature of the Lipetsk region. - Lipetsk: LLC “Foto-Prof-TASS”, Shalnev B.M., Shakhov V.V. The world of childhood. Native culture: a textbook-reader on local history of the Lipetsk region for preschool and primary school age. Ryazan - Lipetsk: GELION, Shalnev B.M., Shakhov V.V. Lipetsk Encyclopedia: in 3 volumes - Lipetsk, Baradulin V.A. Fundamentals of artistic craft: in 2 hours - M., Education, 2010.
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