Technologies of Museum Pedagogy in the Conditions of a Preschool Educational Institution. Museum Pedagogy as an Innovative Pedagogical Technology in Dow

Museum Pedagogy in Preschool Educational Institution

At some point, the little philosopher becomes interested in eternal questions: “What is art, how and why did it arise?”, “What is the secret of beauty?”, “Why are all people and nations on planet Earth different?” etc. It is not easy for a child to answer such questions, and even speak in a simple, accessible, clear language.

And here museum pedagogy comes to the aid of adult mentors.Museum Pedagogy in Kindergarten with its methods, tools, programs will help not only answer the endless "Why?" and "Why?", but will also show the connection of times, the culture and history of the people, the spiritual experience of mankind. In addition, the museum is also a wonderful environment in which to organize preschoolers. But in order to use its help, it is necessary to follow certain rules and postulates.

Rule one. To visit any museum, it is necessary to seriously, purposefully prepare, and then consolidate the impressions and knowledge gained.

The inclusion of museums in the educational process is not as simple as it might seem at first glance. Teachers, educators, parents, who knew the great and irreplaceable importance of the museum as an educational and educational phenomenon, sometimes express bewilderment: they take their pupils to the museum almost every month, and the expected result is still not achieved. Children continue to be bored, cannot concentrate, do not behave in the right way, and often refuse to visit the noble institution again. In other words, quantity does not translate into quality.

It turns out that the point is not at all in the frequency of visits, but in the degree of readiness of the child to perceive the subject, conditional museum language. In other words, it is necessary to "graft" the museum culture. Bringing children to a museum and expecting from them a full perception of museum information (an emotional reaction, revealing the main idea of ​​an exposition or an exposition complex, aesthetic pleasure, etc.) is a naive and hopeless business. It's like hoping that a person who first picks up a violin, brush, clay, will begin to create masterpieces.

The museum teacher (educator) should be aware that the child is not prepared to perceive the complex symbolic language of the museum, to comprehend the hidden meaning of the things around him. The task is to help the little man in this difficult, very important cognitive activity. Exploration (discovery) of the surrounding world starts small. From a “journey” around your room, apartment, from a new look at familiar things. If a child learns to see the important and interesting in the simple, everyday, he will be able to recognize hidden meanings in distant complex phenomena and facts of culture. The world of ordinary things is more accessible and close to children. Teacher in the field of cultural education and aesthetic education is assigned the role of a guide to this world. Armed with the methods of museum pedagogy, he can lead novice pathfinders along the paths of knowledge to countless discoveries.

At the pre-museum visit classes in kindergarten, the teacher should reveal to his pupils the meaning of such a difficult phenomenon as the museum, introduce them to the hidden meanings and meanings of objects from the outside world as signs of culture. A "speaking" object helps to reveal the essence of an abstract cultural or philosophical concept ("time", "culture", "museum", "monument", "relic", etc.), to explain complex patterns. Within the walls of the museum, small visitors, together with the museum teacher, continue what they started in preschool conversation, based on the material of the museum exhibition.

"Grandma's attics and chests", family albums and relics are indispensable helpers in the study of history and culture. In addition, the teacher has big choice video materials and other illustrative materials that open richest world collections of Russian and foreign museums.

Rule two. It is necessary to clearly understand the ultimate goal of their activities - formation creative personality capable of perceiving cultural heritage with interest as part of the present and aware of its responsibility not only for its preservation, but also for the multiplication and transmission of this heritage to other generations.

Words that sound somewhat pathetic, in fact, denote a very specific phenomenon and call for targeted action. Cultural heritage in all its diversity should serve as an antidote against pseudo-values, mass culture, which are rapidly and aggressively capturing the cultural space today. Therefore, we must teach the child with preschool age to distinguish the real from the fake, true art from kitsch, the beautiful from the bad. And where, if not in a museum that stores works of art and artifacts of history selected by time and evaluated by generations and experts, to form a developed taste, true values. It is possible and necessary to start this difficult work even outside the museum - in kindergarten, in preparatory classes. So, the participants in the “dialogue” can be antique objects that are distinguished by exquisite taste: a discreet pattern, graceful lines, a perfect shape, for example, an old amphora, an elegant cup, etc. Things that personify modern kitsch enter into a dialogue with them - the same “toy” amphora, but with a bright, flashy, pseudo-antique pattern, exaggerated forms.

In a word, the implementation of this important mission to form a child's personal, emotional attitude museum education can contribute to cultural heritage.

Rule three. Cultural and aesthetic education with the help of museum facilities is possible only on the basis of knowledge and consideration of the characteristics of children's perception, strict adherence to psychological and pedagogical principles developed by domestic and foreign experts

I hear - and forget.

I see and remember.

I do - and I comprehend.

This saying, attributed to Confucius, can serve as a kind of epigraph to museum pedagogy, because it contains essential principle this direction educational activities. The saying was comprehended by modern scientists and expressed in the dry language of numbers:

What we hear - 10%.

What we see - 50%.

What we do - 90%.

The basis of the developing methods of museum pedagogy is the postulate of the outstanding Russian psychologist and teacher L.S. Vygotsky, and the constant appeal to the experience of foreign psychologists and teachers, and the recommendations of prominent Swiss scientists - the psychologist Jean Piaget and the teacher Johann Heinrich Pestalozzi.

The experience of the psychological and pedagogical activity of the famous Italian teacher Maria Montessori is unique, testifying: the basis of teaching and raising children is sensory education. Under the education of the senses, Montessori understood not the ability to distinguish the color, shape and various qualities of objects, but the refinement of feelings, the development of attention, the ability to make one's own judgment about the subject. It is important and interesting for museum pedagogy that Montessori proposes a wide use of the sense of touch, with which it often replaces vision, to teach to see with your hands. And now museum teachers act according to this principle, when, together with their pupils, they touch ancient objects, architectural monuments with trepidation ... This most important principle of mastering the surrounding reality by a child is supplemented by another:"Help him do it on his own." When we are talking about such complex and subtle matters as knowledge of oneself, others, the surrounding world, any violence, pressure, authoritarian judgment, which sometimes both teachers and educators sin on, can turn out to be detrimental: “Do asI. Love what's close to me". Museum Pedagogy in Kindergarten garden calls to give the child the opportunity to manipulate objects himself, extract the information contained in them, draw conclusions and make his choice. Having studied these and other studies, domestic experts in the field of museum education have made the only conclusion for themselves: only by appealing to the emotional sphere of children, we have the right to talk about solving the most difficult psychological and pedagogical task - the inclusion of universal human values ​​in the internal spiritual world every child. In other words, the main methodological principle of museum pedagogy coincides with the main principle of value development of reality.: "Values ​​cannot be learned, values ​​must be experienced."

In practice, the principle of including the child in active cognitive process in the space of the museum is embodied in the declared motto of children's museums and specialized expositions for children - hand "s on -"knowledge by hand". In most foreign museums, acquaintance with the exposition, as a rule, ends with the creative work of children in museum classes or workshops. Here, the acquired knowledge is directly fixed, which thereby becomes the personal acquisition of each child. The study and analysis of the practical and theoretical activities of domestic and foreign scientists, the experience of museum teachers in Moscow and other regions made it possible to propose the following methods that most closely correspond to psychological and pedagogical guidelines. It's aboutsocial roles, creating game situations, practical manipulation of objects, the use of associative links, theatricalization of independent search and research activities .

Wide spectrum Methods determines an unlimited set of various methods and forms of work: quizzes, crossword puzzles, charades, puzzles, team competitions. They are closely interrelated, so they can be used in a variety of combinations. Hence the creative tasks performed both in a preschool institution and at museum expositions, as well as holidays, theatrical performances, etc.

The leading method in working with preschool children, as you know, is the game. It is the game, simulating a variety of situations, that the child learns the world acquires the necessary skills, acquires own experience. Imagination and fantasy, at their most developed in childhood, help the child to feel the spirit of a different historical time, and therefore, to master, transform and appropriate the accumulated historical and cultural values. In the course of the game, inverse problems are also solved: memory, creative fantasy, imagination, creative thinking, associative links expand, speech is formed.

Rule four. Museum education presupposes the need for a clear, structurally and meaningfully adjusted program.

Formation in a child complete picture of the world, stimulating his creative abilities and interest in the world around him are possible on the basis of special classes in museums of various profiles, equipped with appropriate creative tasks, route sheets, etc., on the basis of special museum educational programs that include museums of various profiles. Such programs include: "Museum and Culture", "Objective World of Culture", "Museum and the World", "Hello, Museum!" (the authors of these programs are employees of the Russian Museum in St. Petersburg); in them, each topic or section of the course is comprehensively covered under different angles vision on the basis of museum, subject material.

Rule five. Knowledge of history, culture, the surrounding world should bring joy.

Then the historical and cultural facts, great names, style, taste guidelines of the era - what constitutes the concept of "sense of time" - will remain not only in the minds, but also in the hearts of children forever. These could be scenarios introductory lessons when preparing children for visiting a museum or organizing exhibitions in kindergarten and educational work in them.

"Museum Pedagogy in the Preschool Educational Establishment as

innovative technology in the field

personal education»
Prepared by: teacher Tyuleneva O.A.

Museum Pedagogy
Museum pedagogy is an innovative technology in the field of personal education of children, which creates conditions for immersion of the individual in a specially organized subject-spatial environment. The main goal of museum pedagogy is to introduce the younger generation to museums, creative development personality, the formation of cognitive activity.

Compliance with museum pedagogy

conceptual foundations of GEF
Developing education Scientific validity (personally-oriented approach, activity approach, taking into account the fundamental foundations of developmental psychology and pedagogy) Integration educational areas(interaction of educational areas to ensure the integrity of the educational process - accessibility of topics, motivation). Leading activity accounting

Museum pedagogy and principles

activity approach
Activity approach (according to A.N. Leontiev, L.S. Vygodsky): Needs - motives - goals - conditions - actions - activity structure

Modern children:

"Children of the New Consciousness"
Gorlova Natalia Alekseevna - Doctor of Pedagogy, Professor of Moscow City Pedagogical University (report 2006) Modern children are the children of the information age, the information type of development of society, which has replaced the post-industrial one.

Features of modern

children
main feature modern children in the fact that they have a new type of consciousness - systemic-semantic, and not systemic-structural, characteristic of children of the last century, which is described in detail in the work of L.S. Vygotsky "Thinking and Speech".

Features of modern

children
The systemic-semantic consciousness of the child is aimed at comprehending the surrounding reality as a semantic reality. The first question that worries the baby is “why?” - replaced "why?". It is not the causal dependence of objects and phenomena that interests the modern child, but the meaning of actions and actions. The modern child has an active nature, but whether it manifests itself in later life will depend on the conditions of upbringing and education. Not a body of knowledge about the world, but systems of relations dominate the mind modern child and are the basis for obtaining knowledge, developing skills and abilities, value orientations.

Principles of creating a mini-museum
The principle of integration - a mini-museum should take into account the content of the educational program of the preschool educational institution and help in the implementation of its general tasks and the tasks of individual educational areas. The principle of activity and interactivity - a mini-museum should provide pupils with the opportunity to realize themselves in various types of children's activities (use exhibits in role-playing games, create crafts and include them in the general exposition, etc.).

Principles of creating a mini-museum
The principle of conformity to nature - a mini-museum should be created taking into account the psychophysiological characteristics of children different ages and provide conditions for the disclosure of the creative potential of each child. The principle of scientific character - the presented exhibits should reliably reflect the theme of the mini-museum, explain various processes and phenomena within the framework of the chosen topic in a scientific and at the same time accessible language for the child.

Principles of creating a mini-museum
The principle of humanization and partnership - the mini-museum creates conditions for comprehensive development child, encouraging his initiative, creative activity within the framework of subject-subject relations in the system "adult-child", "child-child". The principle of cultural conformity - the mini-museum is focused on familiarizing children with world culture, universal values ​​through the development of the values ​​and norms of national culture in the course of directly educational activities in the museum space.

Principles of creating a mini-museum
The principle of dynamism and variability - the exposition of a mini-museum should be constantly supplemented and updated, taking into account the age characteristics of the children of the group. The principle of diversity is the filling of the mini-museum with exhibits that are different in form, content, size, reflecting the historical, natural and cultural diversity of the surrounding world.

Design of mini-museums
The location of all the exhibits only in a horizontal plane (on a table) is not practical. In one plane, it is best to consider collections (objects of the same name). The task of a mini-museum is to show an object from different angles, to reflect its relationship with other objects. The development of the vertical can be carried out as follows: Placement of material on wall shelves; The use of screens; Use of stands; Mobile use; Placement of fine material on dry or artificial tree branches.

Exposure creation algorithm
Any exposition must take into account the logical chain: perception - understanding - comprehension - consolidation - application.

Tasks for educators
to teach the child to see the historical and cultural context of the surrounding things, i.e. evaluate it from the point of view of the development of history and culture; develop an understanding of the relationship historical eras and their involvement in another time, another culture through communication with monuments of history and culture; to form the ability to recreate the image of the corresponding era on the basis of communication with the cultural heritage, i.e. to the artistic perception of reality; develop the ability for aesthetic contemplation and empathy; inspire respect for other cultures; develop the ability and need to independently explore the world around us by studying cultural heritage different eras and peoples.

Results for children
The child has a chance to become an intelligent person, from childhood attached to culture and to one of its remarkable manifestations - the museum. Children, having fallen in love with and mastered the museum space, will become the most grateful and receptive visitors to museum exhibitions and cultural events, acquire cognitive interest to a real museum. Children form a value attitude to history, there is an interest in museums and exhibitions, develops emotional response.

Museum organization stages

Stage 1.
Setting goals and objectives for pupils and parents of kindergarten pupils. This phase includes activities such as:- parent meetings, - consultations, - individual work.
Stage 2.
Choosing a room or place in a group. It is necessary to take into account the number of exhibits.
Stage 3.
Collection of exhibits and their registration in the catalog.
Stage 4.
The design of a mini-museum, which requires compliance with a number of conditions: - design of a room (corner) taking into account aesthetic standards; - the presence of children's furniture for games, activities; - Compliance with safety and hygiene standards.

Museum organization stages

Stage 5
Development of topics and content of excursions and classes to familiarize children with the exhibits.
Stage 6
Development of a perspective-thematic work plan, which included not only classes with children, but also events for parents, as well as competitions and exhibitions.
Stage 7.
Choice of tour guides. They can be teachers, older preschoolers or parents.
Stage 8.
Opening of a mini-museum with the invitation of children and their parents.

Forms of work in the mini-museum
1. Mini-conversations with children. 2. Excursions for children and parents. 3. Independent examination of the exhibits. 4. Master class on making exhibits. 5. Work creative team to replenish the museum with exhibits. 6. Creative games, educational travel. 7. Reading fiction. 8. Research activities, experimentation. 9. Making music, listening to audio materials, watching mini-presentations.

Conclusion
Process aesthetic development is complex, gradual, it requires a systematic, long-term impact on the personality of the child. In conditions of systematic work and methodically correct organization pedagogical process not only possible, but also necessary to start teaching museum perception from early age. At the same time, the role of the museum is invaluably great, its enormous opportunities for familiarizing with the world of museum values.

Mini-Museum of Aviation Technology

group №1

Mini - museum "Aviation technology" gr.

Mini-museum "Bread";

"Tales and souvenirs of the peoples of the world" gr.

Mini-museum "My best friend"

(toy) gr.№5

Mini-museum " Wooden toys» Gr.

Mini-museum "Toys - fun" gr. No. 3

Mini-museum of "Air transport"

group №9

Mini-museum " funny toys» Gr.

Mini-museum of "Magic things" gr.

Mini-museum "Matryoshka" gr.

Mini-museum of "Magic things" gr. №2

1. Here I wave my wand - I will make a miracle! I will help all the guys

I will be a good fairy! The wand is a miracle worker, a magic wizard!

2. A troll, a queen, with an evil heart looked into him ...

The shard brought pain and cold to Kai's heart!

1. I made a pipe-bell myself.

2. The duck knows, the bird knows where Koshcheya's death lurks.

What is this subject?

Give me an answer, my friend.

She put on magic shoes on her feet,

And she overtook everyone on the sports track.

In old fairy tales, he is like a compass!

No one will be lost with him, you will immediately throw him on the path,

and run after him!
Thank you for your attention!
Thank you for your attention!

Museum Pedagogy as Innovative pedagogical technology DOW

The museum is a mixture of art and history, philology and fable, document and novel, which sends us a ray of light through the years and conveys experience and knowledge of unique value.” F. Dzeri

The museum is a repository of history, where the accumulated experience of generations is stored, it is a way of knowing the world around, therefore it reflects the most different sides our reality. It is very important to tell the child, precisely at preschool age, about where he lives, who his ancestors are, what his small homeland is, how great his country is. From history, love for the Fatherland is formed.

Museum pedagogy is an area of ​​upbringing and educational activities aimed at shaping a child's holistic attitude to reality.

“In the learning process, the mind, heart and hands of the child should be involved”

I. G. Pestalozzi.

Museum pedagogy as a scientific discipline in

at the intersection of museology, pedagogy and psychology, considers the museum as an educational system, that is, it is able to solve educational, developmental, educational and educational tasks.Proceeding from this, the subject of museum pedagogy is museum communication.

The purpose of museum pedagogy is to create conditions for the development of the individual by including it in the diverse activities of the museum. Therefore, today it is considered as an innovative pedagogical technology.

The tasks of museum pedagogy:

• Formation of ideas about the museum among preschoolers;
• Formation of design and research skills;
• Raising love for the native land and people who care about its prosperity;
• Raising a love for nature native land and a sense of belonging to its savings;
• Formation of self-awareness, the formation of an active life position, the ability to successfully adapt to the world around;
• Formation of child-adult joint activities on the material of museum practice;
• Enrichment of the subject-developing environment of the preschool educational institution;
• Development of cognitive abilities and cognitive activity;
• Speech development and vocabulary expansion;
• Education of a culture of behavior

Already at a very early age, children begin to be interested in the objective world. Cognition is carried out by the accumulation of sensory impressions from the things surrounding the child. The joy of knowing and the pleasure of looking are similar and simultaneous phenomena. The museum, on the other hand, is able to enrich the child with impressions from sometimes completely new, unfamiliar objects that he has never met, and could not meet in reality accessible to him. This unusually expands the horizons, ideas about the world.

In conversations with children, we found out that not all children have been to the museum at least once, some do not know what it is at all, and parents do not consider it necessary to take preschool children to museums.

The problem is solved by the creation of mini-museums in preschool educational institutions. they are one of the best means of conveying information. There is an introduction into the educational DOW process museum pedagogy, the creation of a museum and educational space in the preschool educational institution, the center of which is a mini museum.

With the help of museum pedagogy, one can help children navigate the complex world of culture, expand their knowledge and ideas about the world and about themselves, and realize themselves as the heir of not only their own, but also other cultures. Excursions to the museum are able to supplement and enrich any information of the teacher, make the process of education itself objective, visual and tangible.

The inclusion of museums in educational process- the matter is not as simple as it might seem at first glance.

• The creation of a mini-museum is a labor-intensive work, which consists of several stages: setting goals and objectives for the parents of kindergarten students (consultation, individual work);
• choice of premises (number of visitors and exhibits);
• collection of exhibits;
• design of a mini-museum (taking into account aesthetic standards; compliance with safety rules);
• development of topics and content of excursions and classes to familiarize children with the exhibits;
• development of a perspective-thematic work plan, which included not only classes with children, but also events for parents, as well as competitions and exhibitions, the choice of guides (teachers and preschoolers themselves);
• opening of a mini-museum with the invitation of children, parents.
  

When using museum pedagogy as an innovative technology in the system of forming the culture of preschoolers, the principles of visibility, accessibility, and content are taken into account. The material should have an educational value for children, arouse curiosity in children. Mandatory combination of the subject world of the museum with a program focused on the manifestation of children's activity;

The sequence of introducing children to museum collections (in accordance with the tasks of educating preschoolers at each age stage);

Humanism (exhibits should evoke careful attitude to the nature of things);

The activity of children in the assimilation of the museum heritage, as a reflection of the knowledge and impressions gained in the products of their own creativity, in children's activities (drawing, modeling, writing stories, excursions, interactive games).

"Mini Museum" is not just an exhibition of antiquity and the past, but also an active link in continuous educational activities. The attention of preschool children is not yet sufficiently formed. It is characterized by short duration, instability. Therefore, the effectiveness of all work in a mini-museum depends on the good location and attractiveness of the exhibits, on the ability of the narrator-guide to interest visitors-listeners.

In an ordinary museum, a child- only a passive contemplator, but here he is a co-author, creator of the exposition. And not only himself, but also his father, mother, grandmother and grandfather. Each mini-museum is the result of communication, joint work educator, children and their families.

The parents of pupils are the first and main assistants: they willingly take part in the creation of mini-museums and replenishment of the object-spatial environment. Together with the children, they participate in the collection of museum exhibits, thereby arousing interest in the work we started.

And in conclusion, I would like to say: “Let's educate our children in such a way that in the future they will preserve what their ancestors have saved for them, be able to learn from other peoples what will be useful to them for a successful cohabitation with all the peoples of the world in peace and harmony on our huge and at the same time so small planet Earth!”

The building of our preschool educational institution No. 18, located in the Gorushki microdistrict of the city of Aleksin, Tula Region, can be seen from afar. Among the streets, trees and houses sprinkled with light fluffy snow, it immediately catches the eye, because the gates, buildings, and verandas on the plots emit a magical, fabulous, bright rainbow light.

Meanwhile, it is one of the oldest institutions preschool education in our city and the current 2007–2008 academic year for its employees - anniversary, 45th.

From the first days of their stay in kindergarten, children feel the kindness, justice of those around them, because they are always calm, balanced, finding a reasonable way out of any situation, wise and experienced teachers. And restless creative people work in the team, real connoisseurs of Russian antiquity. And now for 15 years kindergarten works on the program "Rainbow" and the folklore school, based on the program of M. Novitskaya "Heritage".

Based on the tasks of the folklore school, a harmonious system of cooperation with the local museum of local lore has been developed in the kindergarten.

When creating a program of museum and pedagogical activities, the problems associated with the choice of its semantic core and the most optimal technologies for transmitting information come to the fore, which is especially important when working with preschoolers. It is known that introducing children to the cultural and historical heritage of their country is a means of forming their patriotic feelings and development of spirituality. In this regard, visiting the museum has a huge positive impact. The museum introduces the child to the world of universal values, to history, forms an artistic taste. Introduction of a child into the world of art, formation of his artistic culture, understanding of the language in art - these and other tasks should be solved by educators and teachers of additional education in kindergartens.

Achievement best result here is directly related to the ability of a museum teacher to draw up a psychological portrait of a group, to take into account age features specific children's audience. Classes in museum pedagogy introduce children to the works of folk music, traditions, life, creating conditions for creative activity, introduces them to Russian culture and creativity. All work is systematic.

The museum-pedagogical aspect of working with children involves not only the quality and quantity of the information received, but it is important to awaken children's creative activity. Construction technique gaming activities with preschoolers provides for the mandatory inclusion of a practical part.

Museum pedagogy is a symbiosis of the creative activity of a museum teacher, who introduces preschoolers to local history, and a kindergarten pedagogical team, which includes a teacher of art and manual labor, music director, physical education instructor and folklore teacher. Thanks to this creative tandem, museum pedagogy has been successfully developing in our kindergarten for three years. Work planning is carried out jointly with the museum staff and our teacher of additional education.

for 2005 - 2006 academic year (first year of study)

Traditionally, in the first days of the new school year, children get acquainted with the museum of our city, leaving for a sightseeing tour. On the eve of the excursion, we conduct a lesson where we introduce the rules of conduct in public place, in particular, in the museum, and transport, we discuss them.

During the first excursion, children learn the history of the museum, get acquainted with its architecture, the exposition of the halls. Upon our return, we hold a quiz with leading questions on this topic, and as a reinforcement, the children draw their impressions.

Visiting the exhibition "Tula Samovar", the children learned about the history of the samovar trade, the variety of shapes and decorative design of samovars. Children in practice saw how they kindled an old samovar. To reinforce this theme, the children on their return sculpted samovars of various shapes from plasticine. The final stage of this lesson was a tea party and a conversation about the traditions of Russian tea drinking. All children were given homework: together with your parents, find poems, riddles, proverbs and sayings about the samovar. So there was a common album of oral folk art.

In the classroom for folk costume children got to know appearance costume, its features, manufacturing traditions. The museum teacher presented illustrations with elements of clothing, as well as dolls in folk costumes. Fixing the material, the children sketched the elements of the folk costume, and at the music lesson they remembered folk songs in which elements of the costumes of the ancient Slavs are mentioned.

A lesson devoted to acquaintance with the Russian hut, we held in kindergarten. One of the groups is decorated in the style of a hut and is a mini-museum. The lesson plan includes introducing children to the arrangement of the hut: furnishings, utensils, clothes of peasants. Children learn about the rules of a hostel in a peasant family, about how they kept the house, worked in the field, in the meadow, looked after domestic animals. On a field trip to the local history museum, we summarize the information obtained in the lesson, a selection of riddles and proverbs dedicated to the everyday life of the house and the work of peasants is a good help for fixing. In the art activity classes, the children performed joint work on an application on the theme “Russian hut”.

Many classes are duplicated from year to year. However, over time they are improved, something is added, something changes. New types of classes are introduced, developed by the museum employee responsible for working with kindergartens, and the museum teacher of kindergarten No. 18 Aleshina M.A.

LESSON PLAN FOR MUSEUM PEDAGOGY
for 2006 - 2007 academic year (second year of study)

LESSON PLAN FOR MUSEUM PEDAGOGY
for 2007 - 2008 academic year (third year of study)

Echoing the lesson on folk costume, we had a lesson called “Spinning wheel and spindle”. At a lesson in the local history museum, the children learned about the life of Russian people associated with the autumn-winter period of the year, about what our ancestors sewed clothes from, what fabric was made of, how and with what flax and wool were processed. A museum employee showed in practice how wool is interrupted and a thread is twisted, and all the children tried to do it. They learned what is the difference between a spinning wheel with a bottom and a spinning wheel with a wheel, had the opportunity to visually see the work with a spindle and a spinning wheel, examined the design of a loom.

Consolidation of knowledge on this topic resulted in the folklore festival “Linen Brides”, provided for by the program of the folklore school, with songs, dances, competitions. And at the art activity class, the children got acquainted with Gorodets painting and painted a sketch of a spinning wheel.

It has become a good tradition to visit the museum of local lore on the eve of the Mikhailov Day holiday, where children learn about the history of the city - the Aleksin fortress and blacksmithing, associated with the manufacture of tools and weapons. The knowledge gained in the museum was consolidated by the sports festival “We Are Heroes”, where the characters Ilya Muromets and Alyosha Popovich gathered a team that anyone who had passed certain tests could join. At the creative lesson, the children performed embossing on foil, making up a composition of armor, a helmet, a shield and a sword.

As if in continuation of the theme of the Russian home, the next lesson with us is devoted to home spirits and amulets. Having visited the exhibition in the city museum of local lore, we learned what the amulets of the ancient Slavs looked like, from whom they were effective and got acquainted with the characters of legends and traditions. We consolidated this material in an integrated lesson together with the music director: “Kudelya - the birthday of the brownie” and made a drawing on the topic: “Shirt for the brownie”.

On folk holiday“Svistunya” (with the participation of buffoons) children got acquainted with traditional Russian musical instruments and saw their use. In manual labor classes, they sculpted whistles from dough.

By the Victory Day, we traditionally visit the hall of military glory in the museum. Children have the opportunity to touch the history of the military past of our city by listening to the guide, sit in a dugout, touch weapons found at the sites of hostilities by the archaeological group “Poisk”. Inspired by this excursion, they make military-themed drawings.

We study the architecture of the city in the lesson “Churches and temples of the city”. This is an exit tour, which is held on the territory of the churches of the city. Children will learn concepts related to architecture: arch, vault, column, balcony, tower, mezzanine, etc., about the history of churches in the city. At the reinforcing lesson, the children do joint work: they make a model of the church from waste material (bottles from milk and yogurt, colored paper and foil, plasticine).

IN summer period The Kindergarten invites the museum staff to visit them for the “Games of Our Ancestors” class, which is held during the week of games. The lesson includes an introduction to folk games different generations: “Boyars”, “Leapfrog”, “Knockouts”, “Cats and Mice” and others. Children, together with the entertainer and teachers, learn these games, and consolidate their knowledge on walks.

A good tradition has become an exhibition of works in the local history museum, which sums up the results of the annual studies. Here are presented works from classes on consolidating knowledge in museum pedagogy, works on art and manual labor, creative works of employees. This exhibition is of great interest to the residents of the city.

Our city is small, and we have few museums, but it is difficult to imagine a person who has never been to a museum.

What is a museum? In my opinion, this is the pantry of history, where the accumulated experience of previous generations is stored. How often do we go there? Let everyone answer for himself.

Meanwhile, how important it is to tell the child at an early stage about where he lives, who his ancestors are, what his small homeland is, what a great power his country is! After all, you must admit that love for the Fatherland is made up of these small links.

The famous writer Erich Maria Remarque said: "A person is able to save only what grows in himself." So we are trying to engender in the little souls of our children reasonable, kind, eternal.

Today, we can say with confidence that the national memory is returning to us and we are starting to relate to ancient holidays, traditions, rituals, crafts, arts and crafts in a new way, in which the people left everything valuable that was in the past.

1. Introduction............................................... ................................................. ......................3

2.Main part.............................................. ................................................. ...........3

3.Conclusion............................................... ................................................. .................5

4. List of references ............................................... ................................................. ..6

1. Introduction.

Museum pedagogy is innovative technology in the field of personal education of children, creating conditions for immersion in a specially organized object-spatial environment.

In recent decades, museum pedagogy has become very popular in the system of preschool education and upbringing - museum programs are being created, books are being published, guidelines.

The main goal of museum pedagogy is to introduce the younger generation to museums, the creative development of the individual.

At present, the problem of civic and patriotic education of children has become extremely relevant. It is known that preschool age critical period the formation of a personality, when the prerequisites for civic qualities are laid, children's ideas about a person, society and culture develop.

2.Main part

For the purpose of artistic and aesthetic development of the child's personality, education in the spirit of national identity and patriotic education, for a number of years our teaching staff has been working to familiarize children with the origins of the Motherland through cooperation with a social partner - the National Museum of the Republic of Adygea.

We have identified the following tasks:
- introduce children to the spiritual and moral traditions of peoples;
- contribute common development child based on love and interest in national culture, traditions, language;
- to help children in mastering social skills and norms of behavior on the basis of joint activities and mutual assistance.

The surrounding objects have a great influence on the formation of the spiritual qualities of the child - they develop curiosity, bring up a sense of beauty. Already at a very early age, children begin to be interested in the objective world. Cognition is carried out by the accumulation of sensory impressions from the things surrounding the child.

The museum is able to enrich the child with impressions from sometimes completely new, unfamiliar objects that he has never met, and could not meet in reality accessible to him. This greatly expands the horizons, ideas about the world, so we strive to introduce and introduce children to the Museum from an early age. Meeting with well-known objects evokes in the child the joy of recognition, leaves positive emotions.

According to the joint work plan, the museum staff hold interesting exhibitions and classes on the basis of the preschool educational institution:

1 day national costume"- the museum staff talk about the features of the national costume of the peoples living in the Republic of Adygea.

2. "The Tale of the Patchwork Doll" - during the work of this exhibition, children will learn about folk crafts and traditions. Have unique opportunity to participate in folk art(make a patchwork doll yourself)

3. “To the birthday of V.I. Dahl" - in 2015 was the anniversary of the great writer. Pupils got acquainted with his work, the heroes of his fairy tales, learned about the features of creating a dictionary of the Russian language by Vladimir Ivanovich Dahl.

4. "To the 120th anniversary of E.L. Schwartz" - the teachers of the preschool educational institution held short term project dedicated to the work of our countryman, the great writer and playwright Yevgeny Lvovich Schwartz. Pupils got acquainted with the heroes of his books, participated in an exhibition of drawings based on the writer's fairy tales, and became participants in a dramatization based on the "Tale of Lost Time". Employees of the National Museum organized a viewing of fairy tales and exhibits for them.

5. "To the Defender of the Fatherland Day" - During the exhibition, the children became participants in the action. They were able to try on the form of heroes: a doctor, a pilot. We heard the story of how hard it was for our great-grandfathers to win. They argued that the war was not needed. They dreamed about how, having matured, they would defend their homeland.

Before the museum exhibition, we prepare children for the perception of the intended topic, we give them the initial minimum of knowledge. Children learn new words, get acquainted with family traditions, national life, learn to carefully handle museum exhibits and share their impressions of what they see. Children really like museum exhibitions, they are happy to tell their parents about each meeting with the museum staff, about what they saw and what they learned new. The best form of consolidating and comprehending the received impressions and knowledge is creative work, as the most natural way for children to learn information, so after the exhibition, children like to draw what they saw in the museum.

As part of the social partnership between MBDOU No. 2 and the National Museum, a short-term project was implemented - a city photo contest for preschool pupils"Native side". The purpose of the competition was to instill patriotic feelings for their Little Motherland and develop the creative abilities of preschoolers. Pupils took part in the competition together with parents and teachers. 197 works from all the gardens of the city of Maykop were submitted to the competition.

3. Conclusion

What gives the implementation of museum pedagogy technology in terms of preschool? The child has a chance to become an intelligent person, from childhood attached to social culture and to one of its remarkable manifestations - the museum. Children, having fallen in love with and mastered the museum space, will become the most grateful and receptive visitors to museum exhibitions and cultural events at an older age. Children form a value attitude to the national culture, there is an interest in literature and exhibitions, an emotional response develops when perceiving cultural objects. DOW employees must realize that immersing children in the existing museum environment or creating a museum environment in a preschool institution with the help of children and their parents provides a unique opportunity to familiarize pupils with the natural, material and spiritual wealth of society.

4. List of references:

Vetokhina A. Ya. patriotic education preschool children. Planning and summaries of classes. [Text] : Toolkit for educators. / A. Ya Vetokhina, Z. S. Dmitrenko, E. N. Krasnoshchekova, S. P. Podoprigora, V. K. Polynova, O. V. Savelyeva. - St. Petersburg. : "OOO Ed. "Childhood - press", 2010. - 192 p.

Zelenova N. G. We live in Russia. Civil and patriotic education of preschoolers ( Senior group) [Text] : A guide for preschool teacher/ N. G. Zelenova, L. E. Osipova. - M.: "Publishing house Scriptorium 2003", 2008. - 104 p.

Trunova M. Secrets of museum pedagogy: from work experience [Text] / M. Trunova // preschool education. - 2006. - N 4. - S. 38-42.