On January 1, 2014, the order of the Ministry of Education and Science came into force Russian Federation dated October 17, 2013 N 1155 “On approval of the federal state educational standard preschool education».

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Regional component in the educational program of preschool educational institutions

In accordance with the Federal State Educational Standard

Balakaeva E.N., senior teacher of the municipal government preschool educational institution “Kindergarten No. 24”

On January 1, 2014, Order No. 1155 of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 “On approval of the federal state educational standard for preschool education” came into force.

"2.9. The program consists of a mandatory part and a part formed by participants in educational relations. Both parts are complementary and necessary from the point of view of implementing the requirements of the Standard.

The part formed by the participants in educational relations should include programs selected and/or independently developed by participants in educational relations aimed at the development of children in one or more educational areas, types of activities and/or cultural practices (hereinafter referred to as partial educational programs), methods, forms of organizing educational work.

2.10. The volume of the mandatory part of the Program is recommended to be at least 60% of its total volume; the part formed by participants in educational relations, no more than 40%.

2.11. The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part formed by the participants in educational relations.”

The purpose of the regional component in the Federal State Educational Standard for Education is the protection and development of regional characteristics; maintaining a single educational space in Russia; ensuring the rights of the younger generation to accessible education; equipping preschoolers with a system of knowledge about the region.

Thus, the regional component is given great importance to the implementation of the tasks of the Federal State Educational Standard.

Currently, the preschool educational institution has developed a basic educational program based on a comprehensive exemplary educational program for preschool education “Childhood”, developed by the author’s team of the department preschool pedagogy Institute of Childhood of the Russian State Pedagogical University named after. A.I. Herzen, under the guidance of Ph.D., Professor T.I. Babaeva, Doctor of Pedagogical Sciences, Professor A.G. Gogoberidze, Ph.D., Associate Professor O.V. Solntseva et al., and in accordance with the Federal State Educational Standard for Preschool Education, with the inclusion of a variable part formed by participants in the educational process.

The program includes three main sections: target, content and organizational, each of which reflects the mandatory part and the part reflecting the implementation of tasks of regional competence.

In the target section of the program, the regional component is presented as follows:

Purpose of the program - create for each child kindergarten an opportunity to develop abilities, broad interaction with the world and its knowledge, active practice in different types activities, creative self-realization, as well as creation in preschool organization development space for preparing graduates who are carriers of the ethnic culture of their people.

Objectives of the regional program:

• development, based on the types of activities preferred by the child (game, productive activities), children’s interest in the Kalmyk language, the desire to speak the language, the formation in children of initial communicative competence within the framework of the topic being studied, in accordance with the preschool education program;
• combining training and education into a holistic educational process based on spiritual, moral and sociocultural values ​​and socially accepted rules and norms of behavior in the interests of the individual, family, society, in accordance with the traditions and customs of the peoples of the native land;
• creating the necessary conditions to ensure the continuity of the goals, objectives and content of education implemented within the framework of educational programs for preschool and primary general education. Creation of conditions for the continuation of ethnocultural education of graduates of national groups in national classes of schools of the republic, the Kalmyk national gymnasium in Elista.

The priority area of ​​activity of the preschool organization is: social and personal development, the tasks of which reveal the variable part of the educational program of preschool education:

• development on the basis of different educational content of emotional responsiveness, the ability to empathize, readiness to demonstrate a humane attitude in children's activities, behavior, actions, including on the basis of familiarization with the cultural values ​​of their people;
• organic entry of the child into modern world, diverse interaction of preschoolers with various areas: with visual arts and music, children's literature and native language, ecology, mathematics, games;
• introducing the child to the culture and language of his country, his people and instilling respect for other peoples and their cultures and languages.

Principles of program implementation:

• full-fledged experience by the child of all stages of childhood (early and before school age), enrichment (amplification) of child development;
• construction educational activities based on the individual characteristics of each child, in which the child himself becomes active in choosing the content of his education, becomes the subject of preschool education;
• assistance and cooperation of children and adults, recognition of the child as a full participant (subject) of educational relations;
• supporting children's initiative in various activities;
• cooperation with family;
• introducing children to sociocultural norms, traditions of the family, society and state;
• formation of cognitive interests and cognitive actions of the child in various types of activities;
• age adequacy of preschool education (compliance of conditions, requirements, methods with age and developmental characteristics);
• taking into account the ethnocultural situation of children's development.

The network of continuous educational activities includes educational situations for studying the Kalmyk language in preschool educational institutions, in accordance with the age-related educational load of children, as well as conducting additional education in various areas of activity with pupils of a preschool organization.

Educational field "Social and communicative development"

Extract from the Federal State Educational Standard for Education: “Social and communicative development is aimed at assimilation of norms and values ​​accepted in society, including moral and moral values; development of communication and interaction of the child with adults and peers; the formation of independence, purposefulness and self-regulation of one’s own actions; development of social and emotional intelligence, emotional responsiveness, empathy, formation of readiness for joint activities with peers, formation of a respectful attitude and a sense of belonging to one’s family and to the community of children and adults in the organization; formation positive attitudes to various types of work and creativity; formation of the foundations of safe behavior in everyday life, society, and nature.

• Methodological manual for teachers and parents ( workbook on civic and patriotic education of preschool children “Elista is my home”)
• “Summaries of role-playing games with a regional component in preschool educational institutions” compiled by Baldzhikova L.I., Balakaeva E.N., 2012.

Educational field "Cognitive development"

Extract from the Federal State Educational Standard for Education: “Cognitive development involves the development of children’s interests, curiosity and cognitive motivation; formation of cognitive actions, formation of consciousness; development of imagination and creative activity; the formation of primary ideas about oneself, other people, objects of the surrounding world, about the properties and relationships of objects of the surrounding world (shape, color, size, material, sound, rhythm, tempo, quantity, number, part and whole, space and time, movement and rest , causes and consequences, etc.), about small homeland and the Fatherland, ideas about the socio-cultural values ​​of our people, about domestic traditions and holidays, about planet Earth as the common home of people, about the peculiarities of its nature, the diversity of countries and peoples of the world.

To implement these areas of child development in preschool educational institutions, the following have been developed:

• “Development of logical thinking using elements of UDE technology in FEMP classes” L.A. Bondarenko, 2010
• “Bichkdudin sadt khalmg kel dashluna didactic naadd”, Baldzhikova L.I., Balakaeva E.N., Ministry of Education and Science of the Republic of Kazakhstan, 2010.
• “Elista problem book for preschoolers”, Aristova V.I., 2012
• Albums “First steps in teaching children 2–3 years old their native language using educational games” (Dienesh blocks, Cuisenaire sticks), compiled by Nazarenko T.V., 2012.
• “The use of board-printed games to develop preschoolers’ ideas about their native land,” Balakaeva E.N., 2012.
• Educational coloring book “My native land”, compiled by Balakaeva E.N., 2012
• “Attractions of our capital”, compiled by Balakaeva E.N., 2013.
• “The use of carpet printing in working with young children”, Zhukova N.A., 2013.
• “Nature of the native land”, information material for children of senior preschool age, 2014.
• “ICT technologies in teaching children the Kalmyk language” ( computer games in teaching children the Kalmyk language), Balakaeva E.N., 2014.
• “Ovrmҗtә devtr”, collection didactic games and a workbook for conducting studio-club work, compiled by Baldzhikova L.I., Balakaeva E.N., 2014.

Educational area « Speech development»

Extract from the Federal State Educational Standard for Education: “Speech development includes mastery of speech as a means of communication and culture; enrichment of the active vocabulary; development of coherent, grammatically correct dialogical and monologue speech; development of speech creativity; development of sound and intonation culture of speech, phonemic hearing; acquaintance with book culture, children's literature, listening comprehension of texts of various genres of children's literature; formation of sound analytical-synthetic activity as a prerequisite for learning to read and write.

To implement these areas of child development in preschool educational institutions, the following are used:

• "Narn", children's anthology, 2004
• “Children’s Reader” for familiarization with the works of UNT, Kalmyk poets and writers in accordance with the plot and thematic planning of the preschool educational institution, 2014.

Educational field "Artistic and aesthetic development"

Extract from the Federal State Educational Standard for Educational Education: “Artistic and aesthetic development presupposes the development of prerequisites for the value-semantic perception and understanding of works of art (verbal, musical, visual), the natural world; the formation of an aesthetic attitude towards the surrounding world; formation of elementary ideas about types of art; perception of music, fiction, folklore; stimulating empathy for characters in works of art; implementation of independent creative activity children (visual, constructive-model, musical, etc.).

To implement these areas of child development in preschool educational institutions, the following are used:

• “Salkna Ice”, a collection of songs for children of preschool and primary school age, Dontsova O.D., Balakaeva E.N., 2006.
• "Plot-thematic planning for musical development preschool children,” Dontsova O.D., 2014

Educational area « Physical development»

Extract from the Federal State Educational Standard for Education: “Physical development includes gaining experience in the following types of children’s activities: motor, including those associated with performing exercises aimed at developing such physical qualities as coordination and flexibility; promoting the correct formation of the musculoskeletal system of the body, the development of balance, coordination of movements, large and fine motor skills both hands, as well as with the correct, non-damaging to the body, performance of basic movements (walking, running, soft jumps, turns in both directions), the formation of initial ideas about some sports, mastering outdoor games with rules; formation of focus and self-regulation in the motor sphere; formation of values healthy image life, mastering its elementary norms and rules (in nutrition, motor mode, hardening, in the formation of useful habits, etc.).

To implement these areas of child development in preschool educational institutions, the following are used:

• “Kalmyk outdoor games in the physical education of preschool children” Khurgunova O.G., Elista, 2009
• “Naar, naar, naadiya!” halmg ulsin shulun-shudrmg naadd, Balakan E, 2010

Every year in kindergarten project activities with the active participation of the parent community.So for last years The following projects have been developed and carried out at the preschool educational institution to implement the tasks of the variable part of the preschool educational program:

• "Dialogue of Cultures";
• “Drink milk, children, you will be healthy!”;
• “Take care of the tulips!”;
• "My family";
• “What are alchiks?”;
• “Beneficial properties of Kalmyk tea”;
• "My favorite city";
• "Kalmyk folklore";
• “Mom, dad, I’m a sports family!” and etc.

The software and methodological software includes the program

Section “Features of organizing pedagogical diagnostics and monitoring.”

According to paragraph 6 of Art. 44 Federal Law from 29.12. 2012 N 273-FZ “On education in the Russian Federation”, in accordance with the order of the Ministry of Education and Science of the Russian Federation dated October 17, 2013 N 1155 “On approval of the federal state educational standard of preschool education”, the child’s participation in a diagnostic examination for implementation individual work in the educational process of kindergarten and family is allowed only with the consent of his parents (legal representatives). In kindergarten, work is carried out in this area with each family from the moment the child enters kindergarten.

Pedagogical diagnostics are carried out 2 times a year (at the beginning and end of school year). To carry it out, diagnostic materials have been developed based on the scientific and methodological manual “Monitoring in Kindergarten” in accordance with the five educational areas of the Federal State Educational Standard for Preschool Education, including monitoring of children’s learning of the Kalmyk language in preschool educational institutions.

In the organizational section of the program, the regional component is reflected in the plot and thematic planning.

Early age.

IN early age topics are determined based on enrichment needs childhood experience(subject world, social world, natural world) and priority areas in preschool educational institutions, with the inclusion of regional topics.

The educational process is built around specific game characters who, within the framework of the theme, determine the “plot” and content of the child’s life. During the week, game characters become the initiators of interesting events, problem situations, imaginative improvisation games, experimentation, observations and conversations. Game characters teach children to communicate correctly, show new ways of acting with toys and other objects, participate in musical and visual arts, help kids show care and attention to loved ones, etc.

When planning work, the principles of seasonality, repetition of content with a certain complication, and increasing independence and activity of children are taken into account.

Thematic and thematic planning of preschool educational institutions with the inclusion of topics of regional competence. Early age.

Month	A week	Subject	Junior preschool age
September		Native language	Folklore
		Day of the city	Houses are big and small.
		Kindergarten	Toys
		I'm among people	Girls and boys.
October		Harvesting	Vegetables. Fruits.
		Wild animals	Animals
		Wild birds	Birds
		Autumn	Signs of autumn.
November		My country	Folklore of the peoples of Russia
		My house	House. Furniture.
		Professions	Professions of the immediate environment.
		Zul	Folklore
December		Dishes. Food	Visiting Altana's doll.
		Pets	Who sings, where does he live?
		Poultry	Who sings, where does he live?
		New Year	Holiday. Herringbone.
January
		Winter	Signs of winter.
		Folk games and fun
		Cloth. Shoes.	Name of clothing and shoes
February		My health	Me and my body. KGN.
		Transport	Road and cars.
		Tsagan sar. Maslenitsa	Folklore
		Our army	I'm strong like a soldier.
March		Traditions and customs	Gaming traditions of peoples.
		I'm in the art world	I sing, I dance.
		Water.	Water, water.
		Spring	Signs of spring.
April		My Kalmykia	Houses are big and small. Animals and birds.
		Planet Earth. Space.	Birds. Animals. Flowers. Trees.
		Steppe	Someone is running across the steppe (animals)
		Plants	What grows in our garden
May		Victory Day	I'm strong like a soldier.
		My family	My mom and dad.
		I am human. I'm growing.
		Insects	Spider bug.

Thematic and thematic planning of preschool educational institutions. Preschool age.

The teacher’s task is to fill children’s daily lives with exciting and useful activities, to create an atmosphere of joyful communication, collective creativity, striving for new challenges and perspectives.

To organize traditional events, plot-thematic planning of the educational process is used. Topics are determined based on the interests and needs of children, the need to enrich children's experiences and integrate content, methods and techniques from different educational areas. A single theme is reflected in the educational situations of children's practical, playful, visual activities organized by the teacher, in music, observations and communication between the teacher and children.

The principle of seasonality is also taken into account in organizing educational activities. This theme is reflected both in the planning of educational situations and in the free play activities of children. In organizing educational activities

Seasonal holidays that children can understand are also taken into account, such as Golden Autumn, New Year, etc., socio-political holidays (Defender of the Fatherland Day, International Women's Day, Victory Day, etc.), including national ones (Zul, Tsagan Sar, Maslenitsa, etc.)

To develop children's initiative and creativity, the teacher spends the day in accordance with the theme of the week. On such days, types of activities and routine processes are organized in accordance with the chosen thematic plan and accepted roles: many important educational tasks are solved in common playful, interesting, joint activities.

In the afternoon, no more than twice a week, group work is carried out in various areas, including regional competence. At this time, themed evenings of leisure, free games and independent activities of children according to interests, theatrical activities, listening to loved ones are also planned musical works at the request of children, reading fiction, confidential conversation and discussion with children about problems that interest them.

Thematic and thematic planning of preschool educational institutions with the inclusion of topics of regional competence. Preschool age.

		Subject	Young and middle age	Older age
September		Native language	CNT	Day of Knowledge. Zaya-Pandita.
		Day of the city	Attractions.	Attractions. Heraldry of the city (coat of arms, flag, anthem)
		Kindergarten	Toys	Toys. Professions.
		I'm among people	Behavior rules. Girls and boys.	Behavior rules. Etiquette. Girls and boys. (including traditions of raising children of the Kalmyk people)
October		Harvesting	Vegetables. Fruits.	Vegetables. Fruits. Bread. Cereals. Professions.
		Wild animals	Animals of forests, steppes	Animals of forests, steppes, deserts, tundras, tropics. Professions.
		Wild birds	Animals of forests, steppes	Animals of forests, steppes, deserts, tundras, tropics.
		Autumn		Seasonal changes. Flora and fauna in autumn. People's work in autumn
November		My country	Attractions. Peoples Friendly family. CNT of the peoples of Russia	Attractions. The people are a friendly family. CNT of the peoples of Russia. Heraldry of the country (coat of arms, flag, anthem)
		My house	Dwelling, hut, house. Furniture, utensils.	Dwelling, hut, house. Furniture, utensils. Architectural features of housing structure in the history of human development, among the Kalmyk and Russian peoples. Customs and traditions associated with housing. Professions.
		Professions	Professions of the immediate environment. Fostering respect for working people.	Professions of the immediate environment. Fostering respect for working people. Professions of different directions: worker, employee, creative worker.
		Zul	Features of the holiday Zul. CNT.	Features of the holiday Zul. Traditions and customs of the holiday. CNT.
December		Dishes. Food	Dishes. Healthy and unhealthy food.	Types of tableware: tableware, tea, kitchen. National dishes. Healthy and unhealthy food. Varieties of dishes: flour, dairy, meat, fish, etc. Features of the cuisine of the Kalmyk and Russian peoples. Professions.
		Pets	The importance of domestic animals in human life.	The importance of domestic animals in human life. Name of genus-species features: bull, cow, calf, etc. 4 types of Kalmyk domestic animals. Human labor in keeping pets
		Poultry	The importance of poultry in human life.	The importance of poultry in human life. Name of genus-specific features: drake, duck, ducklings, etc. Human labor in keeping poultry.
		New Year	Traditions of preparation and celebration.	Traditions of preparation and celebration in our country and in other countries. Traditions and customs of gift-giving at present, in the past (including among the Kalmyk and Russian peoples)
January		Winter weekend
		Winter	Seasonal changes in nature.	Seasonal changes. Flora and fauna in winter. People's work in winter.
		Folk games and fun
		Cloth. Shoes.	Types of clothing and shoes	Varieties of clothes and shoes. The history of clothing and footwear. Professions. National clothes, shoes. Modern clothes, shoes.
February		My health	Me and my body. KGN.	Me and my body. KGN. Sport. Health. Physical training. Hardening. My body: circulatory system, digestive system, etc. How do the eyes see? How the ear hears, etc.
		Transport	Types of transport. Traffic rules.	Types of transport: land, water, underwater, air. Traffic rules. Professions.
		Tsagan sar. Maslenitsa	Traditions of meeting and celebrating holidays. CNT.	Traditions of meeting and celebrating holidays. Content festive events. CNT.
		Our army	Soldiers. Transport. I'm strong like a soldier.	Types of military branches: infantry, air, tank, motorized rifle, etc. Types of weapons. Professions.
March		Traditions and customs	Traditions of welcoming guests, respecting elders, honoring younger ones, etc.	Traditions and customs of the Kalmyk and Russian peoples. Ethnoetiquette. Rituals of the peoples of the world (saying goodbye, greeting, etc.)
		I'm in the art world	Types of art: music, dance, art, etc. Professions.	Types of art: musical, dance, artistic, poetic, artistic, etc. Professions. Aesthetic education.
		Water.	Water in the life of humans, animals, birds, plants. KGN. Fish.	Water in the life of living beings and the plant world. Oceans. Seas. Rivers. Lakes. Inhabitants of seas, rivers, lakes. Lakes, reservoirs and reservoirs of Kalmykia and their inhabitants. Professions.
		Spring	Seasonal changes in nature.	Seasonal changes. Flora and fauna in spring. People's labor in spring.
April		My Kalmykia	City. Village. Attractions.	City. Village. Attractions. Heraldry of the republic (coat of arms, flag, anthem). Professions. Famous personalities of Kalmykia.
		Planet Earth. Space.	Flora and fauna of the inhabitants of the earth. Relationships (peers, adults, children, with nature)	Flora and fauna of the inhabitants of the earth. Relationships between people. The first space explorer. Astronauts. Rockets. Space objects.
		Steppe	Flora and fauna of the steppe.	Flora and fauna of the steppe. Red Book of the Steppe. Environmental measures. The work of people in nature.
		Plants	Types of flora: trees, flowers, grass.	Types of flora: trees, shrubs, flowers, grass. Medicinal and poisonous plants. Garden. Flower beds. Flowerbeds. Houseplants. Professions.
May		Victory Day	Defenders. Soldiers. Transport. Holiday. Respect for soldiers.	Defenders. Transport. Respect for soldiers. Contents of the holiday. Famous heroes of the Second World War in Kalmykia. Sights of Elista about war heroes.
		My family	Family members. Terminology of kinship. Traditions and customs of family education.	Family members. Terminology of kinship among the Kalmyk and Russian peoples. Traditions and customs of family education. Rules of behavior in the family. Family leisure. Professions.
		I am human. I'm growing.	Me and my body. KGN. Girls and boys. Behavior rules.	Me and my body. KGN. Girls and boys. Behavior rules. Rights and responsibilities of children. I am a citizen. Back to school soon. Professions.
		Insects	Types of insects. Summer is coming soon.	Types of insects. Their meaning in nature. Environmental measures. Summer is coming soon.

In order to implement thematic and thematic planning of the preschool educational institution, the pedagogical staff is introducing “Approximate comprehensive thematic planning “Regional component of the variable part of the main general education program of preschool education”, compiled by a team of authors, including Goryaeva S.M., head, Baldzhikova L.I. , Balakaeva E.N., native language teacher of MKDOU No. 24.

Features of the organization of a developing subject-spatial environment

The ethnographic corner in the group becomes the center of cognitive interests in the subject-development environment for the variable part of the program. Any item in the ethnographic corner can suggest a topic for an interesting conversation. In such a corner, children are not just passive observers, but creators of the exhibition. After all, an ethnographic corner is the result of communication and joint work of the teacher, children and their parents. In this case, all available corners become effective means development of children's cognitive interests within the framework of solving problems of regional competence, these are: an area of ​​role-playing games, music, nature, book, creative and many other corners, centers, group areas and preschool educational institutions.

To expand the knowledge of teachers and children in preschool educational institutions, a manual “From the life of the Kalmyk people” (a selection of information and illustrative material) was developed, compiled by Balakaeva E.N., 2013.

The OOP DO application contains two partial programs

• Partial educational program “Program for teaching the Kalmyk language in a preschool educational institution”, scientific supervisor Ph.D. VC. Erendzhenova, authors-compilers L.I. Baldzhikova, E.N. Bambysheva et al., 2010
• Partial educational program for introducing preschoolers to their native land “I am an Elista!”, experience preschool work Elista.

The sequence of implementation of program sections is determined in accordance with plot and thematic planning preschool and the main general education program implemented at the preschool educational institution.

Literature:

1. T.I. Babaeva, A.G. Gogoberidze, O.V. Solntseva et al. Approximate educational program for preschool education “Childhood”, St. Petersburg, 2013.
2. O.G. Khurgunova Kalmyk outdoor games in the physical education of preschool children”, Elista, 2009

Regional component in preschool educational institutions

Preschool age is a favorable period for the potential development of higher moral and patriotic feelings. Federal state standards consider accounting for the regional component as necessary condition variability of preschool education. The basis for instilling civic feelings in preschoolers is the children’s accumulation of social experience of life in their Fatherland. We, preschool teachers, are entrusted with a great mission - to educate the younger generation as patriots of their Motherland, to teach them to love their country and be proud of it. And, first of all, it is necessary to give children an understanding that a great country begins with a small Motherland - from the place where you were born and live. If a child knows the history of his city, is interested in how he lives now and wants to become part of the events taking place in it, then he will grow up to be a true patriot not only of his small Motherland, but also of a large, great country called Russia.

Modern requirements for the organization of the educational process in a preschool educational institution, taking into account regional characteristics, necessitate the creation by teachers of preschool educational institutions of additional educational programs that help teachers and parents carry out the moral and patriotic development of preschoolers.

Spiritually – moral education in our kindergarten it is implemented within the educational field « cognitive development» , taking into account national and cultural conditions, the multinational composition of the population and the specifics of the geographical location of the Mordovian region, aimed at educating children in citizenship, patriotism, forming the foundations of local history, ideas about the cultural, historical, national, geographical and natural features of their native land, with the active involvement of children V different kinds activities and involving parents in cooperation.

The leading idea in this area is the understanding that the historical, cultural, natural and ecological originality of the hometown is a huge wealth that every child needs to learn how to properly manage, master it so as not to exchange it for trifles, but to preserve and increase it, embodying it in the treasure of your inner world, your personality in further creative creation.

The goal is to implement an integrated approach to development cognitive activity and integrative qualities of preschool children in the process of familiarization with nature, culture and traditions of their native land.

This involves solving a whole range of problems: educational, developmental, educational.

1. Development of cognitive and creative activity skills in preschoolers; 2. Develop interest and a positive attitude towards studying the history of their native land. Bring children to understand that the history of the region is inextricably linked with the history of Russia.3. To form general ideas about the uniqueness of the nature of Mordovia, fostering a positive emotional-value and caring attitude towards it;4. To form a tolerant attitude towards people of different nationalities through acquaintance with their culture, traditions, and customs.5. Develop the skills of hard work, respect for work, and the formation of a caring attitude towards the results of work.

This approach allows not only to form in the child a certain stock of ideas about hometown, but also makes it possible to feel like a citizen, a participant in the events taking place in it, to lay the foundation for the development of the self-awareness of a growing person as a Russian, an individual with an active life position, feeling a sense of responsibility and pride for his city and its inhabitants.

The basis for instilling spiritual and moral principles in preschoolers is a number of principles that ensure the construction of the educational process taking into account the specific social and natural characteristics of the region. Wherein "immersion" Incorporation of children into local history material occurs gradually, from what is close and understandable to children, to what is distant: from family to city and further to the region, country. Simultaneously "immersion" into the history of your city, to the origins of its origins. Thus, children gradually develop a holistic picture of the world around them.

The implementation of the principle of integration ensures the interpenetration of all components of the educational space: development and self-development, natural and social spheres, children's and adult subcultures, tasks of educational areas in accordance with the capabilities and characteristics of students;

Forms and methods of working with children that ensure the implementation of local history content implemented in the main components of educational activities.

The main form of accumulation and formalization of children's experience is the educational situation. It allows you to immerse children in material with which they need to be introduced and formulate their own social experience, using a set of methods and techniques.

The most significant form of expanding children’s ideas about their hometown are excursions and targeted walks. Excursion objects are memorable places and attractions, social and natural objects of the immediate environment.

An inexhaustible source of information is the local history museum. A museum is a place where children have the opportunity to touch the living history of the city, the real life of its indigenous inhabitants, feel the grandeur of the events taking place in it, and experience aesthetic pleasure from the creativity of folk craftsmen and masters of their craft.

The information richness of the educational space surrounding the child is of great importance for the full implementation of the national-regional component. Since younger age, in groups, corners of local history are drawn up and materials are selected to familiarize children with their hometown, Mordovia and their home country. But the mini-museum has the greatest value: "Motherland". Everyone takes part in its creation: kindergarten staff, parents, children, which helps strengthen integrative ties and create an adult-child community focused on achieving common goals.

In order for the acquired knowledge about their hometown to become personally significant for children, an opportunity is provided to reflect their accumulated social experience: in games that introduce children to their hometown.

In addition, the program provides for the mandatory design of children's research products: models, homemade books, wall newspapers, exhibitions creative works, activities to improve the city, our kindergarten, and protect nature. Children take part in various events and competitions. We actively cooperate with the children's library and participate in exhibitions of children's drawings.

An important aspect is interaction with the family, which is based on the understanding that parents are full participants in the educational process. The family takes a leading place in patriotic education, because it begins the process of personality formation, nurturing love for one’s family and friends, home, kindergarten, love for one’s native city, native nature. The family is the source and link of transmission of socio-historical experience to the child.

Therefore, the formation of an active position and conscious participation in the lives of their children by parents through the organization of common affairs, projects, events, participation in educational and entertainment activities of the group and kindergarten is brought to the fore. These are joint excursions, competitions, joint adult and children's projects to create photo collages and exhibitions. The main value of the proposed forms is the involvement of parents in the educational space and the opportunity to demonstrate by their own example the active position of a citizen of their city.

What are the results of our work? Of course, this is children’s knowledge and ideas about the history of the city, about famous fellow countrymen, and about sights. But the main thing is the genuine, active interest of children in their hometown, the desire to make it even better and more beautiful with their deeds and actions.

When starting work on the regional component, the teacher himself must know the cultural, historical, natural, ethnographic features of the region where he lives, and most importantly, the teacher must be a patriot of his Motherland

Cultivating love for your homeland, your city, your region is a difficult, long-term process; it should be carried out unobtrusively and constantly, from early childhood. Another great teacher and humanist V. A. Sukhomlinsky wrote that “childhood memories are imprinted in the consciousness of every person for the rest of his life, vivid pictures and images perceived in childhood are forever preserved.” We wanted our students’ childhood impressions to become the sources of love for their hometown, the region and the people living in it, the sources of patriotic feelings.

Larionova Irina Sergeevna
Job title: teacher
Educational institution: MBDOU kindergarten No. 5 "Luchik"
Locality: Prokopyevsk, Kemerovo region.
Name of material: article
Subject:"Regional component in the educational process of preschool educational institutions."
Publication date: 21.01.2018
Chapter: preschool education

Regional component in the educational process of preschool educational institutions.

Small Motherland... Each person has his own,

but for everyone it is that guiding star,

which throughout life determines

a lot, if not everything.

Preschool age is the foundation of a child’s overall development, the starting period for all

high human principles. Realizing his “I”, the child begins to assert himself, ac-

actively enters into relationships with others. During this period, a connection is established between

child with the leading spheres of existence: the world of people, nature, the objective world,

helps to introduce him to culture and universal human values.

The central link of socialization is the humanistic education of the child, with

based on love for parents, family, the place where he grew up, and, of course, for the Motherland.

The experience accumulated in this case concerns both the knowledge and transformation of one or another

areas of reality, and attitudes towards them, which corresponds to one of the principles

principles of personality-oriented pedagogy - the principle of synthesis of intellect, emotions and

actions. In this regard, the success of the development of preschool children based on regional material

becomes undeniable, but it is possible only subject to active interaction

to those around

emotional-practical

subject

activity,

education,

activities,

characteristic of preschool age.

Priority

regional

cultural

heritage

means

upbringing

patriotism based on local material in order to develop respect for one’s home

(family, friends), caring for the nature of the native land and studying its history,

communion

national

cultural

heritage

traditions

works of local writers and artists.

Studying

regional

component

passes

main

direction: physical,

social-personal,

cognitive-speech

artistic and aesthetic.

Familiarization

folk

culture,

history,

natural

surroundings

is happening

activities,

affects

educational areas...

start

direction

ethnocultural

development,

teachers

carried out

diagnostics

identifying

formation of knowledge about objects of folk life, holidays, traditions, folk

games, history of the region.

Analyzing the diagnostic results, we drew conclusions about insufficient knowledge

nationally

regional

component.

found it difficult to name household items, tools, history of Russians and Shors in ancient times

time; children are practically unfamiliar with the symbols, sights of the city and

flora; insufficient knowledge in the field of decorative and applied arts,

traditions.

Implementation

regional

component

is

most important

component

modern

education,

usage

whom

sent

achievement

the following goals and objectives:

Contribute

formation

initial

submissions

features

native land

Introduce children to the features and traditions of the Siberian region;

Form ideas about your hometown: history, streets, professions;

Introduce the names of famous fellow countrymen;

To develop knowledge about the living and inanimate nature of the Siberian region;

Lay the foundations of moral personality, national pride and national

self-awareness

Usage

regional

component

socialization

preschoolers assumes the following:

1. Getting to know your native land is part of the educational process, built on

basis of the dominant goals of the basic program, into which it fits harmoniously

local history material.

2. Introduction of regional content, taking into account the principle of gradual transition from

closer to the child, personally significant (home, family); to someone less close – culturally

historical facts.

3. An activity-based approach to introducing children to the history, culture, and nature of their native land

edges: children themselves choose the activities in which they would like to participate in order to

reflect your feelings and ideas about what you saw and heard (creative play,

compilation

stories,

manufacturing

composition

applique,

drawing, landscaping and environmental protection).

Work in kindergarten on the regional component is carried out in several ways

directions - both children, teachers, and parents are included in this process. As part of working with

various

promotion

qualifications

teachers:

Pedagogical councils, workshops, consultations, round tables, days

pedagogical excellence; master classes on the topic: “Me and my family”, “Genealogical

family tree”, etc.

direction

Regional

component

is implemented during educational activities, joint activities of children, teachers and parents,

motor-health

Effective

systematic

assimilation

children's knowledge about their country, hometown contributes to perspective - thematic

planning

educational work. It contains topics such as:

“City Day”, “Folk Culture and Traditions”, where children get acquainted with the national

culture.

are repeated

changes

material,

is given

attention

study

culture

For example, on the theme “Theater Day” they dramatize

children and teachers folk

The principle of integration of educational areas allows us to organize this work

interesting, varied, so that everything we want to convey to children is perceived

them deeply and for a long time.

For example, when planning work on educational fields:

"Physical

culture"

Instructor

physical education

is learning

folk games “Lapta”, “Blind Man’s Bluff”, “Hat”, “Crane-Crane”. Introducing children to

achievements of athletes of our region.

"Cognitive

development"

acquaintance

nature

carried out through excursions, on walks, during observations, an exhibition was created

photographs "City Attractions". We also use gaming technologies

V. Voskobovich:

"Igrovisor"

"Cross"

"Constructor

"Merry

numbers”, “Dienesh blocks”, “Cuisinaire sticks”, etc.

Speech

development

we conduct conversations (“I

multinational

"Famous

introduce

features

Shorsky

We enrich children’s understanding of the diversity of traditions and customs different nations).

“Reading fiction to children” - a lot of work is being done on

reading fiction, oral folk art, fairy tales of writers and

poets of Russia. A card index of writers and composers of the region has been created, little books

“Outfits of different nations”, “National holidays”.

« Artistically

aesthetic

development»

musical

managers

learn national songs and dances with children, introduce them to folk instruments,

helping to introduce children to the history and culture of peoples.

There is a theater club at the preschool educational institution

"Visiting a fairy tale." We

tried

create conditions for a child to immerse himself in the knowledge of a living, colorful national

creativity

values

through

folklore

theatrical

ideas,

playing on nursery rhymes, fables - “Cap of Fables”, “Adventures of a Beekeeper”, “Geese-

swans”, “Sly Sparrow”, “Turnip”, etc. We hold folklore concerts and folk

holidays.

classes

artistic

creativity

origin

Russian and Shor

dishes and utensils, master the skills of drawing national

ornaments on silhouettes of dishes, clothes, shoes. We prepared an exhibition of drawings with the children

on the topic “Russian and Shor folk tales.”

“Social and communicative development” - introduce children to basic

information about the location on the map of Russia, attractions, symbols

Russia and cities - coat of arms, anthem, flag.

We give initial ideas about the history of indigenous peoples, a general concept

about the existence of different religions among peoples, we talk about national cuisine,

traditional national clothes.

Developed local history games: -Field of Miracles

Svetlana Khoverko

Preschool age is a favorable period for the potential development of higher moral and patriotic feelings. Federal state standards consider accounting regional component, as a necessary condition for the variability of preschool education. The basis for instilling civic feelings in preschoolers is the children’s accumulation of social experience of life in their Fatherland. We, preschool teachers, are entrusted with a great mission - to raise the younger generation as patriots of their Motherland, to teach them to love their country and be proud of it. And, first of all, it is necessary to give children an understanding that a great country begins with a small Motherland - from the place where you were born and live. If a child knows the history of his village, is interested in how he lives now and wants to become part of the events taking place in it, then he will grow up to be a true patriot not only of his small Motherland, but also of a large, great country called Russia.

Modern requirements for organizing the educational process in a preschool educational institution, taking into account regional features necessitate the creation by teachers of preschool educational institutions of additional educational programs that help teachers and parents carry out the moral and patriotic development of preschool children.

Spiritual and moral education in our kindergarten is implemented within the educational field "cognitive development", taking into account national and cultural conditions, the multinational composition of the population and the specifics of the geographical location of the Belokataysky district, aimed at educating children in citizenship, patriotism, forming the foundations of local history, ideas about the cultural, historical, national, geographical and natural features of their native land, with the active involvement of children in various activities and involving parents in cooperation.

The leading idea in this area is the understanding that the historical, cultural, natural and ecological originality of the native village is a huge wealth that every child needs to learn how to properly manage, master it so as not to exchange it for trifles, but to preserve and increase it, embodying it in the treasure of your inner world, your personality in further creative creation.

The goal is to implement comprehensive approach to the development of cognitive activity and integrative qualities of preschool children in the process of familiarization with nature, culture and traditions of their native land.

This involves solving the whole set of tasks: educational, developmental, educational.

1. Development of cognitive and creative activity skills in preschoolers;

2. Develop interest and a positive attitude towards studying the history of their native land. Bring children to understand that history region inextricably linked with the history of Russia.

3. To form general ideas about the uniqueness of the nature of Bashkortostan, fostering a positive emotional-value and caring attitude towards it;

4. Develop a tolerant attitude towards people of different nationalities through getting to know their culture, traditions, and customs.

5. Develop skills of hard work, respect for work, and the formation of a caring attitude towards the results of work.

Such an approach allows not only to form in the child a certain stock of ideas about his native village, but also makes it possible to feel like a citizen, a participant in the events taking place in it, to lay the foundation for the development of self-awareness of a growing person as a Russian, an individual with an active life position, feeling a sense of responsibility and pride in your village and its inhabitants.

The basis for instilling spiritual and moral principles in preschoolers is a number of principles that ensure the construction of the educational process taking into account the specific social and natural characteristics region. Wherein "immersion" children into local history material occurs gradually, from what is close, understandable to children, to distant: from family to village and further to region, country. Simultaneously "immersion" into the history of your village, to the origins of its origins. Thus, children gradually develop a holistic picture of the world around them.

The implementation of the principle of integration ensures the interpenetration of all components educational space: development and self-development, natural and social spheres, children's and adult subcultures, tasks of educational areas in accordance with the capabilities and characteristics of students;

Forms and methods of working with children, ensuring the implementation of local history content implemented in the main components educational activities.

The main form of accumulation and formalization of children's experience is the educational situation. It allows you to immerse children in material that they need to be introduced to and formulate their own social experience using complex of methods and techniques.

The most significant form of expanding children’s ideas about their native village are excursions and targeted walks. Excursion objects are memorable places and attractions, social and natural objects of the immediate environment.

An inexhaustible source of information is the local history museum. A museum is a place where children have the opportunity to touch the living history of the village, the real life of its indigenous inhabitants, feel the grandeur of the events taking place in it, and experience aesthetic pleasure from the creativity of folk craftsmen and masters of their craft.

Of great importance for the full implementation of national - regional component has information richness in the educational space surrounding the child. Starting from middle preschool age, local history corners are prepared in groups and materials are selected to familiarize children with their native village, Bashkortostan and their native country. But the mobile mini has the greatest value - museum: "Russian hut". Participating in its creation All: kindergarten staff, parents, children, which helps to strengthen integrative ties and create an adult-child community focused on achieving common goals.

In order for the acquired knowledge about their native village to become personally significant for children, an opportunity is provided to reflect their accumulated social experience: in games that introduce children to their native village.

In addition, the program provides for mandatory registration of children's research products. activities: models, homemade books, wall newspapers, exhibitions of creative works, activities to improve the village, our kindergarten, and nature conservation. Children take part in various events held by the district administration, festive concerts for veterans, holidays dedicated to the Day sat down. We actively cooperate with the children's library and participate in exhibitions of children's drawings.

An important aspect is interaction with the family, which is based on the understanding that parents are full participants in the educational process. The family occupies a leading place in patriotic education, because it begins the process of personality formation, nurturing love for one’s family and friends, home, kindergarten, love for one’s native village, and native nature. The family is the source and link of transmission of socio-historical experience to the child.

Therefore, the formation of an active position and conscious participation in the lives of their children by parents through the organization of common affairs, projects, events, participation in educational and entertainment activities of the group and kindergarten is brought to the fore. These are joint excursions, competitions, joint adult and children's projects to create photo collages and exhibitions. The main value of the proposed forms is the involvement of parents in the educational space and the opportunity to demonstrate by their own example the active position of a citizen of their village.

Parents provide assistance in providing the educational process with collection materials, assist in organizing excursions (on foot, by bus, introduce children to the traditions of their family, their people, provide the need for physical activity of children through the use of folk outdoor games, participation in institution events.

What are the results of our work? Of course, this is children’s knowledge and ideas about the history of the village, about famous fellow countrymen, and about sights. But the main thing is the genuine, active interest of children in their native village, the desire to make it even better and more beautiful with their deeds and actions.

Starting work on regional component, the teacher himself must know the cultural, historical, natural, ethnographic features region where he lives, and most importantly, the teacher must be a patriot of his homeland

Cultivating love for one’s homeland, one’s village is a difficult, long-term process; it should be carried out unobtrusively and constantly, from early childhood. Another great teacher and humanist V. A. Sukhomlinsky wrote that “childhood memories are imprinted in the consciousness of every person for the rest of his life, vivid pictures and images perceived in childhood are forever preserved.” We wanted our students’ childhood impressions to become the sources of love for their native village and the people living in it, the sources of patriotic feelings.

Tatyana Alekseevna Vikanova, head of MBDOU - kindergarten "Fairy tale" village of Shipunovo, Shipunovsky district, Altai Territory

At the stage of implementation of the Federal State Educational Standard for Preschool Education, teachers creatively comprehend the new content of preschool education, find more effective ways, forms and methods of organizing professional activities as a creative process. Educational institution "Fairy tale" works in an innovative mode on the topic “Implementation of the regional component in the educational activities of preschool education” . In the context of the implementation of the Federal State Educational Standard, the teaching staff prioritizes the task of introducing new forms and technologies of work into the educational process; ensuring a high level of methodological support of the educational process; organization of the social, everyday and subject-spatial environment of preschool educational institutions.

Sufficient conditions have been created for the implementation of the regional component, which are currently being brought into line with the Federal State Educational Standard. On the territory of the preschool institution there is a corner of the forest and a corner of the garden, where preschoolers get acquainted with the trees and shrubs of the area in which they live; there are a large number of flowers that the pupils look after. In each age group, corners of the Motherland are decorated, which contain illustrative material, postcards, photo albums to familiarize preschoolers with the family, kindergarten, village, region, their symbols, the capital of the Altai Territory - Barnaul, animals and plants of the Altai Territory, where children are in free conditions access can replenish and consolidate their knowledge about their small homeland. In the isocorners there is material collected by children for visual arts. In the corners of the book there are collections of works for children by the Shipunov poetess V.Yu. Zolotoreva, magazines, books about her native land. In addition, the preschool educational institution is equipped "Russian Upper Room" , which presents antique and household items. The music room has an audio library "Dear side" , video library "My little homeland" . In the costume room - several versions of Russian folk costumes. In the methodological room, to help educators, didactic materials, visual aids, illustrations, paintings, samples of mineral resources of the region, region. Conducted thematic check on the topic “Changes in the subject-development space that meet the requirements of the Federal State Educational Standard” shows that the preschool educational institution is working to enrich a safe, multifunctional and rich subject-development space in accordance with the requirements of the Federal State Educational Standard.

It should be noted that an important advantage of a rural kindergarten in the implementation of the regional component is the presence of natural conditions that promote active interaction and enrichment of the child’s emotional world when communicating with living nature - forest, field, river, children learn to listen to the voices of their native nature, to smell the smells , admire the pristine beauty. All this takes place in the organization of the educational process. In autumn, teachers and children collect flower seeds, natural material for use in productive activities (cones, stones, dried plants). Kids are not just observers, in family education they are familiar with the complexities of the work of a grain grower, vegetable grower, livestock breeder, they are participants "adult" life, acquiring a sense of responsibility for the assigned work, caring for nearby pets, assimilating the patterns of the rhythm of rural life, its traditions.

The regional component is the area of ​​the child’s exploration of the world, where his values ​​are shown through the culture and history of his region. In accordance with the Federal State Educational Standard and taking into account the partial program "From my native threshold" (edited by E.V. Zateeva) an educational program has been developed at the preschool educational institution “Where does the Motherland begin?” (hereinafter referred to as OP) on raising children based on the cultural traditions of the Russian-speaking population of the Altai Territory. The EP reveals the development of children in all educational areas: social-communicative, cognitive, physical, speech and artistic-aesthetic. The program is based on the principles of cultural conformity (maximum use of cultural elements of the Russian-speaking population of the Altai Territory is expected in the educational process), natural conformity (the organization of the pedagogical process is implemented in accordance with the laws of nature: its rhythms, cycles - according to folk calendar) ; taking into account "zones of proximal development" baby (ahead of development, but not going beyond age limits "sensitive periods" ) , principle "nationalities" , the principle of cooperation (interaction between an adult and a child as equal partners).

As part of the implementation of the EP, cooperation with the families of pupils and society is formalized by an Agreement and a jointly developed plan for the current year. Social partners in shaping preschoolers’ ideas about their small homeland are educational institutions (school named after A.V. Lunacharsky), institutions of further education (music school named after V.T. Khristenko, center children's creativity, sport school), cultural and public institutions (library, museum, cultural and leisure center "Anniversary" ) ; law enforcement agencies (traffic police,