Senior group. Senior preschool age. Children 5-6 years old
GCD for spiritual and moral education in the senior group “There is Zmievka on earth - there is a small Motherland” GCD “There is Zmievka on earth - there is a small Motherland”
Goal: to form the concept of
“small homeland”
.
Objectives: educational: expand knowledge about the native village, its attractions developmental: develop coherent speech, interpersonal communication skills educational : arouse interest in...
Physical education lesson in the senior group “Birds of Russia” Objectives: - teach children to form two circles, jump over high objects 15-20 cm in a straight line on two legs; - practice running with a long and short “snake”
, in climbing a gymnastic wall with a transition to the next flight and a change in tempo; - strengthen walking skills...
Work program of the circle for patriotic and moral education “Young Citizen”
1.3.
Principles for the formation of the Program
The content of the work program of the circle corresponds to the basic provisions of developmental psychology and preschool pedagogy and is built on the principle of developmental education, the goal of which is the comprehensive development of the child, ensuring the unity of educational and training goals and objectives.
The work program of the circle is developed in accordance with the principles and approaches defined by the Federal State Educational Standard for Education:
— the principle of developmental education, the goal of which is the development of the child;
— the principle of scientific validity and practical applicability;
— the principle of the criterion of completeness, necessity and sufficiency;
— the principle of unity of educational, developmental and training goals and objectives of the educational process of preschool children, in the process of implementation of which such knowledge, skills and abilities are formed that are directly related to the development of preschool children;
— the principle of integration of educational areas in accordance with the age capabilities and characteristics of students, the specifics and capabilities of educational areas;
— the principle of complex thematic construction of the educational process;
— the principle of child development, taking into account the age-related patterns of his mental development at each age stage;
— the principle of implementing qualitative, age-related, cultural-historical, personal approaches.
1.4 .
Age-related features of the development of children 4–5 years old
In the play activities of children of middle preschool age, role interactions appear. They indicate that preschoolers begin to separate themselves from the accepted role. During the game, roles may change. Game actions begin to be performed not for their own sake, but for the sake of the meaning of the game. There is a separation between playful and real interactions of children. Visual arts are undergoing significant development. The drawing becomes substantive and detailed. The technical side of visual arts is being improved. Children can draw basic geometric shapes, cut with scissors, stick images on paper, etc.
The child’s motor sphere is characterized by positive changes in fine and gross motor skills. Develops dexterity and coordination of movements. Children at this age are better than younger preschoolers in maintaining balance and stepping over small obstacles. Ball games become more difficult.
By the end of middle preschool age, children's perception becomes more developed. They are able to name the shape that this or that object resembles. They can isolate simple forms from complex objects and recreate complex objects from simple forms. Children are able to organize groups of objects according to sensory characteristics - size, color; select parameters such as height, length and width. Orientation in space is improved.
Project for children 6-7 years old. Patriotic education
Project for children of the preparatory group of a preschool educational institution.
Topic: “Our Motherland - Russia” Author: Amirova Galina Rinadovna Description: In this publication, I offer you the project “Our Motherland - Russia”, aimed at instilling patriotism in older preschoolers. The publication is aimed at an audience of teachers working with older preschoolers and primary schoolchildren. Purpose of publication: dissemination of teaching experience. Project “Our Motherland - Russia”. Preparatory group for school Prepared by: Antonova T.G. Amirova G.R. Introductory conversation with children: Children, today we are talking about our country. What is it called? (children's answers). And we, living in Russia, are Russians. Our Motherland is a very ancient state; it arose many, many years ago. Ancient legends tell. that on a beautiful land, where there were many rivers, forests and valleys, long ago the Slavs lived. • Slavs – means a glorious, worthy people: proud. handsome, brave. Children, remember this word - Slavs. They were our ancestors (showing illustrations). Now tell me what the word “ancestors” means? (children's answers) These are people who lived on this land, where you and I live now, many, many years ago, that is, before us, before, in front of us. The teacher draws the children's attention to the map. “Which country do you think is on the board? (children's answers) That's right, this is a map of our Motherland. Look at the huge territory our Motherland, Russia, occupies. (I show the borders of Russia, the children follow the pointer) • I read the poem: “How great is my land! How wide are the spaces! Lakes, rivers and fields. Forests, and steppe, and mountains! My land stretches from north to south, When in one region it is spring - In the other there is snow and blizzard.” • Russia is a large country and it is inhabited by many peoples. What language do you think most of the population speaks? (children's answers) That's right, in Russian. • There are many mountains in our country. Ural, Caucasian, Altai. The highest mountain in our country is called Elbrus, the deepest lake is Baikal. And the longest Russian river has a beautiful female name - Lena. (the teacher shows the named places on the geographical map of Russia) • In the summer, children and their parents go on vacation to the Black, Azov, and Caspian • In Russian forests there are wolves, brown bears, hares, foxes and moose. The taiga is home to squirrels - flying squirrels, lynxes and tigers. And in the north live walruses, seals and polar bears (show illustrations). • Russia is also rich in natural resources - coal, oil, gas, iron, copper, gold and platinum. This is how beautiful and rich our country is! Children, what is the name of the capital of Russia? (children's answers) What is the name of the main square of the country where special events take place: parades, demonstrations, concerts? (children's answers, showing illustrations). • A huge number of people live in Moscow - there are many avenues, squares, parks, theaters, and museums. Buildings in Moscow are high-rise, multi-story. There is a metro underground. There are also many other attractions in Moscow: the Kremlin, the Tsar Bell, the Tsar Cannon, the Bolshoi Theater, St. Basil's Cathedral, the Historical Museum (the teacher demonstrates color illustrations and postcards depicting the sights of Moscow.). Project topic: "Our Motherland - Russia" Project type: Information - research - creative. Implementation timeframe: long-term. Relevance of the topic: It is very important that children understand as early as possible that the big Motherland is Russia, the Russian Federation, it is one for everyone who was born in its vastness, loved it, who makes efforts to make it even more beautiful, richer, mighty power. And each of us needs to be able to be useful to her. And for this you need to know and be able to do a lot; From childhood, do things that would be for the benefit of your home, kindergarten, city, and in the future - for the benefit of the whole country. Acquaintance with the great Motherland - Russia - is the third main stage of moral and patriotic education of children. If a person cares about the Motherland, it means that he is its son, and that means Russia is the Motherland for him. Hypothesis: Love for the Motherland is the greatest and dearest, deepest and strongest feeling. To become a patriot, a person must feel a spiritual connection with his people, accept their language and culture. Native culture, like father and mother, should become an integral part of the child’s soul. With this in mind, we strive to instill in children love and respect for the capital of the Motherland, for folk traditions, folklore, and nature. Goal: To educate children to love their large, multinational Motherland - Russia. Creating conditions for the emergence of citizenship and patriotic feelings towards one’s homeland. Objectives: 1. Replenish, clarify and consolidate children’s ideas about the country - Russia, its symbols, capital, natural resources, culture, peoples, traditions, holidays. 2. Give an idea of the concept - Small Motherland. Teach to love your parents, home, village, country. 3. To foster love and respect for one’s nationality, a tolerant and respectful attitude towards representatives of other peoples inhabiting Russia, to contribute to the formation in children of the concept that we are all united, despite the shape of our eyes and the color of our skin, we all have one, indivisible Fatherland. 4. Foster a sense of pride for your homeland; 5. Contribute to the emergence of patriotic feelings. Project participants: 1. Children of the preparatory group. 2. Educators. 3. Parents. Expected result: After completing the project, children will know: - symbols of Russia (flag, coat of arms, anthem of Russia). - The nature of your native places, admire nature, treat it with care. - Four to five peoples living on Earth, their way of life, traditions, -Climatic and natural conditions. Questions guiding the project : Fundamental question: - What is Russia? Problematic questions on the topic: - What is nature like in Russia? — Location of Russia on the map? — Symbols of Russia? — People of different nationalities live in Russia. Methods: 1. Method of problematic questions; 2. Method of analysis; 3. Game modeling method; 4. Method of conversation, etc. Interaction with specialists: Musical director - Anikina L. M.; Speech therapist - Degtyareva A.Sh. Project products: Center for Patriotic Education in a group, Interactive folder - Lapbook “Russia - we know, we love, we are proud of!”; Thematic illustrated albums. Collection of thematic slide presentations. Stages of project implementation Stage 1
– Preparatory 1.Introduction to a game situation (invitation to travel around Russia).
2. Formation of the problem: “What do we know about Russia?” 3. Leading up to the formation of tasks: - acquaintance with the natural areas of Russia; -introduce the flora and fauna of central Russia; -introduce folk traditions and culture of Russia; -learn about the features of Russian costume; -have an idea of crafts and basic elements of patterns; folklore; -take part in Russian folk games and competitions; -reflect impressions in products in your activities; -introduce you to natural resources and the main city of Russia; -introduce the concept of “Small Motherland” Stage 2
- Basic Organization of children’s activities in accordance with the long-term plan for the implementation of the project;
Collaboration with parents; Setting up a center for patriotic education in the group; Making a lapbook “Russia – we know, we love, we are proud!” Stage 3
- Final Presentation of the project.
Awarding certificates of gratitude to children and parents who took the most active part in the work on the project. Relaxation. Implementation of the project through various activities. Cognitive development Direct educational activities, conversations with the display of slide presentations or illustrations:
“Our country is Russia”;
“Moscow is the capital of our Motherland”; "History of the Moscow Kremlin"; "Peoples of Russia"; "Day of National Unity"; “Climatic zones of Russia”; "Nature of Russia"; "Blue Rivers of Russia"; “State symbols of Russia: coat of arms, flag, anthem”; "Victory Day"; "Our Army"; “Tashla is my little homeland”; “Flora and fauna of central Russia”; “Fauna of central Russia”; “White birch is a symbol of Russia.” Didactic games:
“Find the flag of Russia”, “Find out our coat of arms”, “Find the coat of arms of Russia among the coats of arms of different countries”, “Whose suit”, “World of profession”, “What tree is the leaf from”, “When does this happen”.
Speech development Teaching storytelling
“The main city of our country”;
"Cities of Russia"; “What peoples live in Russia”; "The Wealth of Russia"; “Heroes of the Russian Land” “Russian Folk Crafts”; "My little Motherland"; Reading stories, fairy tales, poems:
“What I saw” B. Zhitkov;
“Motherland” by Alexandrov; “History of Russia in stories for children” (separate chapters) by A. Ishimov; "Yolka" V. Suteev; “Two Birches” by T.A. Shorygin; “Walk” S. Mikhalkov; “The Little Humpbacked Horse” Ershlov; “As it comes back, so it will respond” r.n.s.; “Bragging hare” r.s.; “The Frog Princess” r.s.; “Sister Fox and Gray Wolf” r.s.; “The Snow Maiden and the Fox” r.s.; “Sivka-burka” r.s.; "Khavroshechka" r.s.; "Spikelet" r.s. Memorizing poetry:
“Kremlin Stars” by S. Mikhalkov;
“There is no better native land” P. Voronko; “Native Land” by G. Ladonshchikov; “Motherland” by V. Semerin; “Native Land” P. Sinyavsky Learning proverbs, sayings, fables. Artistic and aesthetic development Drawing:
Spasskaya Tower of the Kremlin”;
"Flag of Russia"; "White-trunk birch"; "Gorodets painting"; “Dymkovo. Elegant young lady"; "Russian national costume"; "Our decorated Christmas tree." "Rowan Branch"; "Portraits of Family Members"; "Gzhel" “Doll in national costume”; "Khokhloma"; "My house"; "Victory Salute". Modeling:
“Gifts of the Russian forest.
Basket with mushrooms and berries"; “Fairy-tale image of the Snow Maiden”; "Animals of Russia"; “Border guard with a dog” “Birds” Application and artistic work.
Postcards for those closest to you for the holidays.
Doll “Kuvadka” “Wonderful transformations of a cone”; "Blooming garden"; Listening to songs and music:
“There was a birch tree in the field”, “Autumn song”, “Harvest”, “Beautiful Christmas tree”, “Farewell winter”.
“Anthem of Russia”, “Russian folk music”. Physical development. Russian folk outdoor games: “Geese - Swans”, “Colors”, “Tag”, “Bear the Bear in the Forest”, “The Magic Wand”, “Day - Night”, etc. Social communicative development. Excursions:
Excursion through the streets of your native village;
Excursion to the local history museum. Excursion to the monuments of the military glory of our fellow countrymen; Role-playing games: “Family”; “Traveling around the country by bus”; "City streets"; “Professions”, etc. Dramatization of Russian folk tales:
“Kolobok”, “Three Bears”, “Geese and Swans”, “Teremok”, etc.
Participation in regional events
Forum-festival “Milk 2016”;
Patriotic song competition “Duty! Honor! Motherland! District "Children's Day"; Action "Victory Waltz"; Action "St. George's Ribbon"; Participation in the district parade dedicated to Victory Day Interaction with parents Consultation for parents “Project activities in kindergarten.” Help in selecting material for the lapbook “Our Motherland – Russia”. Consultation “The role of parents in the formation of patriotic feelings.” Consultation “What Russian folk tales should children read?” Consultation “The Child and His Homeland”. Help parents in choosing cartoons and board games about Russia. Reading books about Russia with children. Long-term planning of work with children according to the project in the preparatory group September
1. Conversation “Our Motherland-Russia” (Appendix No. 1);
2. Conversation “The main city of our country” (Appendix No. 2); 3. Conversation “Moscow is the capital of Russia” (Appendix No. 3); 4. Conversation “Nature of Russia” (Appendix No. 4); 5. Reading of Alexandrova’s poem “Motherland”; 6. GCD “Cities of Russia” (Appendix No. 5); 7. Examination of illustrations “The Main City of Our Country”; 8. Reading a chapter from B. Zhitkov’s book “What I Saw”; 9. Excursion through the streets of your native village; 10. Drawing “Spasskaya Tower of the Kremlin.” October
1. Conversation “State symbols of Russia: coat of arms, flag, anthem” (Appendix No. 6);
2. NOD “History of the Moscow Kremlin” (Appendix No. 7); 3. Conversation “Tashla is my little homeland”; 4. Examination of illustrations “Nature of the Orenburg Region”; 5. “White birch is a symbol of Russia” (Appendix No. 8); 6. Reading fiction. Reading T.A. Shorygina “Two Birches”; 7. Memorizing the poem “Kremlin Stars” by S. Mikhalkov; 8. Excursion to the local history museum. 9. Drawing “Russian Flag”; 10. Drawing “White-trunk birch”. November
1. NOD “What peoples live in Russia” (Appendix No. 9);
2. Holiday “National Unity Day”; 3. Reading “History of Russia in stories for children” (separate chapters) by A. Ishimov; 4. Reading the Russian folk tale “The Boasting Hare” 5. Acquaintance with Gorodets painting. Techniques for performing floral pattern elements in Gorodets painting; 6. Introduction to the Dymkovo toy (Appendix No. 10) 7. Decorative drawing “Elegant young lady”; 8. Acquaintance with ancient toys, making a “Kuvadki” doll; 9. Telling the Russian folk tale “The Frog Princess”; 10. Modeling “Gifts of the Russian forest. Basket with mushrooms and berries"; December
1. Conversation “Climatic zones of Russia” (Appendix No. 11);
2. Conversation “Russian national costume” (Appendix No. 12); 3. Drawing “Russian national costume”; 4. Examination of illustrations “Blue Rivers of Russia” (Appendix No. 13); 5. Reading fiction “Walk” by S. Mikhalkov; 6. Reading the fairy tale “Yolka” by V. Suteev; 7. Educational conversation “New Year’s traditions”; 8. Memorizing the poem “There is no better native land” by P. Voronko; 9. Drawing “Our decorated Christmas tree”; 10. Modeling “Fairytale image of the Snow Maiden”; January
1. Reading “Folk holidays in Russia”;
2. Conversation “Russian Wealth”; 3. Modeling the fairy-tale image of the Snow Maiden; 4. Fauna of central Russia (Appendix No. 14); 5. Reading fiction “History of Russia in stories for children” (separate chapters) by A. Ishimov; 6. Telling the Russian folk tale “Little Fox Sister and the Gray Wolf”; 7. Didactic game “Whose costume?”; 8. Finger gymnastics “Hello, my Motherland”; 9. Drawing “Rowan Branch”; 10. Modeling “Animals of Russia”. February
1. Educational conversation “Our Army”.
2. Craft from natural material “Wonderful transformations of a pine cone”; 3. Reading the Russian folk tale “Sivka-burka”; 4. “Bogatyrs of the Russian Land” (Appendix No. 15); 5. Memorizing the poem “Native Land” by G. Ladonshchikov; 6. Drawing “Portraits of family members”; 7. Modeling “Border Guard with a Dog”. March
1. NOD “Russian folk crafts” (Appendix No. 16);
2. Conversation “Russian folk instruments” (Appendix No. 17); 3. National holidays in Rus': “Maslenitsa”; 4. Reading fiction: P. Ershov’s fairy tale “The Little Humpbacked Horse”; 5. Introduction to the art of Gzhel painting. Decorative drawing “Gzhel patterns” 6. Memorizing the poem “Motherland” by V. Semerin; 7. Learning poems for mother’s holiday; 8. Modeling “Birds”. April
1. Conversation “My small Motherland”;
2. Conversation “Flora and fauna of central Russia (Appendix No. 18)”; 3. Memorizing the poem “Native Land” by P. Sinyavsky; 4. Reading fiction. History of Russia in stories for children" (separate chapters); A. Ishimova; 5. Telling the Russian folk tale “Khavroshechka”; 6. Quiz “My Motherland”; 7. Didactic game “Recognize our flag (coat of arms)”; 8. Introduction to Khokhloma painting Decorative painting “Golden Khokhloma” (Appendix No. 19); 9. Drawing “Doll in national costume”; 10. Collective application “Blooming Garden”. May
1. Holiday “May 9 – Victory Day”;
2. Drawing on the theme “Spasskaya Tower of the Kremlin”; 3. Conversation “Hero Cities”; 4. Excursion to the monuments of the military glory of our fellow countrymen; 5. Reading fiction; 6. Reading the Russian folk tale “Spikelet”. 7. Drawing “My House”; 8. Drawing “Victory Salute”. 9. Presentation of the project. Active, didactic, plot-based role-playing games, dramatizations of fairy tales throughout the year. Results of the project 1. During the course of the project, the children became interested in the history of their country and were proud of Russia. The children got acquainted with the history of Russia, the formation of the state, the children’s knowledge about the peoples living on the territory of Russia expanded, and they consolidated knowledge about the symbols of the Russian Federation and its meaning. The children's knowledge about the capital of Russia, cultural monuments expanded, they studied the Kremlin and its towers in more detail - from which they got their name. The children enjoyed studying the map of Russia, looking for various cities, studying animals living on the territory of the Russian Federation; with the help of the Red Book of Russia, the children became acquainted with endangered species of animals. We enjoyed studying Gzhel painting, Khokhloma painting, Dymkovo painting, and expanding our knowledge about the matryoshka doll. We continued our acquaintance with oral folk art and Russian folk instruments. Reinforced knowledge about Russian folk holidays and public holidays in Russia. Introducing children to the history and culture of the Russian people opens up to them the amazing, wonderful world of antiquity, which helps to instill in children patriotic feelings, instill respect for the traditions and culture of their people and a tolerant attitude towards the traditions and culture of other peoples. The formation of a citizen’s personality depends on the eyes with which the child saw his surroundings, on what struck his imagination, on what lessons he learned from explanations about contemporary events and the historical past of the country. That is why we need to help the child, discover the historical past and present of our Motherland. Our guys took part in regional events. Forum-festival “Milk 2016”; Patriotic song competition “Duty! Honor! Motherland! District "Children's Day"; Action "Victory Waltz"; Action "St. George's Ribbon"; Participation in the regional parade dedicated to Victory Day. All our performances were well prepared, the children were not shy to perform in front of a large audience. Excellent preparation of musical numbers is the merit of the musical director of the Kindergarten “Talent” by L.M. Anikina for the performances of our pupils at district events, we received a lot of positive reviews from parents, from the organizers of events, from ordinary residents of the village of Tashla. In the implementation of the project, the parents of the group acted as reliable partners, we boldly relied on their support in all the events of the project. Thanks to such cohesive work of teachers, parents and children, it was possible to solve all the tasks of the project and achieve its goal. Thank you for your attention!
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Card index of conversations on moral and patriotic education.
"Road ABC"
Goal: continue to familiarize children with the rules of the road: the roadway is for cars, and the sidewalk is for pedestrians. Convince children of the need to comply with them -
do not play on the roadway, ride a bicycle in the yard or on the playground. Continue to reinforce children’s knowledge about the purpose of traffic lights; learn to distinguish road signs (warning, prohibiting, informational) intended for pedestrians.
Develop the ability to independently use the acquired knowledge in everyday life.
"Striped Zebra"
Goal: to expand children’s knowledge of traffic rules (the street can be crossed in special places - above-ground and underground passages, to remind them of the meaning of the “Pedestrian Crossing” sign.
Give an idea of the road sign “Pedestrian traffic is prohibited.” To develop sustainable skills of conscious, safe behavior on the streets and roads of the city. Teach children to apply their knowledge in practice. Develop attention and spatial orientation skills.
"Planet Earth is in danger"
Goal: to promote the formation of children’s ideas that planet Earth is a huge ball (most of the globe is covered with water - oceans and seas, in addition to water there are continents - solid earth, land where people live). To contribute to the generalization of knowledge that many living creatures live on planet Earth, that they all need clean water, clean air, clean land. To form the idea in children that planet Earth is now in danger. To cultivate a love for nature, proper communication with it, a desire to study it.
“Moscow is the capital of our Fatherland”
Goal: to give children an idea that Moscow is the largest city in our country; bring to the understanding that this is the main city of our Motherland, the capital. Foster respect for state symbols, traditions and customs of your people. To cultivate a love for Moscow and Russia in general, broaden one’s horizons, pass on knowledge about history and sights. Foster a sense of pride for your people, patriotic feelings. To foster interest in the history of the city and country, love for their Motherland, to evoke in children a feeling of admiration for the beauty of their native nature and the talent of the Russian people.
"Day of Knowledge"
Goal: to clarify and systematize children’s knowledge about the holiday - Knowledge Day, September 1. Explain to children that this holiday is the beginning of the school year not only in schools, but also in kindergarten. Expand children's understanding of the profession of a teacher, educator, and educational institutions (kindergarten, school, college, university). Form friendly, friendly relationships between children. To develop aesthetic feelings, to arouse the desire to maintain cleanliness and order in the group, on the site. Foster respect for the work of kindergarten employees.
"Mothers Day"
Goal: to consolidate children’s knowledge about the public holiday “Mothers’ Day”. Teach a kind, attentive attitude towards your mother. To form warm feelings for the dearest person, your mother. Cultivate a sense of kindness, respect, responsiveness, love. Teach children to maintain a conversation and express positive emotions.
"New Year"
Goal: to expand children’s understanding of the New Year holiday and the traditions of celebrating the New Year in our country. Continue to introduce the origin story of the fairy-tale characters Father Frost and Snow Maiden. Tell us about the traditions of celebrating the New Year; cultivate a love of Russian history and national pride; cultivate a love for Russian folk art. Develop the ability to maintain a conversation.
"Maslenitsa"
Goal: to continue to introduce children to the holiday - Maslenitsa. Develop interest in Russian folk holidays, introduce them to the traditions of Russian and Kuban culture. To cultivate a sense of respect for the folk traditions of Russian culture.
"Our Army".
Goal: to give children knowledge about the army, to form their first ideas about the branches of the military, about the defenders of the Fatherland. Introduce children to military equipment. Foster love for the Motherland and a sense of pride in your army. Cultivate a desire to be like strong Russian warriors.
"March 8"
Goal: to attract children’s attention to the “March 8” holiday and develop their interest in the tradition of its celebration. Cultivate a respectful, gentle and noble attitude towards mothers and grandmothers. A caring and sensitive attitude towards the entire female sex, the need to please loved ones with good deeds. Deepen children's knowledge about the role of mother and grandmother in their lives; contribute to the creation in children of positive emotional experiences and a joyful mood from the holiday. Develop the ability to maintain a conversation. Encourage attempts to express your point of view, agreement or disagreement with a friend’s answer.
"First Cosmonaut"
Goal: to continue to acquaint children with the feat of Yu. A. Gagarin and its significance for humanity. Enrich children's ideas about space, astronauts, space equipment, and the use of space for the benefit of people. Develop cognitive interest in space as an object of the surrounding world. Initiate children's activity and desire to learn new things about space. Foster a sense of pride in your country. Develop the ability to maintain a conversation. Improve the dialogical form of speech.
"Victory Day"
Goal: to continue to acquaint children with the history of their country, with the defenders of the Fatherland. To consolidate children's knowledge of how Russian people defended their Motherland during the Great Patriotic War. Develop children's speech and thinking, the ability to argue their statements. To cultivate a sense of respect for veterans of the Great Patriotic War, a desire to take care of them.
"Russia is my Motherland"
Goal: To form children’s ideas about their country. Develop interest and respect for people, their activities, and culture. To educate the basics of citizenship and patriotism.
Contents of the conversation: The country where we live is called Russia. Let's find it on the globe. The main city of our country, its capital, is Moscow. This is an ancient city. Many people in our country and other countries want to visit Moscow and get to know it better. There are other cities and villages in Russia. There are a lot of them. Everyone should know the name of their city and their address. You need to try to find out more about your city: why it was named that way, what it is famous for, what interesting people live here, what the city was like before and what it will be like in the future. Russia, like any other country, has its own culture, its own traditions and customs, its own crafts, and children have their own games (play folk games with children). In Russia, besides the Russian, there are many other peoples. Each of them has its own culture, its own language. Everyone who lives in Russia is Russian. Every person loves his homeland, is proud of it and wants it to be better.
"Conversation about Defenders of the Fatherland Day"
Goal: to continue acquainting children with the history and traditions of the holiday on February 23 - Defender of the Fatherland Day; - consolidate knowledge about the army, about the ranks of troops; — fostering a respectful attitude towards the defenders of our Motherland. Contents of the conversation: Guys, the holiday “Day of Defenders of the Fatherland” is approaching. Who knows who the defenders of the Fatherland are? You and I live in a country called Russia. Russia is our Fatherland. Our country has an army, just like other countries. Soldiers, sailors, pilots, and border guards serve in the army. They are called defenders of the Fatherland. The holiday of our army is coming soon - Defender of the Fatherland Day. It is celebrated on February 23. The army has various types of troops - such an army is strong: it can protect its country at sea, on land, and in the air. So, the first branch of the military that we will meet today is: Border Troops. (Border guards). - How many of you know who the border guards are? Border guards are soldiers who guard the border. They are the first to encounter enemy troops when they cross the border. Border guards, like all military personnel, are the defenders of our Fatherland. The border detachment has a guide with a dog. The dog helps the border guards and follows the trail. Air Force. -How many of you know who the landing party is? The Air Force is ready to defend our Fatherland from the air if necessary. Pilots - members of the crew of an airplane or helicopter - must not be afraid of heights and be able to take responsibility in a critical situation. Navy. The sea spaces of our Motherland are protected by warships. Sailors serve there, including captains. These are the commanders of the ship, they are responsible for the entire ship. Large surface ships are equipped with cannons, anti-aircraft guns, missiles, and bombs. They can defend our Motherland on the water. Ground troops. Infantrymen, artillerymen, missilemen, and tank crews serve in the ground forces. Tanks are self-propelled vehicles with caterpillar tracks, which allows them to travel over any terrain. Tanks are equipped with cannons and machine guns. Signalmen, miners, and military builders also serve in the ground forces. - Guys, but now there is no war, why do we need an army in peacetime? The army must always be ready to repel enemy attacks. — Guys, what do soldiers in the army do in peacetime? Soldiers are training. -How do soldiers train? Soldiers must be strong, brave, strong, healthy, courageous. “Border guards, pilots, sailors and other military personnel that we talked about today” are servicemen of the Russian army. Our army does not attack, but protects, and the Russian military is rightly called defenders. The most worthy, strong, courageous and courageous serve in the army. Military service is an honorable duty for every Russian man.” Guys, many of your fathers served in the army, they defended our Motherland. When you boys grow up, you will also serve in the army. You will be good defenders of our Motherland.
"My family"
Content of the conversation: (Guys, now I’ll read a poem to you, and you listen carefully, and tell me the topic of our conversation) Family - this word will tell us a lot. The family will show us the path of life from birth. And every moment, no matter what the moment with her, is more magical, more dear than moments. Family is with us always and everywhere. It means a lot in every life. Guys, today we will talk about family. A family is a small unit of society. What do you think a family is? -Family is mom, dad and their children. Family is the most precious thing a person has. As long as there is friendship in the family, everyone holds on to each other, it turns out to be a circle within which love, respect, and kindness reign. But suddenly a quarrel arises in the family, the children did not listen to their parents, someone was offended by another family member, and the circle of the friendly family was already separated. And all the goodness, respect and love began to flow out through this hole. Let us treat our family members with respect, respect our elders, and help our younger ones. Guys, what proverbs about family do you know? Tell them. A family is strong when there is only one roof over it. No parents, no patrons. A mother's heart warms better than the sun. Good children are the crown of the house, and evil children are the end. It's warm in the sun, good in mother's presence. The whole family is together, and the soul is in place. What is the treasure for if there is harmony in the family? The whole family is together - and the soul is in the same place. He who honors his parents lives happily ever after. Well done, you know so many proverbs.
Guys, we stand near our chairs, now we will warm up a little, repeat the movements and words after me. One two three four! Who lives in my apartment? (Clap for the count.) One, two, three, four, five - I can count them all: (Clap for the count.) Dad, mom, brother, sister, Murka the cat, two kittens, My goldfinch, the cricket and me - That's all my family! (Alternately stroking (massaging) all ten fingers.) Well done, take your seats. Now listen to a fairy tale about a magical family. In one magical family there lived a boy, Petya Volshenikov. One day his mother told him: “Take a damp cloth and wipe your boots, and then polish them with shoe polish so that they shine like new!” And Petya: - I don’t want to! “Petya,” my mother was surprised, “why don’t you listen to me?” -And now I will never listen to you, Mommy! “Well then,” said mom, “I won’t listen to dad either!” He’ll come home from work and ask: “What are we having for dinner? Lay out a self-assembled tablecloth!” - and I told him: “No self-assembly! I put it in the wash! There is nothing to eat at home! And in general, now I don’t listen to you!” “And then,” said dad, “I won’t listen to grandfather!” So he asks: “Have you vacuumed the magic carpet? Did you screw in a magic lamp in the kitchen?” - and I told him: “I don’t want to and I won’t!” I don’t listen to you anymore, grandpa!” “That’s it,” said grandfather, “great!” Then I won't listen to grandma! I won’t water an apple tree with golden apples! I won't feed the firebird! I won’t change the water in a goldfish’s aquarium! -Ah well! - said the grandmother. - Well, that means I don’t listen to Petya anymore - Oh, so! - said the grandmother. - Well, that means I don’t listen to Petya anymore! Just let him ask you to knit him an invisibility hat! No hats! And now our boots will always be unpolished, the tablecloth will not be laid, the apple tree will not be watered, and our hat will not be knitted at all! And nothing! And okay! And let it go! And then Petya shouted: “Mom!” Let me listen to you again! Always always! And Petya began to obey his mother. And mom - dad. And dad is grandfather. And grandfather - grandmother. And grandma is Petya. And when everyone listens to each other, this is a real magical family! Guys, what did we talk about today? - about family. What is family? is a small unit of society. Well done, you were all very active throughout the conversation.
"Our Ancient Capital"
Goal: To form ideas about the history of the origin and development of Moscow, its main attractions - Red Square, the Kremlin. Induce a positive attitude towards local history material. Contents of the conversation: It is difficult to imagine that Moscow once did not exist, but this is so. In place of the modern city with its streets, squares and high-rise buildings, centuries-old forests rustled, large and small rivers flowed between the hills, fish were found in the rivers, animals and birds lived in the forests. The location was very convenient and people settled here. During excavations in the center of Moscow, the remains of workshops of potters, blacksmiths, tanners, jewelers, i.e. were found. Already in hoary antiquity, Moscow was not an agricultural village, but a city. Moscow was founded by Prince Yuri Dolgoruky. Even those who have never been to Moscow know the Moscow Kremlin, its majestic battlements and red brick towers. But it was not always so. The first Kremlin was made of wood. When the Mongol-Tatars approached Moscow, the wooden Kremlin burned down. The Kremlin walls made of oak were raised again, but during a drought a fire started and Moscow burned. Later, walls and towers made of white stone were erected on the Kremlin hill, but as the years passed, Moscow became cramped within the white stone walls, and then the new Kremlin, which we know now, was built from red brick.
"My Pedigree"
Contents of the conversation: Children enjoy listening to stories about their ancestors. Your parents also have parents who loved and raised them, just like your parents did for you. Who are they - the parents of the parents? Grandmother grandfather. Relatives are close people. They support each other and share all the joys and sorrows. Therefore, if one of the relatives acts badly, then people condemn not only this person, but also all his relatives. You must strive to do good deeds and take care of the good name of your family, your family. Explain how you understand the words: pedigree, family, relatives, relatives, grandmother, grandfather, sister Proverbs: Children are the grace of God. Whoever has children has worries. If you knew how to give birth to a child, you also know how to teach it. A Russian person cannot live without relatives. The whole family is together, and the soul is in place. The righteous mother is a stone fence. Who are the ancestors? I want to tell you, children, who our ancestors are, those who were before us, who tinkered with us in childhood. This is mom, this is dad, This is grandma and grandpa, This is great-grandfather. He was born a hundred years before you. Everything we see now was done by our ancestors before us. Lamp, shoes, telephone, Train, chairs, this house. The Ancestors even invented the ball, football, and pants for us. Many, many years ago, the Ancestors began to write. And from our ancestors we learned, in books our ancestors told how our human race arose and who came before you and me.
"Introduction to the Russian flag"
Goal: to introduce children to one of the symbols of Russia - the flag. Talk about its significance for the country and the designation of all the colors of the flag.
Contents of the conversation: Guys, do you know the name of the country you live in? That's right - Russia! You and I, the inhabitants of this country, are called Russians. But imagine that guests from another country came to us, how can they find out that they came to Russia and not to another country? Several assistants will help them with this: the flag, the coat of arms, the national anthem. Today we will look at the Russian flag. Each country has its own flag. Our country, Russia, also has a state flag. It consists of two parts (display) - a pole (a long round stick) on which a banner (a piece of fabric) is hung. Look carefully at the Russian flag. How many colors do you see on it? (three: white, blue, red). What can white tell us? Of course, about our white-trunked birches, snow-white winter, daisies in the meadow, and light white clouds in summer. What does the color blue mean? The blue color will remind you of bells and cornflowers, and the blue sky, the sea, our rivers and lakes. What about red? Red is the color of fire, the sun at sunset, red poppies and carnations. It is red carnations that we bring to the monuments of fallen soldiers, because the color of blood is also red. And we have no right to forget those who defended our Motherland and died for it. That's how much a country's flag can tell. The Russian flag is hung on buildings on holidays. This small flag (model of the Russian flag) will remain with us in the group.
"My lovely mum"
Goal: To instill respect and care in children, to provide a caring attitude, a desire to help and please mother, the dearest and closest person on earth, in children of senior preschool age. Contents of the conversation: Today we will have an interesting conversation. And guess what topic we will talk about, guess for yourself. My riddle will help you with this. Listen carefully. Who warms everything with love, even has time to play a little? Who will always console you, and wash you and comb your hair, and give you a kiss and a peck on the cheek? That's how she is always...my dear. Children fill in the missing word (mommy) Teacher. That's right, guys, you guessed it. Today we will talk about our beloved mothers. Children, what does your mother mean to you? (Children's answers) Okay, well done. Teacher. (Summarizes the children's answers) Mom is the dearest and closest person. She will always protect and help in difficult times. Mom will always understand you and console you. Mom is the main person in life for all of us children. Let each of you tell about your dear mom. The children take turns telling about her, what is mom’s name, what does mom do? What are your hobbies? How do children help their mothers? Educator. Well done, the guys spoke well about their mothers, thank you. Physical school
Together we help mom.
We rinse the laundry ourselves (bending over)
One, two, three, four, (sideways movements)
Stretched, (hung up the laundry)
We stopped. We did a good job! (we stroke ourselves on the head with our hand) Educator. , good helpers! Educator. Children, do you know mothers’ holidays? Children. Yes! (name holidays) Educator. Among the many holidays celebrated in our country, Mother's Day occupies a special place. On this day, I would like to say words of gratitude to all mothers who give their children love, kindness, tenderness and affection. Educator (at the end of the conversation) Children, what would you wish for your mothers? Children. So that our mothers are always healthy, beautiful and young. Educator. Well done, guys. I am sure that you love your mothers very much.
"Glorious Eagle"
Goal: to continue to introduce children to the symbols of Russia. About what the coat of arms was and what it became. How it has changed throughout the history of Russia. Contents of the conversation: In Russia, the coat of arms is the oldest (by age) state symbol. For the first time, the double-headed eagle appears on our coat of arms under Ivan 3 (in the second half of the 15th century). On the front side there was an image of a horseman slaying a dragon with a spear, and on the back - a double-headed eagle. During the reign of Mikhail Fedorovich Romanov, three crowns appeared above the eagle. Under Alexei Mikhailovich, the eagle was first depicted holding symbols of power in its talons: a scepter and an orb. Under Peter 1, a golden eagle on a red field was replaced by a black eagle on a golden field. Subsequently, the images on the coat of arms were often subject to changes. By the mid-19th century, the eagle's wings were decorated with the coats of arms of the lands listed in the emperor's title. This coat of arms lasted until 1917. After the October Revolution, new symbols were approved in the state emblem of the RSFSR: the double-headed eagle was replaced by a red shield, which depicted a crossed hammer and sickle and a rising sun - as a sign of change. These symbols were also included in the coat of arms of the USSR, which were framed by ears of corn tied with ribbons with the names of the union republics. In 1993, by decree of the President of the Russian Federation, the historical coat of arms of Russia with the image of a double-headed eagle was returned.
"My name"
Contents of the conversation: The name plays a huge role in a person’s life. A person’s awareness of his individuality and uniqueness begins with a name. The task of adults is to help the child develop a positive attitude towards his own name. Parents tell the child how they chose his name, why he was called that, and which other relatives have the same name. During the conversation, you can ask the child to complete various tasks. In the center of the flower, write your name, and on the petals, draw your eyes, nose, mouth, write your pet name or what your family calls you. Write or draw what your mother calls you when she’s angry and when she wants to cuddle you. When you grow up and become an adult, you will be called by your patronymic name. In Russian culture, a patronymic is given to a child based on the father's name. State your full name and patronymic. You address your peer, brother, or sister by name. By calling an adult by name and patronymic, you thereby show respect for him.
"A book is your best friend"
Goal: education of the reader; awakening interest in reading fiction, expanding children’s knowledge about books; develop the ability to experience compassion and empathy for the characters of the book; consolidate the idea of the work of a writer, artist; introduce children's writers: K.I. Chukovsky, S.V. Mikhalkov, S.Ya. Marshak, V.V. Bianchi A.L. Barto; cultivate a caring attitude towards books.
Contents of the conversation: - Children, now I’ll tell you a riddle, and you listen very carefully and give the correct answer: “Not a bush, but with leaves, Not a shirt, but sewn, Not a person, but telling” (children’s answers) - And today, We will talk about the book, about caring for it. We have books in the group. Do you have them at home? Why are they needed? What are your favorite books? You named a lot of books and there are really a lot of them and they are all different. —Who creates books? (writer, author) - That’s right, but it’s designed by an artist. — Every writer works in his own way. One person loves a quiet office, the other, on the contrary, loves a place where there are a lot of people, where there is noise, where there is conversation. Some write with a pencil, others with a pen, and others work at a computer. Some people know how to write for children, some for adults. — Guys, this is a very difficult job and you should treat the book with care. - Look at these portraits, these are children's writers. Here is K.I. Chukovsky, let's remember what works he wrote for you (they look at books). — Do you remember the work of K.I. Chukovsky’s “Fedorino’s Grief” is a light, cheerful, interesting work, where everything jumps, dances, moves and sings: “And behind them are saucers - saucers - Tink - la - la! Ting-la-la! They rush along the street - Tink-la-la! Ting-la-la!” — How long do you think the author worked on this work? (children's answers) - In his diary K.I. Chukovsky recorded that he had to write only three lines in a whole day. Therefore, “Fedorino’s Mountain” was not created at all easily. But sometimes it happens differently. The poem is born immediately, suddenly, easily and naturally. We look at books by writers, portraits that stand on the table (K.I. Chukovsky, S.V. Mikhalkov, S.Ya. Marshak, V.V. Bianki, A.L. Barto). - Here you go
Game "My funny, ringing ball"
My cheerful, ringing ball, where did you run off to? Yellow, red, blue, Can't keep up with you! One, two, three - run! (Children pass the ball to each other in a circle; the one who has the ball with the end of the sentence stops, and the children standing to the right and left of him stand with their backs to each other and, on command, run around the circle and try to take the ball first). - To be writers, you need to study well, learn to observe, be able to see in a way that others do not see.
"My favorite kindergarten"
Goal: To reinforce to children the necessity and importance of the work of adults. children's ideas about the professions of people working in kindergarten, what they do. Be able to call preschool employees by name and patronymic. Cultivate children's interest and desire to attend kindergarten.
Contents of the conversation: Guys, mom and dad go to work every day, brothers and sisters go to school. Where are you going? Children: To kindergarten. Educator: That's right, to kindergarten. Educator: Guys, tell me, what professions do people work in kindergarten? And what are their first and patronymic names? Children: - Manager (Name and patronymic). — Teachers (Name and patronymic). — Junior teachers (Name and patronymic). — Speech therapist (Name and patronymic). — Honey. sister (Name and patronymic). — Musical director (Name and patronymic). — Physical fitness instructor (Name and patronymic). Educator: Well done. And now I want to invite you to play the ball game “Who is doing what?” The teacher throws the ball and names a profession, the children catch the ball and list the actions. (Teacher - teaches, explains, tells. Junior teacher - washes the floor, wipes the dust. Cook - cooks porridge, soup, fries cutlets. Nurse - gives vaccinations, treats children. Laundress - washes and irons clothes. Janitor - removes garbage, clears the snow.) Educator: Kindergarten is a second home. We live in it. There are many groups, offices, rooms in this house. Educator: Name which ones do you know and what are they intended for? Children: Bedroom - this room is intended for sleeping. Music room – a room designed for music classes. The playroom is the room in which we play. A gym is a room for physical education. Educator: Guys, do you like your kindergarten? Children: Yes, we love it. Educator: Why do you go to kindergarten? Children: To gain knowledge, play, communicate. Educator: And when you grow up, where will you go? Children: To school.
“Bread is the wealth of Russia”
Goal: To consolidate children’s knowledge about the work of grain growers, that bread is the wealth of our country. Foster a sense of respect for people’s work and respect for bread.
Contents of the conversation: - Guys, what is the name of the country in which we live? What words could you say about Russia? What is she like? (Children's answers.) - They often say that Russia is a very rich country. What do you think this means? (Children's assumptions.) Russia is called rich because our country has a lot of forests, there are a lot of minerals in the land - coal, oil, gold. But bread has long been considered the main wealth of Russia. Listen to this proverb: “Not a piece of bread, and there is melancholy in the mansion; And the land of bread is also paradise under the fir tree.” How did you understand this proverb? (Children's reasoning.) The word bread in Russian has always meant prosperity. Tell us what you remember about how bread is grown. And the colored squares will help you. A black (or brown) square indicates a plowed field. What do you think the green square means? (Appearance of green sprouts) Who guessed what the yellow square means? (Ripe rye or wheat.) - Now arrange the squares as work in the field takes place, and tell what people do in spring, summer, autumn (Children, with the help of the teacher’s leading questions, remember the sequence of field work.) To get flour for baking different products, you need to grow a lot of wheat and rye. To obtain flour from grains, you need to spend a lot of labor: first grow rye and wheat, then harvest. This is what grain growers do. Listen, what an interesting word: it combines two words - bread and work. What kind of work is this? How are grain plants grown? (Children's suggestions.) - What does it take for a plant to grow? (The grain needs to be planted in the ground.) - What should the land be like? Which equipment enters the fields first? (If the children don’t remember, the teacher invites them to guess the riddle.) They don’t feed them oats, they don’t drive them with whips, but as they plow, they pull seven plows. - Do you remember? Yes, it's a tractor. (The teacher displays a picture of working tractors.) - Other machines - seeders - come out into the plowed field. Listen to how E. Trutneva writes about this: On the damp, not hard ground, Where the tractors passed, Shallow grooves. They lay in the black arable land. And until the evening and later, Until midnight with darkness, The grains fell like rain, Like golden rain. - Why do you think the poem says that the grains fell until midnight? (Children's assumptions.) This means that people work late. And why? Because plants need to be planted at a certain time, and if they are sown earlier or later than the due date, they may not grow. So people are in a hurry to sow the seeds on time. - But then green sprouts sprang up, then ears of corn grew. Was a grain of gold - Became a green arrow. The summer sun shone and gilded the arrow. - What is this? Who knows the answer? (This is an ear of corn.) - How did you guess? (At first there was a small golden grain. When it sprouted, green arrows appeared - sprouts. And when it ripened, it turned into an ear.) - The grain field is very beautiful. He was depicted by many artists. Look at this picture. (Exhibits M. Shishkin’s painting “Rye.”) Today we remembered how wheat and rye are grown. This work is long and difficult, so bread in Russia has always been treated with care.
“The hut is the home of the Russian man”
Goal: To acquaint children with the housing of Russian people in the old days, to give ideas about household items; continue to develop interest in Russian traditions: hospitality, honoring old age. Introduce children to Russian national culture. Glory to our side, glory to Russian antiquity! And about this antiquity I will now begin the story. So that children can know about the affairs of their native land. Imagine that you and I find ourselves in a Russian hut. Here's the oven. They said about it in the old days: “The stove is the head of everything.” The head is, therefore, the most important thing. “It is a waterer, a nurse, and a body warmer.” There is a poker and a grip by the stove. There was a large wooden table in the hut. Near the bench table. They are so long and wide because they sit on them during lunch and sleep at night. Each hut had a chest where clothes were stored. Every hut must have a red corner. Red is the main one, solemn. Icons hang in the red corner. There is also a table and benches here. Guests were seated in the red corner. Every guest who entered the hut at the threshold first of all found the red corner with his eyes, took off his hat, bowed to the images, and only then greeted the owners of the house. They said: “Good morning.” This means: “Be healthy, hello.” The hostess of the house greets the guests, holding bread and salt in her hands. The bread lies on a towel embroidered around the edges. This is a towel. “You are welcome, dear guests. Bread and salt,” the hostess invites with a bow. Before eating, we washed our hands from a hand wash basin. They wiped their hands with a towel. Russian people are very hospitable and friendly. The first thing to do was to give the guest something to drink and feed him to the full. “Everything that is in the oven is on the table,” says the Russian proverb. Bread is on the table, so the table is a throne (a sacred place), not a piece of bread, so the table is a board,” - that’s what they said in the old days. They usually didn’t salt food, they took great care of salt. The salt shaker was placed on the table so that the guest could salt himself to taste. The unexpected guest was not offered salt. They said about such a guest: “He left without a sip.” In popular proverbs, bread and salt are combined into one inseparable whole. “Eat bread and salt, but cut the truth,” people said. During meals in the old days, people sat importantly and did not talk about trifles. It was impossible to get up. The most important person in the family and at the table was the eldest man - grandfather. Everyone obeyed him because he had lived a lot, seen a lot, and knew a lot. As the grandfather says, so it will be. Even at the table while eating, everyone obeyed him. One large bowl or one cast iron pot was placed in the middle of the table. There were no plates, and if anyone had clay ones, they were placed only on major holidays - they were very expensive! Everyone was given a spoon and a piece of bread. Grandfather was the first to eat; he would try and say that the rest could eat. If someone ahead of him puts a spoon in his food, he will be kicked out from the table with a spoon on his forehead or even from the table, and he will remain hungry. Hence the saying: “Don’t cross your dad into hell!” The eldest in the family are the grandfather and grandmother, the parents of the father and mother. Everyone took care of and respected grandfather and grandmother. The most comfortable place for them is at the table, the warmest place to sleep. Even mom and dad obeyed them, because they loved and respected them, or, as they said in the old days, they revered their parents. In the old days, old age was always respected, protected, and it was believed that if a person grew old, he should live out his life calmly in affection and love. This is how our ancestors lived. A series of conversations
