Fostering love for the native land in preschool children

To cultivate love for the native land from childhood
Author: Valimukhametova Feryuza Kabulzhanovna, speech therapist teacher, MADOU No. 11 kindergarten “Fairy Tale”, Kumertau city, Republic of Bashkortostan Goal: to cultivate love for the native land; “A person is, first of all, a son of his country, a citizen of his fatherland, who ardently takes its interests to heart” V.G. Belinsky “It is a sacred duty to love the country that gave us water and nourished us like a mother” M.A. Sholokhov

To be a patriot of your country means to take its interests, concerns, sorrows and joys to heart, to feel responsible for everything that happens in it.
The attitude towards the homeland, its culture, history, and language is passed on from parents. An older preschooler should know what benefits the work of his mother and father brings to society, what successes they have in production. It is the parents who must show the child the sights of their native land, their hometown. Talk about the exploits of their heroes, show the streets and squares of their city named after them. Children ask many questions concerning phenomena of social life: about space, war, human labor. Taking into account the interests and curiosity of the child, an adult should lead this process. Parents expand the scope of their child’s interests by thinking in advance about what knowledge to give him and what events to introduce him to. From the huge flow of information, it is important for a parent to highlight the knowledge on the basis of which it is possible to cultivate love for the native land and its traditions. Visiting museums, exhibitions, and monuments of the city and capital with your child also helps awaken patriotic feelings. Because it is in preschool age that all the prerequisites for the emergence and development of patriotic feelings are laid, and this is very important in our difficult times. Check if your child recognizes the cities of Kumertau, Ufa, Moscow from photographs or illustrations. Is he familiar with the sights of his hometown and region? For example, do you think it is necessary to show your child ancient monuments, visit art galleries and local history museums with him? What sights of our city Kumertau does your child know? How often do you go on family walks, excursions to the museum, trips out of town?... Can your child say in which republic he lives? Name the capital? Does he know the national hero of his republic? Parents should know that the child emotionally perceives the phenomena around him, therefore preschool age is fertile ground for the formation of the necessary human qualities in the child. It is from these years that a person begins to recognize beauty and distinguish between good and evil. He develops more complex moral feelings and qualities, such as humanism, kindness, and empathy. “Be a son of your homeland, deeply feel your connection with your native soil, treat it filially, return a hundredfold what you received from it,” wrote K.D. Ushinsky. “Without a feeling of one’s country – special, very dear and sweet in every detail – there is no real human character...” wrote K.G. Paustovsky. And these were great patriots of their country. Children of older preschool age already have access to complex and varied knowledge. It is necessary to teach a child not only to look, but also to see, not only to listen, but also to listen attentively, to take care of the surrounding beauty.
You cannot introduce a child to social life only on the way to kindergarten or home; you cannot always “follow the child” and his interests. This way you can teach formality in everything. Aesthetic ignorance negatively affects the intellectual and aesthetic development of a child. All communication of a child with others, knowledge of its laws and connections should be aimed at developing emotional responsiveness, the ability to notice and appreciate beauty. Are there animals or plants in your house?

Does your child take part in their care? Does he know how to care? Does your child work in the garden? How does he do it: willingly, with joy, or indifferent to work?

If yes, then you are good parents, if not, it’s not too late. is an important means of instilling love for one's native land . Books in a figurative form introduce a child to the life of society, help to comprehend the inner world of a person, his feelings, actions, and attitude towards other people. When reading both Russian and national literature, first of all, you need to draw the child’s attention to the positive features in the character of certain nationalities. Therefore, it is very important to select stories from those authors who write interestingly and meaningfully. Stories that tell about the life of peoples arouse interest among older preschoolers and contribute to their mental development. Drawings and illustrations
are important Children look at them with interest before and after reading.
Therefore, it is important to teach the child to peer at the drawing, note the originality in the image of each republic, and know its wealth; by comparison, note the similarities and differences in the images of national flags and coats of arms. The power of the book is very great. Psychologists note that preschool children can experience the feelings that the heroes experience. Viewing television and video programs is of great importance. It’s good if parents first watch the program, focus on the material that will be interesting and useful to the child, think through an accessible commentary, and when the program is repeated, watch it together with the child. It is necessary to cultivate in a child a feeling of sympathy for representatives of different nationalities - adults, children. Remember that in the city where the child lives, people of different nationalities work. Bashkortostan is a multinational republic, the work of people of any nation is important for all people living in our country. It all starts with family. Love your native land and instill this love in your children! “My land” A linden forest, a cherry mountain, and a street overgrown with grass... And a dashing frosty blizzard... Here I was born. Here is my native land... I have walked across the whole world to my heart's content, But all my roundabout paths lead me again to that threshold, from where I happened to go into the distance. The linden forest, the cherry mountain, and the street overgrown with grass, and the dashing frosty blizzards are calling me home again. I’ll be back and I’ll be younger at the same hour, It takes away all fatigue as if by hand, The dust of our native land is harmless to us, This air is healing - It’s native! And if I run into trouble, friends, My land will always help me in everything! One cannot be called a human being, who forgets about his own side. Angam Atnabaev

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Raising love for their native land in preschoolers as a pedagogical problem.

“... They love their homeland not because it is great, but because it is their own”

Seneca Lucius Annaeus

The ability to see nature is the first condition for cultivating a worldview of unity with it, the first condition for cultivating love for one’s native land through nature. It is achieved only through constant communication with the surrounding nature. In order to feel part of the whole, a person must not occasionally, but constantly be in a relationship with this whole. That is why the harmony of pedagogical influences requires constant communication with nature.

If a family lives in a village or small town, then communication with nature seems to present no difficulty. Well, what if the child lives in a large industrial city, on some 12th floor? Well, here too there is the sky and the sun and the stars. We need to teach the child to see them. After all, looking does not mean seeing. Not everything that is imprinted on the retina of the eyes is perceived, but only what attention is focused on. We see only when we are aware. Children need to be taught to see. This means not only to show, but also to describe verbally. Describe the colors and shades of the sunset sky and dawn, describe the shape of the clouds and their color, describe the starry sky or the moon, showing it all. If residents of high floors can see the sky from a window or balcony, then others will see it when they go out into the courtyard. The sky is extremely varied and always beautiful. You cannot get tired of contemplating it every day, throughout your entire life, just as you cannot get tired of breathing.

It is impossible to imagine a cultured and comprehensively educated person who would not know the history, traditions and rituals, and language of his people. “Interest in the history of the native land,” writes R.M. Pontelei, love and respect for one’s language must be cultivated from childhood. This means cultivating a caring attitude towards one’s past, an interest in acquiring historical, ethnographic, and speech knowledge. This is especially true for children aged 5-7 years. At this age, it is possible to evoke a certain emotional mood in children when becoming acquainted with individual phenomena and actions of the past. This will be the basis that will allow us to acquire more and more meaningful knowledge in the future.”

By introducing a child to the shrines of our people - the native language, national clothing, folk art - we contribute to the development of cognitive and intellectual capabilities, knowledge of Russian culture. Since the most precious thing in life is what is laid in the heart from an early age. The culture of the Russian people is most clearly manifested in traditional types of folk art: games, rituals, fairy tales, songs, dances, music, clothing, works of art and decorative arts.

One of the principles of educational work is the principle of a close relationship between national and universal education. It consists of a broad appeal to folk pedagogy, national traditions, folklore, and familiarization with national and universal culture. Among the many tasks is the formation, in the process of familiarization with culture (national and world), a value-based attitude towards it, respect and gratitude for its creators, the desire to creatively assimilate it, preserve it, create it ourselves, and increase it.

Today, many scientists express the idea that it is necessary to return to their sources. The main direction of work is introducing preschoolers to Russian national culture, in-depth acquaintance with their native land, Russian traditions, folklore, and instilling love for the Motherland.

Analyzing folk art, A.P. Usova convincingly and specifically shows that native speech, heard in fairy tales, expressive intonations of Russian songs, bright folk toys are an indispensable means of nurturing love for the Motherland, for the surrounding nature, which a child encounters from an early age. It is difficult to find more valuable material for the development of artistic perception than fascinating folk tales, expressive songs, and colorful objects of decorative and applied art.

When cultivating love for one’s native land, from an early age it is important to teach a child to balance his own desires with the interests of others. Anyone who, in the name of his desires, throws aside the laws of conscience and justice will never become a real person and citizen.

Patriotic feelings develop in children in the process of their relationships with adults and peers, i.e. Inextricably linked with developing a child’s self-confidence and the formation of social norms.

The feeling of the Motherland... Raising it in a child begins with the relationship in the family, with 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 is also connected with admiration for what the child sees in front of him, what he is amazed at and what evokes a response in his soul... This plays a huge role in the formation of the personality of a patriot.

From infancy, the child hears his native speech. Each nation has its own fairy tales, and they all pass on from generation to generation the basic patriotic values: kindness, friendship, mutual assistance, hard work. All of their immediate surroundings are of great importance for instilling in children interest and love for their native land. Gradually, we introduce the child to the kindergarten, his home street, city, and then to his country, its capital and symbols.

Getting to know the yard, the street on which the children live, the microdistrict begins the formation of children's ideas about their hometown, its structure, history, and attractions. A highlight will be trips together with parents, during which children not only have the opportunity to get acquainted with the area in which the microdistrict is located, but also, together with their parents, admire the most beautiful places of their small homeland. When selecting material, it is necessary to take into account what exactly makes a given region, region or even a small village unique. The selection of appropriate material will allow preschoolers to form an idea of what their native land is famous for: history, traditions, sights, monuments, best people.

The amount of information offered to children at each age is not the same. 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, and emphasize that all this was created for the convenience of people.

Thus, familiarizing preschoolers with the history of their native land is an important and pressing pedagogical problem. Through it comes the development of cognitive processes, imagination, and the formation of a sense of pride in one’s country. Education of a citizen also occurs when we introduce the child to the art of the country, folk art, when we talk about the people who glorified our Motherland. It is necessary for the preschooler to gradually form the idea that the main wealth and value is Man.

“Cultivating love for the small Motherland in preschool children”

Consultation for educators

“Cultivating love for the small Motherland in preschool children”

The problem of educating a patriotic citizen is as old as the world. She stood before humanity when the first state arose. Patriotic education creates certain prerequisites for civil behavior. However, these are just premises. Love for the Motherland begins with love for one’s Small Motherland - the place where a person was born. In this regard, determining the goals, objectives, content and means of patriotic education of preschool children becomes of great importance. The main tasks of patriotic education of older preschoolers include: - the formation of love for their native land (involvement in their home, family, kindergarten, city); — formation of spiritual and moral relations; — formation of love for the cultural heritage of one’s people; - nurturing a love of respect for one’s national characteristics; — self-esteem as a representative of one’s people; - a tolerant attitude towards representatives of other nationalities, peers, parents, neighbors, and other people. Patriotic education of preschoolers should solve a wide range of problems. This is not only the cultivation of love for one’s home and family, but also the cultivation of a respectful attitude towards a working person and the results of his work, his native land, defenders of the fatherland, state symbols, state traditions, and national holidays. Methods of educating preschoolers ensure that they acquire knowledge about their native people, their homeland and, on this basis, the development of national traits and qualities of the younger generation. It is impossible to achieve a high-quality level of patriotic education of preschoolers without taking into account the specifics of individual regions and their national characteristics. Cultivating love for the Motherland, for one’s Fatherland, is an extremely difficult task, especially when it comes to preschool children. However, to a large extent, this difficulty arises when trying to transfer “adult” indicators of manifestations of love for the Motherland to children.

Preschool age, as a period of personality development, has its own potential for the formation of higher moral feelings, which include the feeling of patriotism. In order to determine the specifics of the process of forming love for the Motherland in children, there is a need to determine the nature of the patriotic feeling itself, its structure, content, and also to trace its birth, sources (on the basis of what feelings it is formed or, more precisely, without what emotional -cognitive basis, this complex integral feeling cannot appear). Indeed, if patriotism is a feeling of affection, devotion, responsibility, etc. for one’s Motherland, then a child, even in preschool age, must be taught to be friendly (to something, to be responsible in his small deeds and actions). Before a child learns to empathize with the troubles and problems of the Motherland, he must learn empathy in general, as a human feeling. Admiring the vastness of the region, its beauty and natural resources arises when a child is taught to see the beauty directly around him. Also, before a person learns to work for the good of the Motherland, it is necessary to teach him to conscientiously carry out work assignments and instill a love of work. Thus, the basic stage in the formation of love for the Motherland in children should be considered the accumulation by the child of social experience of living in his Fatherland and the assimilation of established norms of behavior and relationships. Patriotic feeling is multifaceted in nature, it unites all aspects of the personality: moral, labor, mental, aesthetic, as well as physical development and involves influencing each side to obtain a single result. The concept of patriotism includes cognitive, emotional, and behavioral components that are realized in the sphere of society and nature. At the same time, for preschoolers the leading one is the emotional component. The cognitive component provides content, and the behavioral component performs a control and diagnostic function. If we consider patriotism through the concept of “attitude,” several directions can be distinguished: 1) attitude towards the nature of the native land, native country; 2) attitude towards people who live in their native country; 3) attitude towards moral values, traditions, customs, culture; 4) attitude towards the state structure.

Each of these areas can become the content of educational activities with children, and each will make its contribution to the socialization of the child’s personality, provided that the characteristics of children’s development are taken into account. It is impossible to talk about nurturing love for the Motherland without children receiving certain knowledge about it. The content of classes can also be determined in several directions. A child of preschool age can and should know the name of the country in which he lives, its main city, capital, hometown or village, what is the nature of his native land and the country where the child lives, what kind of people by nationality and personal qualities inhabit it the country, how they glorified their native country and the whole world, what the art, traditions and customs of the country are. This is a scheme for the content of knowledge about the native country, on the basis of which it is possible to form an effective attitude towards it already at preschool age. There is an opinion that the path to nurturing love for the Motherland is formed according to the logic “from near to far” - from love for parents (more precisely, one’s home, a street, a city, love for one’s native country. It is necessary to think about whether this “territorial approach” is really effective in the education of such a complex and multifaceted social feeling as love for the Motherland. Obviously, the point is not to expand the “territory”, but to create conditions for solving the problems of patriotic education, for the formation in children of feelings and ultimately constituting patriotism: friendship, loyalty, a sense of ownership and the awareness that you belong, that you are needed. Preschoolers gradually form an “image of their own home” with its way of life, traditions, communication, style of interaction. The child accepts his home as it is and loves it. This feeling of "parental home" forms the basis of love for the Motherland, the Fatherland. The task of the teacher, together with the parents, is to form love, friendship for the home, the desire to take care of, to do better. It is important that the child in the family has his own responsibilities - this helps to strengthen " family feelings."

Raising children's love for their native land in a family and preschool setting

The family is the child’s first collective. And in it he should feel like an equal member. Gradually, the child understands that he is a part of a large team - a kindergarten, a school, and then our republic, country. The social orientation of actions gradually becomes the basis for the education of civic feelings, the ability to love one’s native land, country, the ability to protect nature, and become familiar with the culture of one’s native land.

«Moral and patriotic education of children of senior preschool age through a sensitive attitude towards relatives

Motherland..., Fatherland... In the roots of these words there are images close to everyone: mother, father, parents, those who give life to a new being. The essence of 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.

During the preschool period of childhood, the child’s personality develops and his individual characteristics are revealed. At this stage of life, the closest people to the baby are teachers and parents.

Through the formation of a child's goodwill towards his relatives, we teachers have a unique opportunity to instill in children the best moral and patriotic qualities. Active interaction5 between family and teachers will make it possible to build the foundation on which family traditions can be based, allowing the teacher to find the right approach to the child and his inner world.

Home is a complex, multifaceted concept. It includes the family where the child was born and raised; the atmosphere of a home, which is largely determined by family traditions, the house where he lives, his first friends.

Gradually, the concept of “home” for a child is expanding. This is his home street, kindergarten, hometown (village), later not only a small homeland (native land), but also a large multinational Motherland - Russia, of which the child is a citizen, and, finally, planet Earth. The development of love and attachment to one’s home in its meaning serves as the first step in the patriotic education of preschool children.

In moral and patriotic education, the example of adults, especially close people, is of great importance. Based on specific facts from the lives of family members. (Grandfathers, grandmothers, participants of the Second World War, their front-line exploits). It is necessary to formulate children such important concepts as duty to the Motherland, love for the Fatherland, hatred of the enemy, feat of labor, etc. It is important to bring the child to the understanding that his parents, his grandparents won because they love their Fatherland, Motherland and honor the memory of the heroes who gave their lives for the happy life of people. The names of the heroes are immortalized in the names of cities, streets, squares, and monuments were erected in their honor. In kindergartens, this work is carried out in the process of excursions, targeted walks, looking at photographs of cities, a drawing competition, and designing a corner for patriotic education.

Fostering love for the small homeland through project activities