PARENTAL MEETING ON THE TOPIC: “MORAL AND PATRIOTIC EDUCATION”

Parent meeting “It all starts with childhood”

Parent meeting.

«It all starts from childhood»

Target:

involve parents in discussing issues of patriotic education of preschool children,

reveal the essence and significance of the work of parents and teachers in the patriotic education of children.

Tasks:

Cultivate interest in the culture of your people, support the need to obtain and the need for practical application of information about national culture
To contribute to the formation of concepts about the Motherland, native land, village.
Help parents acquire knowledge about moral and patriotic education;
To unite the efforts of kindergarten and family in the formation of moral and patriotic qualities in children

Preliminary work:

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

2. Preparation of notes on the topic of the meeting.

3. Photo exhibition “My native land”, “My beloved country”.

Progress of the meeting.

Progress of the parent meeting.

“Just like a small tree that has barely risen above the ground, a caring gardener strengthens the root, on the power of which the life of the plant depends for several decades, so a teacher should take care of instilling in his children a feeling of boundless love for the Motherland.”

V.A. Sukhomlinsky

- Good evening, dear parents! Today we have gathered to discuss the issues of fostering love for our small homeland, for kindergarten and family, for our country, i.e. about moral and patriotic education. After all, only through the joint efforts of the family and kindergarten can positive results be achieved.

The family and kindergarten each perform their own functions, therefore they cannot replace each other and must interact for the sake of the full development of the child.

Introduction.

Patriotic feelings need to start from preschool age. Catchphrase

says: “It all starts from childhood.” From infancy, the child hears his native speech. Mother's songs, fairy tales that excite and captivate a child, make him cry and laugh, show him that people consider hard work, friendship, and mutual assistance to be the most important wealth. Listening to fairy tales, the child begins to love what his people love, and to hate what the people hate. Proverbs and sayings form the beginning of love for one’s people, for one’s country.

The love of a small child - a preschooler for the Motherland begins with the attitude towards the closest people - mother, father, grandmother, grandfather with love for his home, the street on which he lives, the kindergarten. Very early, the nature of the native land enters the child’s world.

River, forest, field, from the first general perception the child moves on to specification -

he has favorite corners to play, favorite trees, paths in the forest. All this remains close to the child’s memory for the rest of his life.

Thus, the social and natural environment acts as the first teacher,

introducing a child to the Motherland.

Patriotic education of a child is a complex pedagogical process. At the heart of it

lies the development of moral feelings. We carry out this rather painstaking work in kindergarten systematically and systematically. We hold conversations, read works of fiction, holidays, thematic classes on the topics: Family. Kindergarten. Native street.

Hometown. Russia and its capital Moscow.

Patriotic feeling is multifaceted in nature; it unites all aspects of the personality: moral, mental, aesthetic and physical development.

Involves influencing each party to obtain a single result.

Parents should know what children study in kindergarten, how children’s cognitive interests and social feelings are developing, and be teaching assistants.

in the difficult task of educating patriots.

The feeling of patriotism is multifaceted in content. This includes love for one’s native places, pride in one’s people, a sense of inseparability with the outside world, and a desire to preserve and increase the wealth of one’s country. Therefore, our task, as teachers, is to: cultivate in a child love and affection for his family, home, kindergarten, street, village, city; formation of a caring attitude towards nature and all living things; instilling respect for work; developing interest in Russian traditions and crafts; formation of basic knowledge about human rights; expanding ideas about cities (depending on where the child lives); introducing children to the symbols of the state (coat of arms, flag, anthem); developing a sense of responsibility and pride for the country’s achievements; the formation of tolerance, a sense of respect for other peoples and their traditions. These problems are solved in all types of children's activities: in classes, in games, in work, in everyday life.

Motherland, Fatherland... The roots of these words contain images close to everyone: mother and father, parents, those who give life to a new being. The feeling of love for the Motherland is akin to the feeling of love for one’s home. These feelings are united by a single basis - affection and a sense of security. This means that if we cultivate in children a sense of affection, as such, and a feeling of attachment to their home, then with appropriate pedagogical work, over time it will be complemented by a feeling of love and affection for their country.

In my opinion, the essence of moral and patriotic education is to sow and cultivate in a child’s soul the seeds of love for the native nature, for the home and family, for the history and culture of the country, created by the labors of relatives and friends, those who are called compatriots .

A child’s sense of homeland begins with his relationship to his family, to the closest people - mother, father, grandmother, grandfather. These are the roots that connect him with his home and immediate environment. The feeling of the Motherland begins with admiration for what the child sees in front of him, what he is amazed at and what evokes a response in his soul. And although many impressions have not yet been deeply realized by him, when passed through childhood perception, they play a huge role in the formation of the personality of a patriot. Each nation has its own fairy tales, and they all pass on from generation to generation the basic moral values: kindness, friendship, mutual assistance, hard work. Works of oral folk art not only form a love for the traditions of their people, but also contribute to the development of personality in the spirit of patriotism.

The immediate environment is of considerable importance for instilling in children interest and love for their native land. Gradually, the child gets to know the kindergarten, his street, the city, and then the country, its capital and symbols.

The teacher’s task is to select from the mass of impressions received by the child those that are most accessible to him: nature and the world of animals at home (kindergarten, native land); people's work, traditions, social events, etc. Moreover, the episodes to which children’s attention is drawn should be bright, imaginative, specific, and arousing interest. Therefore, when starting work on instilling love for the native land, the teacher must know it well himself. He must think over what is most appropriate to show and tell the children, especially highlighting what is most characteristic of a given area or region.

Any region, region, even a small village is unique. Each place has its own nature, its own traditions and its own way of life. The selection of appropriate material allows preschoolers to form an idea of what their native land is famous for. We need to show the child that our native village is famous for its history, traditions, sights, monuments, and best people.

Instilling patriotism and tolerance in preschoolers is one of the most important components of moral education. The complexity of solving this problem lies in the fact that in preschool age not a single moral quality can be completely formed - humanism, collectivism, hard work, and self-esteem are just emerging. However, almost all moral qualities originate in preschool age.

The feeling of love for the Motherland is akin to the feeling of love for one’s native land. These feelings are related by a single basis - affection and a sense of security. If you cultivate in children a sense of affection, as such, and a feeling of attachment to their home, then with appropriate pedagogical work, over time it will be complemented by a feeling of love and affection for their country.

The feeling of patriotism is multifaceted in structure and content. It includes responsibility, desire and ability to work for the good of the Fatherland, to protect and increase the wealth of the Motherland, and a range of aesthetic feelings. These feelings are brought up using different materials: we teach children to be responsible in their work, to take care of things, books, nature, i.e. We cultivate thrift and introduce ourselves to the beauty of the surrounding nature.

Patriotic education is a capacious concept. The task of us, as teachers, and of you, as parents, is to awaken in a growing person a love for his native land as early as possible, and from the first steps to form in children character traits that will help him become a person and a citizen of society. The preschool period is characterized by: the greatest learning ability and pliability to pedagogical influences, the strength and depth of impressions. That is why everything that is learned during this period - knowledge, skills, habits, modes of behavior, developing character traits - turn out to be especially strong and are, in the full sense of the word, the foundation for further personal development.

The first feeling of citizenship and patriotism. Is it accessible to kids? Based on our many years of experience in this direction, we can give an affirmative answer: preschoolers have access to a feeling of love for their hometown, their native nature, and their country. And this is the beginning of patriotism, which is born in knowledge, and is formed in the process of purposeful education.

2. Round table. Discussion “What kind of person do we call a citizen?”

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

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

The baby discovers his homeland for the first time in the family. This is his immediate environment, where he draws concepts such as “work”, “duty”, “honor”, “Motherland”. A child’s sense of homeland begins with his relationship with the closest people - father, mother, grandfather, grandmother. These are the roots that connect him with his home and immediate environment.

Patriotic education is necessary for any people, any state, otherwise they are doomed to death. However, this education must be carried out very sensitively and tactfully, and it must be done together, instilling in the child respect and love for his native land from an early age. It is impossible to form a moral foundation and help a child successfully enter the modern world and take a worthy place in the system of relationships with others without nurturing love for loved ones and one’s homeland, respect for the traditions and values of one’s people, kindness and mercy.

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

Before a child begins to perceive himself as a citizen, he needs help in realizing his own “I”, his family, his roots - what is close, familiar, understandable. The family occupies a leading place in the system of patriotic education. In the family, as the original unit of society, the process of educating the individual, the formation and development of patriotism begins, which subsequently continues in educational institutions.

Starting from a young age, kindergarten teachers work to develop children’s ideas about themselves as individuals who have the right to be individually different from others. One of these differences is the child's name. Specially organized classes, didactic games and exercises, as well as other types of children's activities allow you to show the diversity of names.

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

The feeling of the Motherland begins with admiration for what a little person sees in front of him, what he is amazed at and what evokes a response in his soul. From a young age, educators introduce children to their immediate environment - the kindergarten, its employees, professions in the kindergarten, streets, buildings, buildings, their native village... We must show the child in such a way that our region appears to the child as the most precious, beautiful, unique.

3. Listening to a voice recording with children’s stories “I love my family.”

Game for parents “Recognize by voice”

4. Introducing parents to folk proverbs in accordance with the theme of the meeting:

Love for the Motherland is stronger than death.
A man without a homeland is a nightingale without a song.
Take care of your native land like your beloved mother.
What is sown in time will spring up like pearls.
At home the walls help.
Without roots, wormwood does not grow.
Every pine tree makes noise in its own forest.

4. Memo for parents “Famous people about nurturing love for the Motherland”

“In your family and under your leadership, a future citizen, a future activist and a future fighter is growing... Everything that happens in the country must come to the children through your soul and your thought” (A.S. Makarenko)
“There are many types of education, but above all is moral education, which makes us human” (V. Belinsky)
“Sow an action and you reap a habit; sow a habit and you reap a character; sow a character and you reap a destiny” (William Thackeray)
“The bright days of childhood impressions received from communication with native nature accompany a person far into life and strengthen in him the desire to devote his strength to serving the Motherland” (A.I. Herzen)
“The true school for instilling warmth, sincerity and responsiveness is the family; attitude towards mother, father, grandfather, grandmother, brothers, sisters is a test of humanity” (V.A. Sukhomlinsky).

Results of
questionnaires for parents on the problem of patriotic education of preschool children.

9. Summing up. Miscellaneous.

I suggest that parents express their opinion about the meeting and discuss the memo they received. The provisions that will be included in the decision of the parent meeting are formulated.

Summing up the meeting, I emphasize that every family has problems and this is inevitable, but it is important not to turn a blind eye to them, but to solve them. Seeing a problem is taking a step towards solving it. And you should not put off her decision until a later period, reassuring yourself that the child is still small and does not understand. By putting it off, you are simply making the situation worse.

Questionnaire for parents on the problem of patriotic education of preschool children.

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

2. Do you instill in your child a respectful attitude towards the nature of his native land - does your child take part in working in the garden, caring for animals, flowers?

3. Do you talk about your hometown?

4. Do you attend celebrations dedicated to City Day?

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

6. Take trips into nature;

7. Read books together;

8. Watch TV;

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

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

Working with families on the topic “Moral and patriotic education of preschool children in the family”

MBDOU "Kindergarten No. 39", Usolye - Sibirskoye, Irkutsk region

Educator

Link to the article, when indicated in the bibliography (according to GOST R 7.0.5–2008):

Kovalenko I.A. Work with families on the topic “Moral and patriotic education of preschool children in the family” // Sovushka. 2020. No. 1. URL: https://kssovushka.ru/e-sovushka.2016.n1-a/ZP15120094.html (access date: 10.10.2020).

“In order for the upbringing of children to be successful, it is necessary that the people raising them, without ceasing, educate themselves” L.N. Tolstoy.

Relevance of the topic : Sociological studies show that the upbringing of a child is influenced by: Family - 50%, media, television - 30%, Kindergarten - 10%, street - 10%. When raising a child, parents hope to raise him to be a worthy person. Every parent wants to be proud of their child, so that he grows up to be a creator, and not a waster of life. The foundations of moral and patriotic education are laid in the family. The family is the first school of education, where the child receives the first lessons of respect for elders. Each family has its own closed world, its own life, its own joys and sorrows, worries and traditions. Moral and patriotic feelings are laid down in the process of life and existence of a small person located within a specific sociocultural environment. From the moment of birth, a child instinctively and naturally gets used to his environment, nature and culture. The formation of love for the Motherland in preschoolers should be considered a stage in their accumulation of social experience of life in the conditions of a small Motherland; mastering accepted norms and rules of behavior, relationships between people, familiarization with the world of native culture. The Motherland always begins with the small Motherland, the place where a person was born, his family, his home, kindergarten and school. A home or kindergarten, native land, has its own history, natural features, and traditions. And it will help to bring preschoolers closer to the history of their native land - culture in the family, live communication with parents, with nature and peers, which in the future is intended to ensure the successful socialization of the personality of a preschool child. In a family, most of the time the child communicates with his mother. It is with her that a trusting relationship is formed, emerging problems, issues of interest to the child, and needs are discussed. However, communication with dad is no less important for children. The more often the father communicates with the child, the closer the emotional ties become. The earlier the father gets involved in caring for the baby, the stronger and deeper his parental feelings. The formation of moral and patriotic feelings is more effective if the preschool institution establishes close and fruitful interaction with the families of pupils. The need to involve family members in the process of familiarizing preschoolers with the social environment is explained by the special pedagogical capabilities that each family has; they cannot replace a preschool institution. Love and affection for children, emotional and moral intensity of relationships, their social, not selfish orientation. All this creates favorable conditions for the development of higher moral feelings. In its work with families, a kindergarten should rely on the help of parents not only as assistants to the child care institution, but as equal participants in the educational process. The interaction between the family and the preschool educational institution must be carried out on the basis of the principle of unity of coordination of the efforts of the preschool institution, the family and the public, presenting agreed requirements to the pupils, thereby complementing and strengthening the pedagogical impact.

In moral and patriotic education, the example of adults and close people is of particular importance. Using specific examples and facts from the lives of family members, it is necessary to work to familiarize yourself with the native land, its nature, starting with what is commonly called the “Small Motherland”. Gradually moving to such categories as “Fatherland”, “Russia”, “Family”, where moral and patriotic feelings are formed and future citizens are educated. In accordance with the Law “On Education in the Russian Federation” (Article No. 18.1), Parents are the first teachers. They are obliged to lay the foundations for the physical, moral and intellectual development of the child’s personality in early childhood.
The main goal of moral and patriotic education in the family: Formation of moral and patriotic feelings of children, enrichment and deepening of knowledge about their family, hometown, country.
Parents are called upon to solve problems:
To promote in children a sense of citizenship, love and pride for their small Motherland and the nature of their native land.
To develop in children the ability to perceive literary works, painting, and architecture.
Arouse interest in the history of your family, your kindergarten, your country. The role of the family in the moral education of children is great. A family unites all members with common interests, common joys, and common hardships.
Pedagogical conditions necessary for effective work on instilling patriotism in preschoolers in the family:
Heuristic environment in kindergarten and in the family;
Close cooperation and interaction with family members;

The competence of teachers and parents in solving problems of moral and patriotic education of children. Let's talk about moral values in family education: Kindness towards each other, calm affectionate speech, a calm tone in communication is a good and obligatory background for the formation of moral needs in a child, and, conversely, shouting, rude intonations - such a family atmosphere will lead to the opposite results . moral needs begin: 1. With responsiveness, which we understand as a person's ability to understand the predicament or condition of another. A responsive person is usually called sensitive, warm-hearted. Responsiveness is a whole spectrum of feelings - sympathy, compassion, empathy. It is necessary to cultivate responsiveness in a child even before he develops ideas about good, evil, duty and other concepts. 2. Another important element of moral needs is a moral attitude, which can be formulated as follows: “ Do not harm anyone, but bring maximum benefit.” It needs to be formed in the child’s mind from the time he begins to speak. Thanks to this attitude, the child will always strive for good. 3. Another important structural element of moral needs is the ability for active kindness and intransigence towards all manifestations of evil. The process of familiarizing preschoolers with the social environment is explained by the special pedagogical capabilities that the family has and which cannot be replaced by a preschool institution: love and affection for children, emotional and moral richness of relationships, their social rather than selfish orientation, etc. All this creates favorable conditions for instilling higher moral feelings in kindergartens in their work with families. Raising a little patriot Family - Kindergarten - small Motherland (hometown) - home street, house - Russia, country, Rights - responsibilities - Constitution - Federal State Educational Standard for Education. Success in patriotic education can be achieved only if We, the adults, ourselves know and love the history of our country, our city and our family. Moral education is a complex pedagogical process based on the development of feelings. “Those high moral feelings that characterize a developed adult and are capable of inspiring him to great deeds and noble deeds are not given to a child ready-made from birth. They arise and develop throughout childhood under the influence of social conditions of life and upbringing” A. V. Zaporozhets.

Bibliographic list of used literature:

Zvereva O.L. Parent meetings at preschool educational institutions. M.: IRIS PRESS, 2006.
Zenina T.N. Parent meetings in kindergarten. M.: Pedagogical Society of Russia, 2007.
Ushinsky K.D. Selected pedagogical works. M., 1974.
Zaporozhets A.V. Emotional development of a preschooler. M., 1985.
Mokhoneva M.D. Moral and patriotic education of children of senior preschool age. M., 2004.
Chirkova S.V. Parent meetings in kindergarten. M.: VAKO, 2011.

Applications Testing parents “My style of raising a child in the family” 1. The child is capricious at the table, refuses to eat what he has always eaten. You: a) give the child another dish; b) allow me to leave the table; c) don’t let him leave the table until he’s eaten everything. 2. Your child, returning from a walk, burst into tears when he discovered that he had lost his old favorite toy in the yard - a teddy bear. You: a) go into the yard and look for a child’s toy; b) be sad with your child about his loss; c) reassure the child with the words: “You shouldn’t get upset over trifles.” 3. Your child watches TV instead of fulfilling your request. You: a) turn off the TV without a word; b) ask what the child needs to start fulfilling the request; c) shame the child for not being collected. 4. Your child left all the toys on the floor without wanting to put them away. You: a) put some of the toys out of reach of the child: “let him get bored without them”; b) offer your help in cleaning, like: “I see that you are bored doing this alone...”, “I have no doubt that your toys obey you...”. c) punish the child by depriving him of toys. 5. You came to pick up your child at kindergarten, expecting him to quickly get dressed and have time to go to the post office or pharmacy. But under various pretexts he is distracted from getting ready to go home, “playing for” time. You: a) reprimand the child, showing your dissatisfaction with his behavior; b) tell your child that when he behaves this way, you feel irritated and annoyed; c) you try to quickly dress the child yourself, somehow distracting him from pranks, not forgetting to shame him so that his conscience awakens. Count which answers are more - a, b, c. “A” is a type of authoritarian parenting style, there is little trust in the child and little consideration for his needs. “B” is a parenting style in which the child’s right to personal experience and mistakes is recognized, the emphasis is to teach him to be responsible for himself and his actions. “B” is a parenting style without any special attempts to understand the child, the main methods are censure and punishment.

Memo for parents: “Fundamentals of moral and patriotic education in the family.”

If you want to raise your child to be a worthy person and citizen, do not speak ill of the country in which you live.
Tell your child about the trials that befell your ancestors, from which they emerged with honor.
Introduce your child to the memorable and historical places of your homeland.
Even if you really don’t want to go with your child to a museum or exhibition on a weekend, remember that the sooner and more regularly you do this while your child is small, the more likely it is that he will visit cultural institutions in adolescence and in youth.
Remember that the more you express dissatisfaction with every day you live, the more pessimism and dissatisfaction with life your child will express.
When you communicate with your child, try not only to evaluate his educational and psychological problems, but also the positive moments of his life (who helps and supports him, who he would like to make friends with and why, what interesting moments happened).
Encourage your child to show himself on the positive side, never say to him such words and expressions: “Keep your head down!”, “Don’t show initiative, it is punishable!” etc.
Watch with him programs and films that tell about people who glorified our country in which you live, positively assess their contribution to society. Do not cultivate indifference in your child, it will turn against you. Discover in your child the ability to show positive emotions as early as possible, they will become your hope in old age!