Material on the topic: "representation of the innovative pedagogical experience of the preschool teacher". On the topic: "The role of theatrical activities in the development of preschoolers

Innovative pedagogical experience

teacher MBDOU "Bulgakov kindergarten" Teremok "of the Kochkurovsky municipal district of the Republic of Mordovia

Yurkina Natalia Alexandrovna

on this topic: "Development of fine motor skills of children of primary preschool age"

Relevance and prospects of experience

Parents and teachers are always concerned about the question of how to ensure the full development of the child in preschool age. The issue of developing fine motor skills in children is quite acute.

At a younger preschool age, the development of fine motor skills is one of the main areas of upbringing and education of a preschooler. Possession of pedagogical knowledge and methods help me build work on the development of fine motor skills based on productive activity, didactic games and finger games.

The relevance of work on the development of fine motor skills of preschool children is due to the age, psychological and physiological characteristics of children: at preschool age, the structures and functions of the child's brain develop intensively, which expands its capabilities in understanding the world around it. A person cannot develop a comprehensive idea of ​​the surrounding objective world without tactile-motor perception, since it underlies sensory cognition. It is with the help of tactile-motor perception that the first impressions about the shape, size of objects, their location in space are formed. To teach a baby to speak, it is necessary not only to train him articulation apparatus but also to develop fine motor skills of the hands.

Conditions for the formation of experience

The level of development of fine motor skills is one of the indicators of intellectual readiness for school, and it is in this area that preschoolers experience serious difficulties. Therefore, work on the development of fine motor skills must begin long before entering school, namely from a very early age. Hence the problem arises - what conditions must be created for the effective development of fine motor skills in children of primary preschool age.

The purpose of the work: the development of fine motor skills in children of primary preschool age.

To achieve these goals, I have identified a number of tasks:

1. To improve the subject-developing environment of the group for the development of fine motor skills.
2. Study the psychology pedagogical literature on the problem.
3. Train fine motor skills.
4. Promote development creativity.
5. Develop memory, mental activity, speech.
6. Stimulate visual and auditory perception.
7. Creation of a card index of didactic and finger games for children of the younger group.
8. Develop a program for the circle "Origami for the little ones."

I believe that the solution of problems for the development of fine motor skills of the child will be facilitated by:

1. Development of a system of work on productive activities: traditional and non-traditional drawing, work with paper (origami), work with plasticine (plasticineography).
2. The work on the development of fine motor skills in children of primary preschool age includes all types of learning and playing activities in regime moments: morning exercises, independent activity, classes, walk, productive activity.

The development of fine motor skills should not be carried out periodically, but systematically.

In our group, the following conditions are created for this:

1. A variety of content material for children's activities has been selected.
2. A subject-developing environment has been created.
3. Card indexes of didactic games and finger games have been developed.
4. There is a circle "Origami for the little ones"
5. Various types of productive activities are used.

Practical skills acquired in the course of completing tasks for the development of fine motor skills of hands, carried out in educational educational process allowing children to feel successful.

Theoretical base of experience

Fine motor skills are one of the sides of the motor sphere, which is directly related to the mastery of objective actions, the development of productive activities, writing, speech of the child (M. M. Koltsova, N. N. Novikova, N. A. Bernshtein, V. N. Bekhterev , M. V. Antropova, N. A. Rokotova, E. K. Berezhnaya). The formation of motor functions, including subtle movements of the hands, occurs in the process of the interaction of the child with the objective world around him. When we perform precise actions, the wrists, making the necessary movements in different planes, regulate the position of our hands. It is difficult for a small child to turn and rotate the wrist, so he replaces these movements with movements of the whole arm from the shoulder. To small movements were more accurate and economical, so that they do not require excessive energy from the child, he needs to gradually master the different movements of the wrist.

Research by scientists from the Institute of Physiology of Children and Adolescents of the APN (M.M. Koltsova, E.N. Isenina, L.V. Antakova-Fomina) confirmed the connection between intellectual development and motor skills. We can once again be convinced of the uniqueness and wisdom of the experience of our ancestors. Long before scientists discovered the relationship between hands and speech, they invented and passed on from one generation to another folk rhymes: “Ladushki-okladushki”, “Magpie-white-sided”, “Boy-finger”, etc. Systematic exercises for training finger movements, according to M.M. Ring, are “ powerful tool“Improve the performance of the brain.

All scientists who have studied the psyche of children also note the great stimulating effect of hand functions on the development of the brain.

Usually a child with high level development of fine motor skills, is able to reason logically, he has sufficiently developed memory, attention, coherent speech.

The function of the human hand is unique and universal. Sukhomlinsky wrote in his memoirs that “the mind of a child is at the tips of his fingers. The more skill in the child's hand, the smarter the child. It is the hands that teach the child accuracy, accuracy, clarity of thinking. Hand movements excite the brain, causing it to develop.

According to M.M. Koltsov, the level of speech development is directly dependent on the degree of formation of fine finger movements: if the development of finger movements corresponds to the age of the child, then his speech development will be within the normal range; if the development of finger movements lags behind, the development of speech is also delayed. MM. Koltsova notes that there is every reason to consider the hand as an "organ of speech" - the same as the articulatory apparatus. From this point of view, the motor projection area of ​​the hand can be considered another speech area of ​​the brain.

According to the observations of researchers, the development of a child's verbal speech begins when the movements of the fingers reach sufficient subtlety. The development of finger motor skills, as it were, prepares the ground for the subsequent formation of speech.

You need to start working on the development of fine motor skills from an early age. Already an infant, you can massage your fingers (finger gymnastics), thereby affecting active points associated with the cerebral cortex. In early and younger preschool age, you need to perform simple exercises, accompanied by a poetic text, do not forget about the development of elementary self-service skills: fasten and unfasten buttons, tie shoelaces, etc.

Fine motor skills are developed by:

Various games with fingers, where it is necessary to perform certain movements in a certain sequence;

Games with small objects that are inconvenient to take in a pen (only under the supervision of adults);

Games where you need to take something or pull it out, squeeze - unclench, pour - pour,

Sand therapy (a sand painting created by a child is a creative product);

Pour - pour, push into holes, etc .;

Drawing with a pencil (felt-tip pen, brush, etc.);

Fastening and unfastening zippers, buttons, dressing and undressing;

Execution of applications;

Performing origami;

Modeling from plasticine and salt dough;

Laces

Fine motor skills of the hands are also developed by physical exercises. These are various hangings and climbing (on a sports complex, along a ladder, etc.). Such exercises strengthen the palms and fingers of the baby, develop muscles. A kid who is allowed to climb and hang better masters exercises aimed directly at fine motor skills.

Experience Technology

To solve problems for the development of fine motor skills, I use a variety of methods.

verbal method.

Verbal appeals of the educator to children - explanations when looking at visual objects, stories about them, questions and other forms of speech serve to develop understanding of adult speech. Since at the stage of formation of speech development it is difficult to simultaneously perceive the display of objects, actions with them and speech information, the explanation should be extremely brief: every extra word distracts the baby from visual perception.

A visually effective method of teaching.

Children get acquainted with the objects around them through the visual-sensory accumulation of experience: they look, pick up, feel, act with them in one way or another. Considering this age feature, I try to widely use visualization techniques: I show the object, I give the opportunity to touch it, to consider it.

practical method.

In order for knowledge to be assimilated, it is necessary to apply it in practice. After a general demonstration and explanation, I propose to perform, under direct supervision, a fragment of productive activity separately for each child, providing differentiated assistance as necessary, and give single instructions.

game method.

Game methods and techniques occupy a large place in the education of young children. These include didactic games that raise their interest in the content of learning, provide communication cognitive activity with a game characteristic for kids.

I began my work on the development of fine motor skills with children of primary preschool age. . To improve manual skills in junior group I use: pyramids, « lacing games » , a very important part of the work is finger games (“House”, “Hide and Seek”, “Hares”, “Kitten”, “Hello, finger”, “We are sailing on a boat”, etc.), finger theater.

Developed a long-term plan for the circle "Origami for the little ones". Children are attracted by the opportunity to make paper crafts that can be used in games, dramatizations - this is origami. These activities can awaken children's imagination, memory, spatial thinking, the development of fine motor skills of the fingers. The subject of origami is very diverse and goes from simple to complex. The following works were performed with the children: "Bus", "Fungus", "Leaves". "Apple", "Hedgehog". Do not list all the advantages of origami in the development of the child. The availability of paper as a material, the ease of its processing, attract children. They master various techniques and methods of working with paper, such as folding, folding, cutting, gluing. Origami develops in children the ability to work with their hands under the control of consciousness, they improve fine motor skills of the hands, precise finger movements, and the eye develops.

She began her work on the development of fine motor skills of the hands with the use of productive activities. Classes in these activities contribute to the development of perception, a sense of color.

One of the ways to improve finger motor skills is drawing.

In the process of drawing, children learn to reason, draw conclusions. Their vocabulary is enriched.

In my work I use traditional and non-traditional drawing. Unconventional Techniques contribute to the development in children: fine motor skills and tactile perception; spatial orientation on a sheet of paper, eye and visual perception; attention and perseverance; visual skills and abilities; observation and aesthetic responsiveness.

Children love to draw with their fingers and palms. In this way, we drew on a wide variety of topics: “Caterpillar”, “Who ran along the path”, “Rowan branch”, “Butterfly”, “Flower for dad”, etc.

Interesting and effective classes with the use of plasticine - plasticineography. Plasticineography is good because it is accessible to young children, allows you to quickly reach desired result and introduces novelty into the activities of children, makes it more exciting and interesting. Multiple repetitions of homogeneous movements contributed to the development and assimilation of different movements, which in turn developed the coordination of movements of both hands and fine motor skills.

In my work, I practice didactic games to develop fine motor skills. I have developed a card index of didactic games.

1. Games with clothespins: "Magic clothespins", "Fruit tails", "Prickly hedgehog".

1. Games with counting sticks: "Lay the sun out of the sticks", "Collect the sticks."
2. Winding games: "Playful Kitten", "Colorful Ribbons".
3. Games with waste material: "Surprise", "Collect the beads".
4. Games with natural material: "Guess what's in the bag", "Cones on a plate."

Performance analysis

Various types of productive activities used by me in my work, with their purposeful application, contributed to the development of fine motor skills, coordination of finger movements, thought processes and mastering the skills of educational activities.

When summarizing the work experience, an attempt was made to find possible ways to develop and improve the coordination of movements of both hands, visual-motor coordination and the development of fine motor skills in the process of productive activities and didactic games.

Analysis of the work performed showed that systematic and systematic work on this issue, as well as the use game techniques, effectively helps to develop fine motor skills and has a beneficial effect on the development of coherent speech and leads them to the successful mastery of writing. The presented system of work is aimed not only at mastering the skill of writing, but also at the formation of educational activities in the future. Based on the use of games, tasks, exercises in younger preschoolers memory, attention, thinking, imagination develop, vocabulary expands, learning skills are acquired.

To improve the work on this problem, I outlined the following perspectives:

Continue work on the development of fine motor skills in the middle group;

Continue to acquaint children with various techniques of productive activity;

Replenish the piggy bank of finger games;

Fill up the card index of didactic games;

Follow new developments, manuals, literature in the field of development of fine motor skills in children;

Engage with family.

Labor intensity of experience

In my teaching practice, I encountered certain difficulties:

1. Tremendous work and patience in the use of differentiated and individual approach in working with children.
2. Improvement and honing, and individual selection of techniques, forms and methods of pedagogical art.

Targeting experience

This innovative pedagogical experience "Development of fine motor skills of children of primary preschool age" can be used by teachers of other kindergartens and parents.

Having worked on this topic, I realized that the problems of developing fine motor skills cannot be solved without unity with the family, in next year I decided to give Special attention work with parents. I plan to prepare practical material for parents - finger games, physical education minutes, riddles, poems. Conduct individual conversations with parents, consultations on the development of fine motor skills. Also hold parent-teacher meetings to familiarize themselves with various techniques, where parents themselves would try to draw with fingers, palms, cotton swabs.

Annex 1

Circle for children of primary preschool group

"Origami for the little ones"

The mysterious world of paper transformation.
Here are all the sorcerers, wizards, magicians.
They create fairy tales with their own hands.
And that wonderful world is called ORIGAMI.

Origami is a traditional technique of folding paper figures, popular in Japan, nowadays is of great interest to educators and parents. This is due to the unique possibilities of origami influence on the development of children. Folding figures has a beneficial effect on the development of finger and hand movements, attention, memory, logical thinking, and creative abilities. Origami classes contribute to the education of perseverance, accuracy, independence, purposefulness.

Target: introduce children to origami technique.

Tasks: - introduce children to geometric concepts and basic origami forms;

Teach kids how to work with paper.

The program was compiled on the basis of the methodological manual for educators "Origami for the smallest" Sokolova S.V.

Schedule of the circle 1 time per week

Children are 2-4 years old.

Implementation period 1 year

Month	Subject
	1. "Bus" 2. "Fungus" 3. "Tent" 4. "Apple"
	1. "Leaves" 2. "Leaf fall" 3. "House"
	1. "Checkbox" 2. "Sweetie" 3. "Herringbone" 4. "Christmas tree toy"
	1. "Snowflake" 2. "Fish"
	1. "Umbrella" 2. "Handkerchief" 3. "Mouse" 4. "Postcard to dad"
	1. "Postcard to mom" 2. Chanterelle 3. "Kitten" 4. "Doggy"
	1. "Flower" 2. "Pear" 3. "Tree with leaves" 4. "The bird is small"
	1. "Ship" 2. "Butterfly"

Appendix 2

finger games

1. "House"

This is a house. (Put both palms together.)

This is the roof. (Join your palms and interlace your fingers.)

And the pipe is even higher. (Raise all fingers up without disengaging them.)

1. "Hide and Seek"

Fingers are playing hide-and-seek
open, (Raising your palm, spread all your fingers.)

Close up. (Put your fingers together and make a fist.)

1. "Bunnies"

Place all fingers of one hand on the table.

The bunnies went out into the meadow,
We got into a small circle.
One bunny, two bunnies, three bunnies,
Four bunnies, five... (Count the bunny.)

Let's kick our toes. (Tap all fingers on the table together or apart.)

They knocked, they knocked
And tired.
Sat down to rest. (Bend your fingers into a fist.)

1. "Hi, finger"

Alternately touch the index, middle, ring fingers and little finger to thumb.

Hello dear finger
Here we met with you.

1. "Kitty"

Squeeze and unclench the fingers of both hands.

You, kitten, are not food!
You better look for your mom.

1. "Squirrel"

Unbend all fingers one by one, starting with the thumb. First do the exercise with your right hand, and then with your left.

A squirrel sits on a cart
She sells nuts
fox-sister,
Sparrow, titmouse,
Bear fat-fifth,
Mustachioed hare.

1. "Funny Fingers"

Clench your fingers into a fist. Unbend them one by one, starting with the big one. Then turn the brush to the right and left 5 times.

Thumb - danced
Index - jumped,
Middle finger- squatted
Nameless - everything was spinning,
And the little finger was having fun.

1. "Fan"

Keep your palms in front of you, fingers pressed ("fan closed"). Spread widely, and then press your fingers together (“open and close the fan”). Wave your brushes towards you and away from you (“we fan ourselves”) 6-8 times.

1. "Finger Boy"

Finger boy, where have you been?

With this brother I went to the forest,

I cooked cabbage soup with this brother,

I ate porridge with this brother,

I ate songs with this brother.

1. "We are sailing on a boat"

Who is floating in the boat They press their palms together,

Who sings a song there? slightly opening them and taking them away

I'm sailing on a boat thumbs to the side.

I sing a song to the call.

1. "Gifts for hedgehogs"

Here is a hedgehog curled up in a ball, Children join their palms, interlacing their fingers

Showed a prickly side. The position of the hands is the same, but the children straighten their fingers.

Appendix 3

Didactic games in the younger group

1. "Magic Clothespins"

Children take objects: a cloud, a sun, a Christmas tree, a hedgehog, etc. and match the color to the clothespins.

1. "Guess what's in the bag"

We put seeds or fruits of trees in an opaque bag. After discussing and showing the children these seeds and fruit. Children must feel by touch to determine what kind of seed or fruit it is.

1. "Flower of seven flowers"

On the table, the children have a flower with petals, on each petal there is a task: a petal with a zipper, a button, buttons, Velcro, laces, hooks, the children must unfasten and fasten everything on their own.

1. Self-massage with a hexagonal pencil

Pencil roll, roll,

I won’t drop the pencil (the child rolls the pencil on weight between the palms)

Right palm, (rolls a pencil on weight, right palm on top),

left hand,

I skate skillfully and skillfully! (rolls a pencil on weight, left palm on top)

1. "Naughty Kitten"

The teacher tells the child that the kitten loves to play with a ball of thread and unwound the grandmother's ball. Offers to help grandmother - to wind a thick thread on a spool. To complicate the task, later offer to wind the thread into a ball.

1. Self-massage with large curlers

Steam locomotive buzzed

And the wagons were taken:

“Choo-choo-choo-choo!

I'll go far"

Children roll curlers between their palms back and forth, hands held in front of them.

1. "Collect the beads"

Invite the children to make beads for mom from plastic (wooden) beads or from small tubes made from felt-tip pens, stringing them on colored laces. To complicate the task, maintain interest in the game, children should be offered various color schemes of beads.

It develops the baby’s hand well by stringing buttons, beads, pasta, dryers, etc. on a fishing line or thread. Start with items that have a wider hole - so at first it will be easier for the baby to master this task.

1. "Make a lump"

Give the child a sheet of paper. His task: to crumple the sheet so that a tight lump is obtained.

1. "Collect Sticks"

Scatter the counting sticks in front of the child. The kid must collect them all one by one back into the box.

1. "Walk down the path"

Draw on the sheet in a simple path. Ask your child to circle it with a finger, a colored pencil.

1. "Surprise"

Wrap the badge in 4-5 candy wrappers. Ask your child to unfold all the candy wrappers and fold them neatly.

1. "Treat"

Invite your child to mold treats for toys from plasticine (drying, bagels, gingerbread, cookies, sweets) and decorate them with cereals, beads, etc. Cut out plates from thick cardboard and ask the child to arrange the prepared treats beautifully on them.

1. "Bumps"

Invite your child to roll pine, spruce, and cedar cones between their palms. First let him roll one bump, then two, three, etc.

1. "Circle the subject"

You can circle everything that comes to hand: the bottom of a glass, an inverted saucer, your own palm, a spoon, etc.

1. "Magic Pattern"

Poke holes in thick cardboard with an awl or nail - they should be located in certain order and represent geometric figure, drawing or pattern. Let the kid independently embroider a pattern with a bright thread.

1. "Put the sun out of the sticks"

Children depict the sun with a circle and sticks.

1. "Multicolor Ribbons"

Wind ribbons onto spools.

Documents for download:

INNOVATIVE PEDAGOGICAL EXPERIENCE OF THE EDUCATOR

Substantiation of the relevance and prospects of the experience.

Love for the Fatherland begins with love for one's small Motherland - the place where a person was born. Therefore, it is of great importance to familiarize preschoolers with the historical, cultural, national, geographical, natural and ecological originality of their native region. Getting acquainted with the native land, its sights, the child learns to realize himself living in certain period time, in certain ethno-cultural conditions and at the same time to join the riches of national and world culture.

Introducing a child to the life-giving source of history, traditions, customs of his people is an integral part of moral education,the first step in his assimilation of universal moral values. The preservation and revival of cultural heritage begins with the study of the history of one's region, the cultivation of a careful and respectful attitude towards it, starting from the very beginning. early childhood.

Acquaintance with the small Motherland - Mordovia, the historical and cultural heritage of the peoples living on its territory, contributes to the development of the creative personality of a modern preschooler in the conditions of the multicultural space of Mordovia.

The game in kindergarten is perhaps one of the most important means of education. After all, by playing, the child learns, and therefore develops. The game is very in tune with the nature of the child. A child from birth to maturity pays great attention to games. A game for a child is not just an interesting pastime, but a way of modeling the external, adult world, a way of modeling its relationships, during which the child develops a scheme of relationships with peers. Children are happy to come up with games themselves, with the help of which the most banal, everyday things are transferred to a special interesting world adventure.

Children's didactic and outdoor games are the main means of versatile education of the child, the game helps to bring up the basic qualities of the personality as a whole.

Currently, the task of preserving national traditions, the formation of a person's national self-consciousness is relevant. The kindergarten, solving the problems of the versatile development of children by means of national culture, prefers folk games. Such games have absorbed the best national traditions. They clearly reflect the way of life of people, their work, way of life, national foundations. There is a lot of humor, jokes, and enthusiasm in folk games, which makes them especially attractive for children. The accessibility and expressiveness of folk games activates the mental work of the child, contributes to the expansion of ideas about the world, development mental processes. It is difficult to find other material that is as close to children in spirit and at the same time contains huge educational and educational opportunities, such as a folk game, through the game it is easier for children to understand eternal moral values, the game helps to convey high moral ideals to a small person.

Our children should know well not only the history of the Russian state, but also the traditions of the national culture, realize, understand and actively participate in the revival of the national culture. The game is an integral part of the international, artistic and physical education of children different ages. The problem remains in introducing preschool children to the culture of the Mordovian people through folk games.

Novelty of experience - focused on the Federal State Educational Standard that has entered into force preschool education, which states that the teacher must ensure a lively, interested communication of the child with adults and peers in various types of children's activities, and the leading place among which is given to the game. All his activities are based on the game. Through all the variety of national games, which contain great opportunities for the upbringing and development of the individual, we will be able to introduce children to the national spiritual heritage of our people. We will be able to build a methodology for introducing children to folk culture, based on folk experience. Select and analyze folklore material (folk games) and show ways to include it in life kindergarten.

Educational tasks:

1) Foster respect for cultural heritage.

2) To cultivate respect for their small Motherland.

3) To bring up in children an interest not only inMordovian gamesbut also to the culture the people as a whole.

4) To instill in the child a sense of pride and love for the place in which he was born and lives.

Educational tasks:

1) Introduce children to Mordovian games.

2) Expand children's ideas about Mordovian games.

3) To acquaint with the traditions of the Mordovian people associated with games.

4) To instill interest in Mordovian folk games;

5) Analyze the technology of using Mordovian games in working with preschoolers.

6) To identify the degree of effectiveness of the Mordovian games and their impact on the assimilation of national culture by children.

Development tasks:

1) Develop cognitive interest to national games.

2) Develop attention, imagination, logical thinking, observation.

3) Development of physical activity of children, endurance, dexterity.

4) To develop the ability of children to act according to the rules.

5) Create conditions for independent reflection of the acquired knowledge and skills by children.

Conditions for the formation of the leading idea of ​​experience.

1) increasing the professional competence of preschool teachers and parents on the problem of the formation of ethnocultural competence of preschool children by means of folk culture;

2) development and practical implementation of a program for the ethnocultural education of preschool children by means of traditional folk culture;

3) focus pedagogical process preschool educational institution for a comprehensive knowledge of the elements of ethnic culture: folklore, folk philosophy, arts and crafts, traditions;

4) step by step process formation of ethnocultural competence of preschoolers by means of traditional folk culture;

5) creation of a developing object-spatial environment in the process of independent creative activity preschoolers, taking into account their interests and capabilities;

6) the use of active forms and teaching methods (game, heuristic, interactive-game, project, integrated methods, etc.).

Theoretical significanceis to identify areas of knowledge, the integration of which is purposeful and will contribute to the ethno-cultural education of preschool children.

Experience technology.

We also used the following methods and techniques.

Empirical methods:

Studying the literature on the research topic;

Pedagogical supervision;

Sociological methods - surveys, interviewing;

Questioning;

Testing;

Projective methods;

Study and generalization of experience.

Theoretical methods:

Thinking procedures (analysis, synthesis, classification, abstraction, generalization, comparison, integration, systematization);

Forecasting, design, modeling;

Construction of a thought experiment.

When planning and organizing classes, it is important to observe the following conditions:

Be sure to take into account the content of the basic kindergarten program;

Correct definition of the main goal of the lesson;

To take into account the interests and needs of each child, to arouse surprise and interest in the proposed material, to treat all children with love and understanding.

It is necessary to maintain a positive - emotional style of relations between adults and children in the classroom, take into account the age, individual and psychological characteristics of children.

When working with children, the following teaching methods were used:

Study and analysis of literary sources on the research problem.

Supervise children during play.

Conversation with children about Mordovia, native village.

Quantitative and qualitative analysis of the obtained results (diagnostics).

And in directly educational activities, such methods as: visual-effective, verbal-figurative, practical.

A visual-effective method is used during:

Showing fairy tales, presentations;

Examination of book illustrations, reproductions;

Conducting didactic, mobile, musical and didactic games;

Excursions;

The verbal-figurative method seems to be the most effective in the process:

Reading and acting out literary works educator;

Conversations with elements of dialogue, summarizing the stories of the educator;

Answers to the questions of the teacher, children;

Conducting a variety of games (sedentary, role-playing, didactic, dramatization games, games with musical accompaniment and etc.);

Guessing and guessing riddles;

Examination of visual material;

Tell children about their experiences.

The practical method is used when necessary:

Conducting didactic, mobile and sedentary games..

Performance analysis.

We can consider the successful participation of children in future projects, open events, competitive displays held at various levels, and their receipt of prizes in competitions as indicators of positive results. We consider the increase in the level of ethno-artistic interests of children to be a particularly important indicator. Increased interest in information about folk culture in different sources. Steady interest in the study of folk culture. Situational interest in the study of traditional culture.

At the end of each stage of the project, parent-teacher meetings, holiday gatherings, and a survey to assess the effectiveness of the project are held. The systematic nature of holding joint events with parents and children, the products of joint activities of children and parents, the degree of interest of parents in ongoing events, the project, the positive dynamics of increasing the total number of those involved in the project are assessed.

Difficulties and problems in using this experience.

Implementation pedagogical experience brings with it certain difficulties.

Insufficient knowledge of children and parents of national traditions, culture;

Insufficient reading of fairy tales, works of writers;

Inability to play national games and toys in families and kindergarten;

Difficulties of teachers in the development of educational programs, in the selection of visual aids, literary texts and materials on the content of ethno-cultural education, as well as in the search for the most effective methods and forms of work with children;

Insufficient enrichment of the material, methodological support of the preschool educational institution.

• to improve the professional competence of preschool teachers in the field ethnocultural education preschoolers;
• build a developing environment for preschool educational institutions, taking into account regional characteristics;
• to implement in a complex - thematic principle of education with the help of the folk calendar;
• develop work program on the formation of ethnocultural competence in children;
• interact with families and cultural centers.

Visual application.

Synopsis of the GCD on familiarization with the outside world

in the middle group (educational area "Cognition")

GCD structure

	Stages of GCD	Summary	Time
	Organizing time	Preparing for a group session.	2 minutes.
	Main part: 1) Preparing children for learning new material. 2) Disclosure of the content of the material, organization of active cognitive activity. 3) Physical minute.	Introductory conversation. Explanation of new material. Reading a poem. Conversation. The teacher's story about the Mordovian national costume "Friendly Fingers"	16 min.
	Final part	Summary of the lesson	2 minutes.

Target:

Consolidation of children's knowledge about native land, culture, folk art.

Continue to acquaint children with the culture of their homeland.

Cultivate a patriotic feeling.

Tasks:

• To expand children's ideas about their native land, culture, folk art.
• Introduce children to the Mordovian national costume.
• To instill in the child a sense of pride, respect for national traditions.

Types of children's activities:playful, communicative, productive, reading.

Material and equipment:A teacher in a national costume, a doll in a national costume, an audio recording of Mordovian folk music.

GCD progress

Shumbratado, Shabbat! (Shumbratado!)

Guys, tell me, in what language did we greet you? (Mordovian)

Right! Today I want to talk to you about our small homeland, about the region in which we were born. To do this, I invite you to go on a journey.

(teacher and children go to the MDOU mini-museum)

What is the name of the republic in which we live? (Mordovia)

Who will say what is the name of the capital of Mordovia? (Saransk)

Look - this is the flag and coat of arms of the Republic of Moldova. What colors does the flag of Mordovia consist of? (white, red, blue)

White color means wisdom, innocence of the world; dark red reflects the long tradition of the Mordovians; dark blue color symbolizes the fertile earth filled with moisture.

Child: You are my Motherland, our land Mordovia!

In life, support, love and destiny.

Moksha and Erzya, Russian brothers...

We are your children, we praise you!

The nature of Mordovia is quite diverse. There are forests and meadows, rivers and lakes, lowlands and uplands(slide 1 ). All seasons in Mordovia are different from each other. Warm spring is replaced by hot summer. Rainy autumn gives way to frosty winter.

The climate of Mordovia makes it possible to cultivate wheat and rye for baking bread, barley for brewing beer, and hemp for weaving ropes. The local weather is favorable for gardening and animal husbandry (slide 2).

Let's go back in time and enter the village house. In a residential hut, in the corner near the door, there was a stove. Under the ceiling were tents - shelves on which they slept. Next to the stove there was a cupboard for dishes, a stove hung on the wall - a wicker basket for storing spoons (slide 3).

In the old days, on long winter evenings, the Mordovians arranged gatherings at which women and girls spun, accompanying the work with a song, the guys played various musical instruments (slide 4).

Embroidery was not only obligatory, but also a favorite pastime of Mordovian girls (slide 4). The palette of Mordovian embroidery mainly includes four colors: black with a blue tint and dark red - as the main tones, yellow and green - to color the pattern. In an effort not to repeat themselves, muzzles constantly improved their skills. They drew ideas from the environment. And the names of Mordovian ornaments are such - “snake head”, “chicken legs”, “goat hooves”, “wings”, “ fir branches”, “solar nodules”, “stars”(looking at patterns).

A women's shirt was worn with a belt or a special complex thigh decoration, which in Mordovian is called a pulai.(dressing girls in a Mordovian costume).

Erzya women were characterized by high headdresses on a solid basis with a long canvas blade descending to the back. Mokshan women wore two-horned headdresses or turban-shaped headbands (slide 5). On holidays, Mordovians wore leather boots, and bast bast shoes served as everyday shoes.

- Guys, did you like Mordovian National Costume? And now let's remember how the items of Mordovian national clothing are called in Mordovian and pronounce them.

Shirt ─ Panhard.

Apron ─ Ikelga Patsya.

Hip decoration ─ Bullet.

Breast decoration ─ Sulgamo.

Hat-wreath ─ Boy-horse.

And now we will rest a little.

"Friendly Fingers"

Te surnes - avine

Te surnes - aunt

Te surnes - babine

Those surnes - grandfather

Te surnes - mon

What good fellows, all correctly executed! Well rested, now it's time to get to work. You have strips of paper and a rosette on your tables. Look again at the flag of the Republic of Mordovia, how to arrange the colors correctly. Get to work.

(During work, I help children with advice (individually, in a quiet voice, without distracting other children)

I remind you that you need to use glue carefully, spread it on the entire surface, remove excess glue with a napkin.

Guys, your work is ready, let's arrange an exhibition, evaluate the work. What is the neatest job?

D: Answers

What job did you enjoy the most?

D: Answers

Guys, what did you learn in class?

D: Answers

What did we talk about today?

D: Answers.

Remember what else we did?

Q: You are great, you have learned a lot. What flags did you get!

Summary of the lesson.

Q: The most beautiful thing in the world is the Motherland. Each person has his own little corner - a city, a village, a street, a house where he was born. This is his small homeland, and our common, great homeland consists of many such small native corners. Homeland begins at the doorstep of your home. She is huge and beautiful. And everyone has one, like a mother.

You are my Motherland, our land, Mordovia!
In life, support, love and destiny.
Moksha and Erzya, Russian brothers...
We, your children, praise you!
Be glorious, our land, and bread, and song.
Spirit of freedom and peaceful labor!
You are our pride, you are our faith.
You are our holy, parental home.
The friendship of peoples magnifies you.
The generosity of the soul and the warmth of mothers.
The spirit of Siyajar feeds from ancient times
The wisdom of the father of your sons.
Native flags soar in the blue sky,
In the hour of trials and joy, the hour.
We and Russia are inseparable -
Time has tested us for strength!

Our work has come to an end. Let's say goodbye to our guests in Mordovian. Vastomazonok…

Tatyana Egorova
Essay: "My Innovative Teaching Experience"

Modern pedagogical technologies in preschool education are aimed at the implementation of state standards of preschool education. The implementation of the Federal State Educational Standard makes it possible to fully provide for the entire system of educating schoolchildren, defines the work of preschool educational institutions as educational institutions of the first level of general education, orients educators to understand the uniqueness and preservation of the intrinsic value of preschool childhood, care for the health and comprehensive development of the child during this period. Another important task is the formation of a common culture of the individual. children, including number of values healthy lifestyle life, the development of their social, moral, aesthetic, intellectual, physical qualities, initiative, independence and responsibility, the formation of the prerequisites for educational activities.

A fundamentally important aspect in pedagogical technology is the position of the child in the educational process, the relationship of adults to the child. An adult in communication with children adheres to provisions: "Not next to him, not above him, but together!". Its goal is to contribute to the development of the child as a person.

For me, my profession is to improve my skills, I must go forward, master innovative technologies.

My task is not just to fill the vessel with ready-made knowledge and skills, but to instill a craving for self-development. I want to teach my pupils to follow the path of knowledge, not to wait finished results, and look for and find creative solutions. In her work, she included the method of project activity as a means of implementing new educational standards.

This form of interaction between a child and an adult allows you to develop cognitive abilities, the personality of a preschooler, as well as relationships with peers. It allows me to define the tasks of learning, to form the prerequisites for cognitive activity, skills and abilities in accordance with the main lines of development.

Project activity unfolds in a problem situation and is carried out through an integrated teaching method and covers the following educational areas;

Social and communicative development;

cognitive development;

Speech development;

Artistic and aesthetic development;

Physical development.

Project activity reflects the following aspects of the social situation of the development of a preschool child age:

Object-spatial developing educational environment;

The nature of interaction with peers;

The nature of interaction with other children;

The system of the child's relationship to the world, to other people, to himself.

A feature of project activities in the preschool system is that the child cannot yet independently find contradictions in the environment, formulate a problem, define a goal. (intention).Therefore, in the educational process of the preschool educational institution, project activities are in the nature of cooperation in which children and teachers, employees of preschool educational institutions, as well as parents and other family members. Adults need to "Guide" the child, help to detect a problem or even provoke its occurrence, arouse interest in it and include children in a joint project, while not overdoing it with guardianship and help teachers and parents. The teacher models the cycle of creative, cognitive, practical activities.

All events are held with the participation of members families: grandmothers, grandfathers, fathers, mothers, etc. We have new traditions in the preschool educational institution - holding monthly: "Byan" (September, October, "Bayanai" (November, "Ostuoruya yya" (December, "Ecological bimonthly" (April May).

weeks: "Yakut culture", "Russian language", "Health", "Fathers' Day", "Safety week", "Cosmonautics", "Families", "Kindness week", "Nature protection".

During the months, weeks, the following types were introduced projects:

1. Cognitive research projects: "Young meteorologist", "Wintering birds", "Water".

2. Role-playing project "Seven kids and a wolf", the result is a show of the staging of a fairy tale on the NVK channel "Biikcheen" and Sakha24.

3. Information-practice-oriented projects: "Suntaar min toroobut ​​doidum", "Decorative and applied art of the people of Sakha", "Sakha torut aya", "ABC of health", "Decorate our yard with flowers", "Massage paths", "Dolls of the peoples of the World", "Road alphabet". "I and my family".

4. Creative projects in the nursery garden: "Herringbone-green needle" (tree made of different materials, "Yakut musical instruments", "Cosmonautics", "Do-it-yourself toys", for the 70th anniversary of the Great Victory "Military equipment of the times of the Patriotic War".

In the course of various events, the parents of our pupils are not only participants, but also initiators. With the active participation of parents, competitions were held in the group "Tuyaaryma Kur-2015", "Father with a child", "Mother and daughter".

The involvement of parents in a single educational space - "Kindergarten-family" - in joint research, project and productive activities with children, contributing to the emergence of cognitive activity, gave positive results. results: the works of parents took 1st place in the ulus competition "Home-made national musical instruments", Children became laureates of the 1st degree in the qualifying round "Polar Star-2015" in the nominations "Conversational Genre", "Fashion Studio", diplomas of the 3rd degree in the competition "Unkuulee, oho saas", nominees of "Saasky tammahtar", "Dyuruui, saham homuya", "Folklore".

Thus, the project method helps to involve a preschool child in the process of active cognitive activity, allowing children to realize where, how and for what purposes the acquired knowledge can be applied. This technology is the technology of the 21st century, which provides for the ability of a person to adapt to rapidly changing living conditions. Using the project method in work is of great importance for the development of modern society.

Related publications:

Innovative experience in literary education of younger preschoolers Experimental work of the study was organized in the second junior group on the basis of MBDOU No. 4 of the combined type of Ruzaevsky.

Topic: "The development of logic and thinking in older preschoolers through mathematical games." Source of change Using the game method.

Innovative pedagogical experience "Development of speech of children of primary preschool age using folklore" (part I) Information about experience, conditions for the emergence, formation of experience. Early childhood is the beginning of life. It can be compared with the morning dawn, turning pink.

Project type: long-term. Project participants: children, parents, educators, speech therapist. Type of project: information-practice-oriented.

Preschool childhood is the most important period in the formation of a person's personality, when the foundations of civic qualities are laid, the first ideas of children about the world around them, society and culture are formed.

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Map of the innovative pedagogical experience of the educator of the municipal autonomous preschool educational institution kindergarten of the combined type "Fairy Tale"

Pokachi city

Smarandi Matryona Dmitrievna.

I. Formal parameters:

Name of pedagogical experience	Practice-oriented activities formoral and patriotic education of children through acquaintance with their native city.
	Smarandi Matryona Dmitrievna - teacher
Type and kind of represented educational institution	Municipal Autonomous Preschool Educational Institution Kindergarten of Combined Type "Skazka"
Period formation and functioning of pedagogical experience	2008 - 2013
Address of pedagogical experience	Pokachi st. Tayozhnaya, 14

1. The relevance of pedagogical experience.

“It is impossible to awaken the feeling of the Motherland without the perception and experience of the surrounding world. Let the memories of a small corner of distant childhood remain in the heart of the baby for life. Let the image of the great Motherland be associated with this corner. V. A. Sukhomlinsky

The problem of moral and patriotic education of the younger generation is one of the most urgent today.tasks of the state and society. Solving the problem of instilling patriotism required a new ideology in educational and upbringing activities. The third state program "Patriotic Education of Citizens of the Russian Federation for 2011-2015" was adopted, oriented to all social strata and age groups of Russian citizens.

The upbringing of a citizen and a patriot who knows and loves his Motherland, people, his culture is the most important current trend in the education of modern children.

The Concept of Education Modernization defines the maintaskRussian educational policy - "ensuring the modern quality of education on the basis of maintaining its fundamentality and compliance with the current and future needs of the individual, society and the state."

The transformations taking place in the education system (new federal state requirements) give rise to new requirements for preparing children for the next stage of education. One of them is the formation of patriotic personality traits in preschool children.

The draft "National Doctrine of Education in the Russian Federation" emphasizes that "the education system is designed to ensure" ... "the education of Russian patriots, citizens of a democratic state with the rule of law, respecting the rights and freedoms of the individual, possessing high morality and showing national and religious tolerance."

Solving the problem of educating patriotism, preschool children today is a difficult task, which is connected, first of all, with the peculiarities of age. But I would like to note that children's perception is the most accurate, and children's impressions are the most vivid. Impressions received in childhood, a person carries through his whole life.

Preschool childhood is the most important period in the formation of a person's personality, when the foundations of civic qualities are laid, the first ideas of children about the world around them, society and culture are formed. At this age, children are subject to the influence of others and it is very important how we instill in them kindness, faith in justice, and develop in them such personality traits as philanthropy, cordiality, humanity, the desire to help a person in need, to help others. Therefore, it is necessary to instill moral and patriotic feelings in children from early childhood, pride in their homeland.

Having analyzed the Rainbow Program edited by T.N. Doronova, V.V. Gerbovoy, T.I. Grizik, came to the conclusion that there is no section on patriotic education. Therefore, pedagogical practice has to independently collect and systematize material on this section. Apparently, this is natural, since the feeling of patriotism is multifaceted in content. The use of the new most effective pedagogical approaches, forms of work, innovations with information and communication and health-saving technologies will allow a broader look at the process of forming the patriotic qualities of an individual.

For the purpose of practice-oriented activities for the moral and patriotic education of children through acquaintance with my native city, I formulated the following tasks:

Creating conditions for the development of patriotic feelings in the child, love and affection for his family, home, hometown;
- providing an opportunity for preschoolers to feel like small townspeople, participants in the life of the city;
- acquaintance with the city, its history and sights;
- interaction with parents to involve children in increasing and preserving the wealth of their native city.

A specific feature of moral and patriotic education is that it cannot be isolated in some special educational process. A sense of the Motherland begins to form in a child from the relationship in the family to the closest people - to mother, father, grandmother, grandfather; admiration for what the baby sees in front of him, what he is amazed at and what resonates in his soul. And although many impressions are not yet deeply realized by him, but, passed through children's perception, they play huge role in the formation of the personality of a patriot. Interest and love for the native land begins with the immediate environment - with acquaintance with the kindergarten, its street, city, with its symbols. Thus, the education of patriotism is possible only if this process is purposeful, involving a system in the use of forms, methods and techniques of pedagogical influence.

At the beginning of the work, I identified a range of problems, such as:
- children's ignorance of the name of the city, the street where they live;
- inability to behave on the streets of his native city;
- disrespect for the results of people's work;
- lack of understanding by parents of the importance of children's knowledge about their hometown and feelings of patriotism;
- lack of pride in their hometown, awareness of their citizenship;
- the absence of a unified system of values ​​(family-people-city) in the minds of preschoolers and parents.
The presence of these problems allowed me to undertake a consistent, phased work with children.

Based on the experience of working in this direction, we can give an affirmative answer: for preschoolers, especially 5-7 years old, a feeling of love for their native city is available, native nature, to their homeland. And this is the beginning of patriotism, which is born in the process of purposeful education.

Innovation project.

Type: informational practice-oriented

Participants: children 5-7 years old, educators, parents,physical education instructor.

Implementation period: 2 years

Project name: "Me and my Motherland"

The purpose of the project: to cultivate patriotic feelings, pride in the place where they live, for the "small" Motherland.

Project objectives:

Educational:

Formation of patriotic feelings in children, pride in the small Motherland;

Formation of tolerance, a sense of respect and sympathy for other people, peoples, their traditions;

Formation of elementary knowledge about human rights.

Developing:

develop careful attitude to the native city (sights, culture, nature);

Expand your understanding of Russia, its capital;

Acquaintance of children with the symbols of the state: coat of arms, flag, anthem.

Educational:

Raising a child's love and affection for the family, home, kindergarten, native street, city;

Raising respect for the work of people;

Raising love for the defenders of the Motherland.

In order to awaken interest and creativity in a child, it is necessary to enrich his life experience with vivid impressions, to give the necessary knowledge and skills. For thisI drew up a long-term plan of events, including excursions - live impressions, travel around my native city in the process of educational activities, games to consolidate knowledge and impressions. Developed thematic planning contributed to the effective assimilation of knowledge about their native land by children, helped them to establish the relationship between events and phenomena occurring in it. All topics were logically interconnected and together represented a complete picture of information about their hometown.

Implementing a project in the educational process, I work in several areas:

Work with children	Interaction with teachers	Family work
Organizational forms by directions
Various types of directly educational activities (integrated, thematic, using ICT). Use of socio-gaming technologies at GCD. Games, observations, walks, excursions, conversations during walks, stories about the history of the city and its people. Holidays, entertainment. Participation in competitions. Design, research activities. Performances of children at parent meetings, concerts. Making crafts on various topics. Decoration of the exhibition for the birthday of the city and the district. Photo - presentation of children's activities. Individual and independent activity.	Public events (GCD, holidays). Dissemination of work experience among colleagues "Pedagogical Marathon". Seminars - workshops (SER). Master classes for teachers and parents. Interaction with educators of age groups and educators of additional education (teacher - speech therapist, instructor in physical education, educator in valeology, educator in ecology, teacher - psychologist)	days open doors. Conversations - consultations with parents. Holidays and entertainment with the participation of parents. Questioning.

3. Innovative orientation of pedagogical experience.

Love for the Fatherland begins with love for one's small Motherland - the place where a person was born. To love your city means to love nature and take good care of it.

I believe that the basic stage in the formation of love for the Motherland in children is the accumulation by children of the social experience of life in their city, familiarization with the world of its culture.

The project is a theoretically grounded, structured, generalized experience educational work teacher.

The work summarizes and systematizes approaches to moral and patriotic education. The priority is the emotional well-being of the child in various activities.

I build my work, adhering to the principle of a gradual transition from the close and simple to the distant and complex.

Innovative technologies were used in the implementation of the experience:

• a project method that allows you to involve parents in the educational process;
• the use of ICT, which makes it possible to more colorfully show the material of the lesson in illustrations;
• integration that allows you to combine several types of activities for more successful assimilation of the material;
• health-saving technologies that allow maintaining the health of children in direct educational activities.

Development of long-term plans, selection of games, proverbs, sayings about the native city. Organization of interaction with parents on didactic support of the pedagogical process: compiling stories and riddles about their native city.

The practical significance of pedagogical experience:

1. Relationship between traditional and innovative ways of workingcreates conditions for the disclosure and development creativity pupils, the formation of a stable motivation for them to achieve high moral qualities personality.

2. Developed techniques and methods of working with children(Modeling. Working with a city plan, children come up with what symbols to designate famous sights of the city), can be applied in the family to improve the pedagogical culture of parents in the formation of moral and patriotic qualities of the child's personality.

The presented project gives children the opportunity to take a broader look at the world, see the surrounding beauty, and broaden their horizons.

4. Methodological base of pedagogical experience.

The system of principles and approaches, the expediency of their use.

• "positive centrism"- selection of knowledge that is most relevant for a child of this age;

• continuity and successionpedagogical process;
• differentiated approachfor each child, maximum consideration of his psychological characteristics, capabilities and interests;
• rational combination different types activities, age-appropriate balance of intellectual, emotional and motor loads;
• activity approach;
• developing characterlearning based on children's activity.
• close cooperation -involvement of parents in educational process (master classes, open classes, children's concerts);
• positive interaction with various educational, cultural and educational institutions.

When performing the work, the following methods were used: the study and analysis of scientific literature and advanced pedagogical experience, as well as programs and methodological writers on raising children, questioning, interviewing, observing children, oral and written surveys, conversations, creative work of pupils, creating situations of success.

Appeal to the problems of moral and patriotic education can be considered a continuation of the tradition laid down by a galaxy of outstanding scientists - teachers: K.D. Ushinsky, N.N. Lange, P.F. Kapterev, E.I. Vodovozova, A.P. Nechaev and others.

I. Ehrenburg wrote: "In order for patriotism to be strong, unshakable, it must come from love for one's small Motherland - one's native city, native nature, village, region." If in before school period this feeling is formed, then during the school period it becomes possible that V.A. Sukhomlinsky defined "as personal attitude to the motherland." D.S. Likhachev believes that "patriotism cannot only be called for, it must be carefully educated - to educate love for the Motherland, its history, for native places."

Academician D.S. Likhachev wrote: “The education of love for the native land, for the native culture, for the native city, for the native speech is a task of paramount importance, and there is no need to prove it. But how to cultivate this love? It starts small - with love for your family, for your home. Constantly expanding, this love for the native turns into love for one's state, for its history, its past and present, and then for all of humanity.

Having studied the methodological, pedagogical literature, a circle of authors was determined, whose positions on the issues of patriotic education of children through familiarization with their native city are the closest,I decided to put them into practice, taking as a basis:

• Arapova-Piskaryova N.A. The program of moral and patriotic education of preschoolers "My native home", modern educational technologies of preschool education.
• Aleshina N.V. Patriotic education of preschool children. Toolkit. Work to instill in children a sense of love for their native city and native country.
• Mikhaneva M.D. Methodical manual for the implementation of the State program "Patriotic education of citizens of the Russian Federation" "Moral and patriotic education of children of senior preschool age".

Completed advanced training courses:

"Formation of the foundations of citizenship in preschool children."

"Information technologies in the activities of a teacher of an educational institution."

5. Pedagogical expediency of pedagogical experience.

To study the features of moral and patriotic education, it is necessary to identify the most significant pedagogical conditions that increase the effectiveness of the formation of patriotic qualities of a person in the educational process.

By instilling in children love for a small Motherland, one can instill morality and patriotism in them. To be considered a patriot, it is not enough to love your land and be proud of it, you need to know its history deeply.

Having studied the history of the city, the region, having received additional information about them, the child learns universal human values. Only knowledge will make our love for our native city and the region active, will allow us to preserve and develop its best traditions. Thus, the education of love for the small Motherland is one of the main tasks of modern education.

The main emphasis in the work is on instilling in a preschooler love for the family, home, kindergarten, native street, city - everything that is close and dear to the child. I wasa long-term plan of events was drawn up, including excursions - live impressions, travel around the native city in the process of educational activities, games to consolidate knowledge and impressions. The developed thematic planning contributed to the effective assimilation of knowledge about the native land by children, helped them to establish the relationship between events and phenomena taking place in it. All topics were logically interconnected and together represented a complete picture of information about their hometown.

Excursions, observations, targeted walks are visual material, as they are the most productive forms of organizing training. The use of modern educational technologies Key words: gaming, integration, ICT, project method.

Methods:

• research method - the child's path to knowledge runs through his own creative, research search;
• method of observation, comparison;
• method of creating problem situations with elements of self-assessment;
• interaction method.

Forms: frontal, subgroup, individual;

Facilities: camera, DVD, computer, printer, tape recorder, illustrative material, multimedia installation.

6. Psychological expediency of pedagogical experience.

The correct approach to moral and patriotic education should not only comprehensively take into account the capabilities of preschool children, but also put respect for their interests and any individual creative manifestations in the first place. This will be the psychological basis on which it is possible to organize various types of activities for preschoolers, allowing each child to find his place in directly educational activities, regardless of the level of abilities.

The main subjects involved in the implementation of the experience are children aged 5-7 years.

Taking into account the age and individual abilities of children, an implementation plan has been drawn up innovative experience. It helps to develop memory, thinking, creative imagination and imagination at the level of this age.

Pedagogical observations of children corresponding to their age have been developed. This allows you to track the result of acquired skills and abilities in initial stage and at the end of the project.

Innovative pedagogical experience is aimed at educating the foundations of patriotism. The interaction of an adult and children in joint activities and communication, which is aimed at revealing and shaping in a child the need to do good deeds and deeds, a sense of belonging to the environment and the development of such qualities as sympathy, resourcefulness, curiosity, and a tolerant attitude towards representatives of other nationalities ( peers and their parents, neighbors and others). Show the child that his native city, although it is still quite young, is famous for its history, traditions, sights, monuments, and the best people.

For achievement positive results, needed close connection with preschool teachers. Through interaction with the tutor in valeology in the "Healthy" circle, childrenform the skills of a healthy lifestyle and cultural behavior, the ability to navigate in the surrounding reality.

Interacting with the educator on ecology, for the formation of eco-culture and environmental consciousness, the experiment used cycles of observations at the kindergarten site: for medicinal, coniferous, deciduous plants, in the garden, alpine hill, bird pole, maintaining various calendars, directly educational activities (simple and complex , on the ecological path, in winter garden). Target walks, excursions, hikes, experiences and experiments along the ecological path. As a result of the activities carried out, children develop a positive, humane attitude towards nature, that man and nature are interconnected.

7. Social orientation of pedagogical experience.

The social orientation and prospects of the presented experience lies in the fact that it is based on the knowledge of the surrounding world through practice-oriented activities to educate the patriotic qualities of the individual through acquaintance with his native city. This teaching experience helps the childself-realization in life.

During the implementation of pedagogical experience, attention was paid to health-saving methods:

Finger gymnastics (A.Ya. Belaya, V.I. Miryasova)

• breathing exercises (A. N. Strelnikova)
• game massage (special hardening) (A. Umanskaya, K. Dineiki)
• articulation gymnastics ( EAT. Kosinov)

Studies show that classes using folklore material help to find a harmonious way out of an excited state, they extinguish stress reactions. Therefore, during a dynamic pause, Russian folk melodies, riddles, proverbs, counting rhymes, nursery rhymes are used.

The presented innovative experience uses finger gymnastics, allowing children to rest, relax, strengthen the muscles of the fingers and palms. Games with words and movements develop a sense of rhythm, children's memory and speech.

This experience is implemented in integration with educators and a physical education instructor.

Integrated classes are conducted based on the interaction of various activities of children.

Classes are built in a playful way, which creates a benevolent, emotionally rich atmosphere of joint creativity of children and adults, encourages each child to accept Active participation in the learning process, maintains interest and attention, activates speech.

Classes with an educator in ecology help develop observation, establish personal-investigative relationships, experimental research activities related to the natural conditions of our region and city. Joint sports activities and holidays develop motor activity of children.

The implementation of this experience is available to many teachers who wish to participate in it and improve their pedagogical qualifications. This is a win-win opportunity for professional self-realization of the teacher as a participant in the implementation of experience.

8. Reproducibility of pedagogical experience.

On the basis of this innovative experience, open classes, promotions, holidays, and entertainment are held.

I take part in professional competitions at the district and all-Russian level, generalization of pedagogical experience at the municipal and city levels within the framework of the pedagogical marathon "Share experience", publications ininternet sites.

I share my experience with teachers and parents on a personal website

Innovative experience is spreading at the level of a preschool educational institution in the city of Pokachi. Presented at the city methodological association on the topic: "Formation of gender, family, citizenship in preschool children."

Implementation of the experience does not require additional economic costs. It is enough to study the means used, methodological literature, adapt your skills and determine your line of education.

9. Resource support of pedagogical experience.

Necessary conditions for the implementation of innovative experience:

Human Resources:

• group educators;
• ecology teacher;
• tutor in valeology;
• physical education instructor;
• parents.

Material and technical resources:

• multimedia installation: screen, projector, laptop for the use of information and communication technologies;
• magnetic board for illustrative material;
• additional and methodical literature, program and methodological materials;
• Software according to Federal government requirements:

educational program "Rainbow" edited by T. N. Doronova; working programm;

• flags, vests (for excursions), decorations for the holidays, hats for outdoor games, etc.

Informational resources:

• the use of ICT, the creation of one's own and the use of ready-made presentations for events and direct educational activities, replenishment of the music library through the resources of Internet sites.

III. OUTCOME PARAMETERS

10. The effectiveness of pedagogical experience.

The effectiveness of innovative pedagogical experience lies in solving the problems of moral and patriotic education.

In my practice, I conduct diagnostic observations that allow you to track the cognitive, social, personal, moral and patriotic development of children.Acquaintance with the yard, the street on which the child lives, forms children's ideas about ro d city, its structure, history, sights.

An effective way to introduce children to the city is T Xia simulation. We make chips with the designation of famous objects - kindergarten, school O la, shops, library, sports complex and others.

As a result of systematic work in childrenincreased interest in relatives and friends, in the hometown of Pokachi.The relationship of children has noticeably changed, they show great attention to each other.

The children's vocabulary has expanded. In the plot-role-playing games of children, the knowledge gained from the surrounding reality was reflected. The ability to express one's attitude to nature with the help of poems, riddles, proverbs appeared. In independent work on drawing, modeling, designing, they began to show initiative and creativity. There was a great interest in the construction of natural materials.

The reliability of the experience is ensured by consistently high results based on the results of diagnostic observations and the quality of the acquired knowledge, skills and abilities used in practice.

In accordance with modern requirements for preschool education, there is a close integration of the areas of the educational process.

Educational field "Socialization" - familiarization with the elementary generally accepted norms and rules of relationships with peers and adults in joint physical activity, the formation of gender, family, citizenship, patriotic feelings, a sense of belonging to the world community."Safety" - the formation of primary ideas about oneself, gender characteristics, family, society and the state, the development of generally accepted norms and rules for relationships with adults and peers in the context of safe behavior and the foundations of environmental consciousness."Communication" - the development of free communication with adults and children in terms of the formation of primary value ideas, ideas about oneself, family, society, state, world, as well as compliance with elementary generally accepted norms and rules of behavior.

"Reading fiction" -the formation of primary ideas about oneself, one's feelings and emotions, the surrounding world of people, nature, as well as the formation of primary value ideas.

The following forms were used in working with children: direct educational activities, observation, experimentation, modeling, excursions, independent work of children, interaction with parents.

As a result of the integration of educational areas, the qualities of the child's personality develop: observation, curiosity, motor and cognitive activity.

The results of participation in the competitions of pupils:

2010 gubernatorial competitions among children of preschool educational institutions of Khanty-Mansi Autonomous Okrug-Yugra (1st place). City sports competition "Dad, Mom, I am a friendly family" (3rd place);

2011 diploma for participation in the VII annual city competition of educational, research and creative works"Youth in Science" and the victory in the nomination "Young malacologist" Andrey Zuev (6.5 years);

2012 Certificate for knowledge of the rules traffic Blokhin Maxim (4.5 years) was awarded;

2013 diploma of the winner II and III degree All-Russian competition for preschoolers "The First Rainbow" in the nomination "My Family". International children's creative drawing competition for preschoolers (participant diploma).

After analyzing pedagogical observations during the inter-certification period, we can conclude that children have formed ideas about

hometown - Pokachi, love for their native places where they live. Graduates are engaged in sports, health and cultural centers of the city. In the ice palace "Crystal" they play hockey Kovalev Vova, Bazhok Maxim. Lukashenka Dasha, who has repeatedly represented our city at all-Russian competitions and won prizes, is engaged in rhythmic gymnastics. At the art school they study vocals and play different instruments: Kalinina Elena, Russu Sofia, Antipova Maria, participate in urban holiday concerts. Babayeva Sabina works in the center of creativity, we see her works in the exhibition hall of the city.

Creative work of children:

Huseynov Islam and

III degree Aliev Timur;

Certificate of participation in the All-Russian remote competition for preschoolers "First Rainbow" in the nomination: "My Family" 5 children were awarded;

Diploma of the International Children's creative competition Drawings for preschoolers were awarded to 5 children.

On this topic, a block advanced planning and a system of classes to introduce children to moral and patriotic education, which were accepted for work by the decision of the pedagogical council of the MADOU DSVK "Fairy Tale".

11. Distribution of pedagogical experience.

At the preschool level

Year	Subject	Place of performance	Form
2008	GCD "City-Village" familiarization of preschoolers with the surrounding and social reality, from the section "Hometown"	MADOW DSCV "Fairy tale"	Open lesson with children 4-5 years old
2008	Complex lesson "My family"	MADOW DSCV "Fairy tale"	Open lesson with children 4-5 years old
2008	GCD Folk - applied art"Russian Matryoshka", from the section "Our Motherland".	MADOW DSCV "Fairy tale"	Open lesson with children 4-5 years old
2009	NOD "Spring Tale"	MADOW DSCV "Fairy tale"	Open final lesson with children 5-6 years old
2009	"Symbols of my family"	MADOW DSCV "Fairy tale"	Design of an exhibition of works
2010	"Lessons of Kindness in Kindergarten "Fairy Tale""	MADOW DSCV "Fairy tale".	Advice for teachers and parents. Publication in the newspaper "Pokachevsky Vestnik"
2010	"Feeling of Motherland..."	MADOW DSCV "Fairy tale"	Making an information stand for parents
2011	«Innovative approach in development intellectual abilities children"	MADOW DSCV "Fairy tale"	Pedagogical Council of Teachers of Preschool Educational Institution
2012	"Civil-Patriotic Education of Children in the Russian Educational Space"	MADOW DSCV "Fairy tale"	Seminar - workshop for preschool teachers
2013	Formation of gender, family, citizenship in preschool children.	MADOW DSCV "Fairy tale"	Presentation on the DOW website
2013	"Day of the State Flag of the Russian Federation"	MADOW DSCV "Fairy tale"	Public event
Municipal level
2009	"Labor education of preschoolers"		Presentation work experience
2010	"The formation of personality through labor activity. Pedagogical conditions for the formation of industriousness in the process of familiarization with the work of adults "	Methodical association of employees of preschool educational institutions	Message
2011	Enrichment of the child's social experience through the implementation of game projects "On Rights - Playing"	MADOW DSCV "Fairy tale"	Experience exchange
2011	"Modern approaches to innovation in the conditions of preschool educational institutions"	MADOW DSCV "Fairy tale"	Experience exchange
2012	"Interaction of the educator with the families of pupils"	Methodical association of employees of preschool educational institutions	Presentation work experience
2013	"My friendly family"	Methodical association of employees of preschool educational institutions	Project presentation
2013	"Development of intellectual and creative abilities in gifted children"	August Conference of Educators	Experience exchange

Federal level

In 2009, in the district review-competition of variant programs for the moral and patriotic education of preschool children "I and my Motherland";

In 2011 in the district review-competition of variable programs according to traffic rules "Little Pedestrian" Order No. 735 dated 16.09.2011. In the district review-competition "The best sports ground of a kindergarten" among preschool institutions of Khanty-Mansi Autonomous Okrug - Ugra;

2013 All-Russian competition national award in the field of education "Civic and patriotic education in education", Diploma of II degree.

Practical materials are posted on the international Russian-language social educational Internet projecthttp://www.maaam.ru/users/29md2967; V social network educators; publications and teaching materialshttp://matveyrybka.ucoz.ru/ .

Participation in professional competitions:

2011 Certificate of participation in the city educational pedagogical marathon "Let's share experience" in Pokachi;

2013 Diploma. Innovative activity. Draft program "I and my Motherland", Diploma of II degree at the competition National Award"The Elite of Russian Education";

2013 Gratitude for active participation in the work of the social network of educators;

2013 Certificate of participation in the monthly competition "Best methodological development". Published: 03/15/2013 maam.ru;

2013 Certificate of the curator of the All-Russian distance competition for schoolchildren "First Rainbow" in the nomination "My Family".www.iqraduga.ru

2013 Certificate for publication: Pedagogical project: "My friendly family" Published on 05/01/2013.

http://elitarosobr.narod.ru/index/0-28;

2013 Certificate of participation in the All-Russian round table"Leisure for children, educational programs in summer period in preschool education” dated July 9, 2013;

2013 Certificate of participation in the workshop "Development of personal qualities in a child" dated 05.07.2013;

2013 Certificate of participation in the webinar "The program of preschool education" Rainbow "in the context of FGT. Experience of implementation and implementation of the program” from 05/29/2013.

12. Stability of pedagogical experience.

By implementing this innovative pedagogical experience, pupils acquire new skills, knowledge and skills.

One can see the dynamics of development in the assimilation of program material.

	Children 4-5 years old	Children 5-6 years old	Children 6-7 years old	Children 2-3 years old	Children 5-6 years old
2008-2009 academic year
2009-2010 academic year
2010-2011 academic year
2011-2012 academic year
2012-2013 academic year

The stability of the effectiveness of the experience is evidenced by a high level of development educational program pupils:

% of the number of students taught by this teacher	2008-2009 academic year	2009-2010 academic year	2010-2011 academic year	2011-2012 academic year	2012-2013 academic year
Children 4-5 years old (22 children)
Children 5-6 years old (20 children)
Children 6-7 years old (20 children)
Children 2-3 years old (19 children)
Children 5-6 years old (11 children) compensatory group

13. Representativeness of the introduction of pedagogical experience

An open complex lesson “My Family” for teachers and parents with the participation of parents, 22 children, 12 teachers, 16 parents took part.

An open integrated lesson on the legal education of children using ICT "On the rights-playing" for teachers and parents, 12 children, 7 teachers took part, 23 teachers and 6 parents attended the lesson.

Presentation of the project "My friendly family" at a meeting of the city methodological association of teachers of preschool educational institutions, 26 teachers were present.

The festive event "Day of the State Flag of the Russian Federation" was attended by 38 pupils aged 5-7 years, 8 teachers, 4 parents.

The number of subjects involved was: 72 children, 76 teachers, 26 parents.

2010-2011 academic year

2011-2012 academic year

2012-2013 academic year

11 (children of compensatory orientation)

Total: 92 children

14. Publication of pedagogical experience in the press

Publication certificates methodological material in the electronic media on the site site:

1. A lesson on familiarizing preschoolers with the surrounding and social reality "City - Village", from the section "Hometown"; 2. Presentation of the pedagogical project "My friendly family";

3. Presentation. Legal education of children "On rights - playing";

4. Presentation of the work experience "Formation of gender, family, citizenship in preschool children."

5.Consultation. The role and place of preschool educational institutions in the national educational initiative "Our new school".

6.Certificate confirming the availability of your personal website of the educator.

7. A certificate confirming the placement of one's own electronic portfolio in the social network of educators.

Head of MADOU DSKV "Fairy Tale" _______________ / Sitnikova G.F.

MADOU "Center Garden No. 4"

on the topic: "The role of theatrical activities in the development of preschoolers"

The relevance of the work on this topic lies in the fact that in a preschool educational institution, theatrical activity is one of the most accessible types of art for children, it enables the child to satisfy his any desires and interests, get to know the world around him in all its diversity, activate vocabulary and sound . Theatrical activity is an inexhaustible source of development of feelings, experiences and emotional discoveries of the child. In theatrical activity, the child is liberated, conveys his creative ideas, receives satisfaction from the activity, which contributes to the disclosure of the child's personality, his individuality, and creative potential. The child has the opportunity to express their feelings, experiences, emotions, resolve their internal conflicts.

Theatrical activity allows solving many problems of pedagogy and psychology related to:

Art education and upbringing of children;

Formation of aesthetic taste;

moral education;

Development of memory, imagination, initiative, speech;

Development of communicative qualities;

Creating a positive emotional mood, relieving tension,

resolving conflict situations through theatrical play.

Theatrical activity instills a steady interest in literature, theater, improves the ability to embody certain experiences in the game, encourages the creation of new images, and contributes to the development of communication skills.

The ability to communicate with other people, to defend their point of view, based on the rules of speech communication.

Theatricalization is used in the interests of the child's speech development. The emotional impact of works of theatrical art stimulates the assimilation of the language, causes a desire to share impressions. Carrying such a positive impulse, theatrical activity should be widely used in work with children. However, the upbringing of children by means of the theater is slowly and not always successfully implemented in practice. Often the theater turns into an optional, auxiliary event that can only entertain. The problem lies in the need to realize that such a type of children's activity as theatricalization creates the most favorable conditions for harmonious development child. Taking an active part in holidays and theatrical performances related to folk traditions, the child develops his artistic and creative inclinations, independence, amateur performance, returns children to the origins of national culture and natural knowledge of the spiritual life of the people.

The theater combines all types of art, which makes it possible to talk with children not only about its history, but also about painting, architecture, the history of costume and decorative and applied art.

It is very important to interest parents in the prospects for the development of theatrical activities, to involve them in the life of the kindergarten, to make them allies in their work.

Conditions for the formation of the idea of ​​experience, conditions for the emergence, formation of experience.

The originality and novelty of the experience lies in the use of theatrical activities in the educational process of the preschool educational institution in non-traditional activities, and not only in the form of entertainment, holidays, dramatization games in the free activities of children. The use of theatrical activities as an educational tool expands the possibilities of teaching children, allows you to keep the child's attention for a long time. Because the unconventional occupation is based on the principles:

constant feedback,

Dialogization of the educational process,

Development optimization (active stimulation)

emotional uplift,

Voluntary participation (freedom of choice),

Dive into the problem

Free space, harmonization of development.

Accumulating creative experience, children, with the support of adults, can become authors of research, creative, adventure, game, practice-oriented projects.

The topics of projects can be very different, their main conditions are the interest of children, which provides motivation for successful learning. Pupils of our institution are very inquisitive, they strive for knowledge and research of something new, unknown. To satisfy the interest of children, projects of various directions are created, and interest parents. The use of modern ones improves the quality of the educational process, makes learning bright, memorable, interesting for children of any age, forms an emotionally positive attitude.

The presence of a theoretical base of experience.

The theoretical basis of experience is based on the publication of such authors as:
Antipina activities in kindergarten: games, exercises, scenarios.

Artemov games for preschoolers: book. For a kindergarten teacher.

Petrova games in kindergarten. Development of activities for all age groups with.

A child in the world of fairy tales: musical and theatrical performances, dramatizations, games for children 4-7 years old

Churilova and the organization of theatrical activities of preschoolers and younger schoolchildren

Folklore - music - theater: programs and notes of classes for teachers working together with preschoolers.

Experience technology. The system of specific pedagogical actions, content, methods, methods of education and training.

The influence of theatrical activities on the development of the child is undeniable. This is one of the most effective methods of manifestation of creative abilities, as well as the activity in which the principle of learning is most clearly applied: learning by playing.
The educational possibilities of theatrical activity are enormous; its subject is not limited and can satisfy any interests and desires of the child. By participating in it, children get acquainted with the world around them in all its diversity through images, colors, sounds, music, and questions skillfully posed by the teacher encourage them to think, analyze, draw conclusions and generalizations. In the process of working on the expressiveness of the character's remarks, his own statements, sound culture speech. The role played, especially the dialogue with another character, puts the little actor in a position to speak clearly and distinctly. Captivated by the idea of ​​the production, the child learns a lot, learns how the skills acquired in the game can be used in everyday life. Therefore, theatrical activity allows solving such pedagogical tasks as:

to promote a more holistic perception and deep understanding of the material being studied by preschoolers, to increase cognitive motivation, involving them in active independent activity, to form the need to search and identify their original findings;

a positive attitude towards the application and development of innovations aimed at expanding the horizons of preschoolers;

to give knowledge for the intellectual and spiritual and moral development of preschoolers, contributing to successful development children have erudition, imagination, the ability to reason logically and draw conclusions;

to bring up elementary generally accepted norms with peers and adults through game actions;

to improve the acquired gaming skills and abilities in preschoolers for the development of gaming activity;

to promote the use in practice of modern requirements for the organization of games for preschoolers and to form a moral culture of worldview among preschoolers

The optimal and effective means in theatrical activities is one of the main ones in the organization of the developing environment. In our kindergarten, conditions have been created for the development of theatrical activities: this is the creative design of the music hall, a computer with Internet access, a TV, a video library, an audio library, a music center, microphones; equipped with a "dressing room", where masks, wigs, costumes and attributes for performances, methodological support are stored. The group has a theatrical corner, purchased and manufactured different kinds theater: desktop, b-ba-bo, finger, etc. The approach to raising children creates conditions in which the position of the child is naturally provided in the process of creative communication with an adult. Various games increase emotional tone, relieve stress, activate the attention of children. Theatrical activity is included in almost all varieties of directly organized activities, in independent activities, in the activities of children and adults, in the scenario of holidays.

The forms of organization of theatrical activities are:

1. Joint organized theatrical activities of adults and children.

2. Independent theatrical and artistic activities, theatrical games in everyday life.

3. Mini-games, mini-sketches in the course of other directly educational activities.

4. Visiting theaters in preschool or outside kindergarten with parents.
Classes on theatrical activities are optimally and effectively built, including: viewing puppet shows, conversations on them, dramatization games, etudes, pantomimes, correctional games, exercises for the development of speech, games - transformations, finger game training. The use of theatrical holidays in preschool educational institutions is effective, where each participant contributes his creativity, his work through the manufacture of simple scenery, carnival masks, toys, crafts, drawings.

The effectiveness of experience.

The content of this system made it possible to develop in children of senior preschool age such individually - personal qualities, as tolerance and confidence, sympathy for others, the development of children's imagination, the ability to empathize with what is happening, the ability to control one's mood and regulate emotions. emancipation of the child, increasing his self-confidence, in his abilities.
After the work done, the children experienced significant changes in the state of speech abilities and communicative functions. In parallel, the development of all mental processes took place: attention, memory, thinking, imagination and speech.

Particular attention is paid to the disclosure of the emotionality of the child, the disclosure of his creative potential, acting skills, which is considered decisive for teaching children theatrical activities.

Taking an active part in holidays and theatrical performances associated with folk traditions, the child develops his artistic and creative inclinations, independence, amateur performance, returns children to the origins of national culture and natural knowledge of the spiritual life of the people.

Using the above and methodical forms in practice, it made it possible to achieve the following results: according to the results of the diagnostics of artistic abilities on the basis of the partial program "Theater - Creativity - Children", edited, there is a positive trend in the development of children.

Difficulties and problems in using this experience

The difficulties in applying this experience were as follows:

- planning and building a system of classes, taking into account the age and individual characteristics of children;

- selection of equipment and materials;

- application of methods and techniques of working with children, based on their individual characteristics;

- development of criteria for tracking the level of mastering the knowledge, skills and abilities of children.

With the accumulated work experience, I willingly share with colleagues at work, parents, speaking at workshops, methodological associations, pedagogical councils, parent meetings, consultations.