Kindergartens of the Russian Orthodox Church. Preschool education
Kindergarten is for almost every kid. Visiting it, the child not only prepares for school, he develops a sense of collectivism, solidarity, friendship and a number of other qualities. There are kindergartens that differ not only in their attitude to education, but also in the general atmosphere - these are Orthodox kindergartens. They in Moscow are less than 1% of the total number of the capital's preschool educational institutions (DOE).
General information
Of course, the activities of these institutions are closely connected with the positioning of Orthodoxy, which means unity of spirit, catholicity and humility. The child is laid only the best features: obedience, love for one's neighbor, gratitude, the desire to help and support. In such groups, an atmosphere of the Orthodox spirit always reigns: conversations with mentors, holidays and knowledge of important church dates, and contemplation of the iconostasis in the most prominent place in a group of children.
Accordingly, group rooms are designed, in which a place for iconostases is determined. Over time, when the children get acquainted with the life of the saint, his icon is placed in this place. It is reserved for reading morning prayers; children pray not only before meals, but also before studying. Music lessons are held twice a week. On them, children are taught to sing prayers, Easter songs, scripts are drawn up for the holidays of Christmas and Easter, and roles are also distributed to participate in the holiday.
Religious upbringing
There is a continuity of religious upbringing and education of the child, both in kindergarten and in the family.
Children are accepted into such groups after a conversation between the parents and the priest. A family pedigree chart is drawn up, it helps to get to know the family better, and is completed before the child enters kindergarten. For everyone parent meetings the priest is present. A prerequisite is the attendance of worship on Sundays of parents and children.
Orthodox preschool educational institutions (nurseries) in Moscow
Middle and senior group
The second is at 10 Novovorotnikovsky lane, there are five groups in it, the head is Mineeva Natalia Alexandrovna. Two working contact phones: 978-58-75, 978-56-54.
ORTHODOX KINDERGARTEN - SOCIAL ORDER IN EDUCATION
Tsareva T.Yu., senior educator
ChDOU "Orthodox Kindergarten", Elektrostal
…let the children come to Me and do not hinder them, for of such is the Kingdom of God. Truly I say to you: whoever does not receive the kingdom of God like a child will not enter it...
Gospel of Mark, chapter 10, verses 14-15.
Now, in the 10s of the 21st century, there is an urgent need to educate children in the Orthodox faith. Our Orthodox Kindergarten -private preschool educational institution. Created on the basis of the decision of the Parish Assembly of the Local Religious Organization of the Orthodox Parish of the Ascension Church in Elektrostal, Moscow Region, Moscow Diocese of the Russian Orthodox Church.
Modern parents is the generation born in the 80sXX-century. This time is the beginning of the destruction of a huge country: the generation of politicians was changing, the mentality of the Soviet people was changing, the realization began to return that help was needed from somewhere above, regardless of the power, desire and power of man. For us, believing people, this can be explained simply - all the conditions (prerequisites) have been formed (have arisen) in society for the realization of God's intervention (God's guidance, God's control) in people's lives.
The whole country was completely politicized: kindergartens brought up love and respect for the leaders of the Soviet government, in primary school students were admitted to the October, in the middle - to the pioneers, in the senior classes - to the Komsomol. The young young citizens of the country understood that it would be easier to live in society and achieve career growth if you were a member of the communist party. Social guarantees and visible well-being in society began to destroy the institution of the family. Young men did not think about the consequences " free relationship". Women became emancipated - social guarantees made it possible to raise children in an incomplete family.
But the Orthodox faith has always lived in the Russian soul. Our grandmothers secretly baptized their grandchildren, taught us to be baptized and took us to church without explaining why, taught us prayers with the words: “It will be easier to live ...”
In 1991 the country was broken. Adults did not know how to live on. The only goal is to survive: get a salary, feed a family, buy clothes. Many began to think: “Why do we need this?” And the children at that time grew up and absorbed all the negativity of society: depravity, banditry, drugs - permissiveness.
In these difficult conditions, our current (modern) parents grew up.
One in our kindergarten mixed age group- how big the large family. Children from 3 to 7 years old.You look at the children and understand why the difficult eighties and terrible nineties were sent to us: to revive the Orthodox faith in Russian families.
It is very joyful to hear from parents: “We want to go to your Orthodox kindergarten.” A feeling of great responsibility for the upbringing of children before society arises after these words, a burden of responsibility, “Are we doing the right thing, are we educating in this way, do we explain clearly, will our parents understand us?” And the most controversial issue at the beginning of teaching the "Fundamentals of the Orthodox Faith": where to start?
Almost all modern programs according to the "Basics Orthodox culture» they say that we start raising children from 5-6 years old, causing this age characteristics children. But what about the kids?
Our kindergarten accepts children from 3 years old - the second junior group. Watching the kids, you notice that many of them enter the temple with pleasure, listen to the ringing of bells, put candles on candlesticks. After the first classes, the children identify the Mother of God and the Savior on the icons, single out the priest in the world, treat each other more attentively and with care: they help those who are younger or have come to kindergarten again.
Yes, our motor skills are still very poorly developed: we get confused in the fingers for the sign of the cross and incorrectly fold our hands for blessing ...
The implementation of the program of Orthodox education in our garden begins with regime moment"Morning Prayer" Each time we conduct an introductory, explanatory conversation of 2-3 sentences: “What is a prayer?”, “Why do we read a prayer?”, “Who helps to communicate with God?” We also read prayers during the day: before meals, after meals; before class, after class.
The kindergarten is named after the righteous Simeon the God-bearer. Children know the life of Simeon, the history of the feast of the Presentation of the Lord. They sing the troparion to Simeon the God-Receiver every day at the morning prayer.
Into an organized educational activities introduced the GCD "Fundamentals of the Orthodox Faith".Classes are held 2 times a week.
With the Foundations of the Orthodox Faith program, we introduce children to the Orthodox liturgical year as part of the main Orthodox holidays. AND thematic planning We build taking into account the main Orthodox holidays.
Targetprogramseducation: to lay in the actions and deeds of children the concepts of good - good, bad - evil, obedience, love, and through these concepts our attitude towards each other. The formation of love. Fill life with love as a state of joy. Joy is grace.
The tasks of the program are implemented in the following sections:
1. The child and his environment. Orthodox ethics.
With children, the concepts of relatives (father, mother, brothers, sisters, other relatives) are clarified. The relationship of the child to the teachers. Ideas are given about the immediate environment (house, yard, street, city, country), skills of friendly communication with peers are instilled (the requirements of the Orthodox Church for the behavior of a child).
2. God is the Creator of the world.
The teacher helps the child to feel the feeling of the constant presence of God, which is created by the whole situation in the kindergarten and at home. Children are presented short stories on spiritual topics.
3. Prayer is communication with God.
Children memorize accessible and understandable prayers: “Lord, have mercy!”, “Lord, bless!”, “Glory to You, Lord!”, learn to make the sign of the cross.
4. The church is the house of God.
Children attend the Church with their parents, as well as during special services for the Orthodox gymnasium and kindergarten. Temple visits should be short and untiring.
5. The first ideas about Sacred History.
Children are introduced to simple and easy-to-understand Bible stories.
6. Acquaintance with God's Commandments.
The study of God's commandments for children 3-5 years old is not yet available. Their main provisions are presented to children in the process of everyday education (love for one's neighbor, pity for the weak, rejection of evil).
7. New Testament- The life of Jesus Christ.
Children are presented with brief information from the New Testament, images of Jesus Christ, the Mother of God, etc.
8. The main Orthodox holidays.
For children, holidays such as Christmas and Easter are celebrated, with the participation of clergy. The duration of the holiday should be no more than 30 minutes. The holiday ends with a meal with the invitation of parents and relatives.
9. Lives of the saints.
The lives of the holy children are introduced in the form short stories and showing relevant pictures, slides, etc.
10. Children's angel days.
Angel Day is an individual holiday for each child. He is congratulated not only by family members, but also by teachers and children of the group, they give gifts, they have a joint meal.
Being an educator and teacher of an Orthodox kindergarten is not easy. First of all, these are deeply religious, church-going people, who are always fair, must love children and be able to acquire them. mutual love because religious feelings develop through love and faith.
Private pre-school educational institution "Orthodox kindergarten in honor of the miraculous icon of the Mother of God "quick to hearken", Kislovodsk, Pyatigorsk and Circassian Diocese"
History: In 2002, in the city of Kislovodsk, by the will of God, the rector of the Church of the Exaltation of the Holy Cross, Archpriest Germogen Limanov, laid the first stone in the foundation of the future Orthodox kindergarten. September 27, 2010 on the patronal feast of the temple, a kindergarten was solemnly opened and consecrated in honor of the miraculous icon called "the quick to hearken". 60 pupils attend an Orthodox kindergarten.
The lives of these kids, as well as their parents, have changed in many ways. In kindergarten, the spiritual father and teachers introduce children to the world of Orthodox traditions. Kindergarten is the initial stage of the Orthodox upbringing of children.
Kindergarten concept: increasing love, drawing closer to God, restoring the image of God in a child.
A distinctive feature of it from other kindergartens is that all aspects of education are fed from the Orthodox and serve him.
During the work, an excellent team of highly professional and talented teachers dedicated to their work, as well as workers whose work, although not noticeable, is very important in our work, has been formed. Teachers and employees of the kindergarten try to make the life of children and their parents interesting and eventful. Every day we greet our pupils with love and joy, saying to children and their parents: "hello!" Each of the days spent within the walls of the kindergarten as a step towards a new world to world love, joy, where all hearts are pierced by invisible and inseparable threads, threads of love and kindness. We, adults, dream of such a world, perhaps our children will be able to build such a world?!
Purpose of kindergarten: creating an educational environment conducive to spiritual development child.
As we raise our children, we strive to:
Loving a child for who he is
To open the soul of a child before his mind,
Respect the personality in every child,
Approve and encourage the child
Believe in the possibilities of every child
Develop moral qualities
To notice not the shortcomings of the child, but the dynamics of his development,
Make the parents of the child your allies in the matter of Orthodox education
Kindergarten Traditions:
Participation in the sacraments: familiarization of children in an accessible form with Christian doctrine, biblical history and worship, through participation in the sacraments (weekly communion on Fridays by the whole group in the temple; baptism of newly arrived children (if required); morning and evening prayer, before meals and classes (the prayer rule was chosen taking into account the age and understanding of children);
Orthodox Friday (communion in the temple, classes with the priest "the foundations of Orthodox culture";
Celebration of Orthodox holidays in accordance with the church and secular calendar - "Christmas and New Year", "Spring. Great Easter", "Summer. Holy Trinity Day", "Autumn. Exaltation of the Cross of the Lord "(name day of the kindergarten and the patronal feast of the temple), the celebration of the Day of the Angel of the children;
Joint project activities in kindergarten (teachers, children), competitions of parent-child creative projects;
Participation in the city exhibition "Preparing for Easter" (co-creation of parents and children);
Pilgrimage trips of teachers with children and parents
Presentation "World of peace and goodness"
Founder (owner): Local religious organization Orthodox Parish Church of the Exaltation of the Cross of the Lord, Kislovodsk, Stavropol Territory, Pyatigorsk and Circassian Diocese of the Russian Orthodox Church (Moscow Patriarchate).
Confessor and Founder: rector of the Church of the Exaltation of the Holy Cross, miter archpriest Germogen Limanov
Kindergarten manager:Lyudmila Pavlovna Palenina, higher education, honorary worker of education
Shrines of the temple: The miraculous icon of the Mother of God called the "Quick Hearer", the miraculous icon of St. Nicholas the Wonderworker-Archbishop of Myra of Lycia, the miraculous icon of the Holy Martyr. Panteleimon with a built-in capsule with holy relics
Icons: St. Luke (Voyno-Yasenetsky), Archbishop of Crimea, St. Matrona of Moscow with a built-in capsule with holy relics, St. Theodosius of the Caucasus with a built-in capsule with holy relics
Licenses for the right to carry out educational activities: 26 No. 000116, registration No. 1208 of December 10, 2010; RO No. 026441, registration No. 1793 dated July 22, 2011. (unlimited); Series 26 L 01 No. 0001647, registration No. 5394 of 12/12/2016 (unlimited), supplement to license Series 26 II 02 No. 0001248.
Confessional attestation on entry into the Register educational organizations ROC under the number 186 of 02/05/2015. and has the right to carry out educational activities under the programs of the religious (Orthodox) component of preschool education
Priority: spiritual and moral education
State registration number of the entry on the creation of a legal entity: 1102600001778
Unified State Register of Legal Entities: Certificate dated 20.08.2010 issued by the Office of the Federal Tax Service for the Stavropol Territory, series 26 No. 003661374
Certificate of state registration of the right to a land plot: 26-AI 506769, date of issue 04.12.2013 (perpetual use)
Certificate of state registration of the right to a non-residential building: 26-AI 506709, date of issue 26.11.2013 (own)
Charter: registered on 20.08.2010, new edition 10/24/2013, new edition 11/07/2016
Educational programs: invariant - "Birth to School" under the editorship of N.E. Veraksa, T.S. Komarova, M.A. Vasilyeva (M., Mosaic-Synthesis, 2015); variable - "The world is a beautiful creation" L.P. Gladkikh, Archimandrite Zinovy (A.A. Korzinkin), V.M. Menshikov; Program " Orthodox education in a preschool institution and family", N.M. Alekseeva; Toolkit "Holiday Gift", O.P. Potapovskaya; Program " good world", Orthodox culture for kids, author L.L. Shevchenko; regional component - Introducing children to the cultural and historical values of the region(exemplary regional program for the education of children preschool age, authors R.M. Litvinova, T.V. Chusovitina, T.A. Ilyina, L.A. Popova, O.N. Kornyush
Awards and other achievements:
Participants of the All-Russian scientific-practical seminar "Ways for the implementation of spiritual and moral education in the system of preschool education" (Belgorod);
2011:
Participants of the First Diocesan Readings of the Pyatigorsk and Cherkessk diocese (presentation of the work experience "Organization of the process and the main directions of the harmonious spiritual and moral development of each child in an Orthodox kindergarten");
Participants of city exhibitions "Preparing for Easter";
year 2012:
Winners of the contest "Orthodox Initiative" ( charitable foundation Reverend Seraphim of Sarov) - complex creative project"Orthodox shrines";
Winners of the regional intellectual Olympiad for preschoolers "On the road of knowledge";
year 2013:
The winners of the competition of the Basil the Great Charitable Foundation - the Lekoteka project for children with special health needs (HIA);
Winners of the competition of the All-Russian public fund "National Charitable Fund" - the project "Healthy baby - happy family - strong future";
Participants of the exhibition "Mother and child" (Pyatigorsk);
Participants of the regional intellectual Olympiad for preschoolers "On the road of knowledge";
year 2014:
Participants of the city exhibition "Holy Sunday";
Participants of the regional intellectual Olympiad "On the road of knowledge";
Members of the city methodological association preschool workers- Master class "Use of modern physical culture equipment and children's simulators in work with preschoolers";
2015:
Letters of the Archbishop of Pyatigorsk and Circassian Theophylact;
Diplomas on the participation of the teaching staff in the competition " The best teacher Fundamentals of Orthodox Culture";
Award of the Archbishop of Pyatigorsk and Cherkessk "The best teacher of the Fundamentals of Orthodox Culture" in the nomination "The program of the optional course on the Fundamentals of Orthodox Culture" (annual thematic planning of classes with preschoolers) - Diploma 1st place head L.P. Palenina;
Laureate of the regional competition "Kindergarten - 2015", diploma of the Ministry of Education and Youth Policy of the Stavropol Territory in the nomination "Best Private Organization"
We talked about the need for children in constant emotional contact with the parent. Hence the first important practical step- rethinking actions in the initial, most crucial period of a child's life. Looking after and caring for a "zero to five" baby is troublesome, but in general, this is not an age where problems are likely to occur. "He's such a fool!" - says the adult. For full-fledged learning, children's intellect has not yet matured, desires and actions are naive. The kindness and innocence of a child never seems to run out. They occur naturally and do not need special support. In this sweet time it is difficult to accept the thought of possible serious violations undermining the health of a young soul.
After reaching the age of 5, it becomes easier to communicate with children. You can discuss something, do things together, and at least go to the store for the company. Can be read to a child interesting book, tell a story from your childhood. And in the years of infancy, the parent with an effort tunes in to the “children's wave”. Few of us did not get bored on the playground and in the monotonous laying out of pyramids and turrets with a child. Leisure in the form of a trip to puppet show or on a city holiday, if it leaves memories, then about a crush in public transport, overcoming pedestrian crossings, the difficulties of dressing and undressing and the administration of physiological needs. And the “Fly-Tsokotuha”, read a thousand times in a row, does not evoke other feelings in mom and dad, except for quiet despair.
There is a kind of pedagogical vacuum. Day after day passes in an ordinary, everyday rhythm. The family dimension of growing up doesn't seem all that important. To distract the child for something, but in the meantime, have time to redo things herself - this is a short formula for the life of mothers "from zero to five." For this, various tricks are used: cartoons, TV, tablet, loud music. And if someone is ready to temporarily look after the child instead of the mother, such a substitution looks like a salvation!
For normal development it is very important for the baby to stay with the mother, even if she is busy
Nevertheless, family-oriented psychology will say that it is more important for his future child to stay with his mother, even if she is busy. It is better to draw scribbles and rumble pots near her than to be carried away by the soul into the most colorful cartoon and game worlds.
The second practical implication from the concepts of attachment and imprinting is closely related to the first and is that home education should be preferred to sending the child to kindergarten. It will hardly be a consolation for mother and father if the child becomes attached to strangers, like a chick clings to strangers and copies their behavior.
Children often end up without parents different reasons. Orphan care professionals know how difficult it can be for such babies to enter a foster family, welcome a new significant adult into their lives and restore the natural goodwill and calmness characteristic of their peers, endowed with the fullness of motherly participation. What initially goes to the parent and the child in itself and is a natural gift of the period in which the mother bears and feeds the child is an extremely sensitive, fragile tissue, the "starting capital" of trust, which, unfortunately, is easy to lose.
"John"
How dramatic the separation turned out to be, showed the first reaction to the arrival of his mother: the boy turns away from her
The documentary "John" was filmed in the UK in 1969. Its authors are James and Joyce Robertson. The film is based on a true story and shows how separation from a mother affects a young child. At one time, the film received phenomenal fame and was shown in many countries. It sparked a broad public discussion on how to reduce the suffering of the child in childcare facilities and prevent undesirable consequences for his future life.
On the screen is a boy named John, he is 17 months old. Necessity forced the mother, who was on last term pregnancy, arrange for John's brief stay at the Orphanage. He will stay there for 9 days - until the mother is discharged from the maternity ward and can pick him up. John had never separated from his mother before. The authors of the film show footage of touching care and intimacy. The boy behaves agile, cheerful and gives the impression of a rare contented, balanced child. Suddenly, John finds himself in another world. A favorite blanket is the only thing that will connect him in these difficult days with a serene time at home.
Day after day, the filmmakers track the changes in the child and his reactions to what is happening. At first, John is calm and only looks around, constantly expecting that his mother is about to come. The teachers replace one another, and John treats everyone with the same weak interest. He is obedient, eats from a spoon, but it is obvious that these strange aunts are of little interest to him in comparison with the question: “Where is mom?”.
The remaining five children of the group spent most of their lives in the Children's Home. They have fully adapted to these conditions, do not let themselves be offended and know how to achieve what they want. But they have no experience of reliable, based on positive love affection relations.
All children are about the same age. They are a restless, noisy group, with a very different conversation from what John is used to. Gradually, he begins to want to be closer to the teacher, but others push him back. Adults are used to paying attention to more demanding children, while the quiet ones remain in the shadows. The fuss around causes tension in the child: he closes his eyes and covers his ears with his hands.
In the first three days, the caregivers, busy with many things, perceive John as an accommodating, rarely crying child. But in fact, the picture is more complicated: John is anxious, confused. Turning away from the group, the boy silently plays with toys. He often goes to big teddy bears and hugs them. By the end of the third day, John begins to show discontent. He sucks his thumb more often. At night, John will begin to vomit without any visible signs diseases.
On the fourth day, he cries uncontrollably and refuses to eat. Attempts to attract the attention of the teacher become hysterical, John forcefully pushes the other children. In the evening before going to sleep, he cries bitterly. The experience of separation becomes tragic.
For the entire fifth day, John is indifferent to games and seeks only consolation. His quiet grief passes almost unnoticed in the crush of the Orphanage. In the end, he decides to attract the attention of the teacher through crying.
On the sixth day, John weeps incessantly. The life of the Orphanage goes on as usual. The boy is still refusing to eat, and this worries the staff. Dad visits him and John brings him his outdoor boots, wanting to leave the facility and be home as soon as possible. The father leaves, and from that time on, John becomes indifferent to everything. His loud crying is replaced by a weak whine, the boy does not let go of his favorite blanket from his hands.
On the seventh day on the face of John a grimace of constant suffering. On the eighth, he becomes lethargic and walks around the room, poorly understanding where and with whom he is. He pays no attention to the people entering the room; hungry and at the same time too disoriented to eat properly. Thumb sucking is an unreliable way to bring yourself back into balance. The caregivers notice that something is wrong with John, and they do their best to deal with him. But two teachers for six kids are not enough, and willy-nilly they have to leave John.
How dramatic these days are for the boy, his first reaction to the arrival of his mother will show. On the ninth day, when John sees his mother, he cries loudly and thrashes about. He turns away and then breaks free of her embrace. The teacher has to enter into communication and speak with John in order to smooth out the inconvenience that has arisen and facilitate contact. The mother wants to console her son, as she did before, but he does not allow her to approach him. Obviously, he fears that she will leave again, and tries not to succumb to persuasion. In this way, the child hopes to avoid new stress.
Finally, after several unsuccessful attempts at rapprochement, John clings to his mother. But when the father comes into the room, having visited his son in the previous days, John prefers his father's caresses and looks at her in disbelief. It was a look the young woman had never seen in her son before. Previously, John implicitly trusted his mother, now it will take time and special efforts for the fog of mistrust to dissipate. "What will this experience mean for John and his family?" - with this question, the authors end their film.
Lost
The situation that we observe through the lens of the Robertsons' movie camera is a model for the behavior of children in a strange environment in a state of separation.
While watching, I remembered a picture from my childhood: evening hours in a kindergarten group. My mother is here nearby, she works as an educator, and I feel confident and calm. Sometimes during the day I am released from my group, and I go down a long darkened corridor to the other wing of the building to see her. In the evening, after my mother is free, the two of us will go home.
It’s more difficult for my classmates, many have a doubt in their hearts: “Will they take it away or not take it away?” They will take it, but everything is restless. The games were abandoned, the children clung to the windows. Cotton front door- A crowd of children is in a hurry to find out whose parent has come. Unspoken competition: went home first, second, fifth ... From the entrance they shout: "Fedorov", and the neighbor leaves with the look of a lucky man, looking triumphantly at the others. Someone's parent is delayed, and the child is barely able to hold back tears. The last losers mentally try on the role of losers. The teacher adds anxiety: “Am I supposed to sit with you until night? Where is your mother? If he doesn’t come on time, I’ll hand over to the police!”
Babies are psychologically unprepared to be separated from their mother. They think that their mother left them, and they hardly recover from the stress they experienced. This can change the child's personality forever, making him anxious, depressed, hysterical. Signs of a broken attachment may not be noticed immediately, but they are very likely to appear in the future.
Emotional bonds of a child with a certain adult require reinforcement. As we saw in the example of the boy John, the child, unaccustomed to separation, in the new environment hopes to find, as it were, a new semblance of a family. But he is forced out by other, more assertive peers, already accustomed to the role of children without constant deep affection.
Children from the garden
A separate issue is the extent to which our kindergartens meet the needs of child psychology. Karl Brisch, German professor, head of the clinic for child psychosomatics and psychotherapy at the University of Munich, says: “When caring for a child under 3 years old, the ratio should be, if possible, 1:2 or 1:3, that is, when one caregiver takes care of no more than two or three babies, and optimally even for one. There should be a permanent caregiver during the adjustment period, this period should be planned for a long time, and it should not be short. Teachers should not have their own psychological problems and they should be given the opportunity for self-knowledge in individual and group sessions; in addition, regular external evaluation of their work should be organized.”
The recommendations of Carl Brisch in our conditions seem fantastic. They don't look real at all. existing environment kindergartens. One teacher for two or three children, and preferably for one - this is not a kindergarten, as we used to imagine it, but almost personal tutorship! It is time to be perplexed, what sense can there be in the existence of an institution where for one mother, freed from everyday troubles with a child, there is one person who is engaged in the same in the order of performance of "official functions". At the same time, the fact remains that the family in large numbers children preserves the potential of organic connections and provides each child with a sense of the necessary support and security; but the formal community of the kindergarten does not allow an adult to "warm up" more than one or two kids at the same time.
Upon reaching three years of age the child is already more mature, but not so much that the type of children's institutions common in our country with groups of 20-25 or more children, with a constant turnover of staff, could meet the criteria for "existential recharging" of the child from a significant adult.
Let's hear what Professor Brisch, author of Attachment Theory and Parenting, has to say next. happy people”: “At this stage (from 3 to 6 years) a corresponding long stage of habituation is also required in the presence of the main person with whom the child has established a relationship. High quality child care should, depending on the age group, be characterized by a maximum ratio of 1:6-1:8, that is, 6-8 children per caregiver. Kindergarten teachers also need high degree internal emotional presence, participation and sensitivity to the signals of their pupils. Wherever possible, it should be ensured that children have permanent caregivers. Should be avoided unexpected breakups and goodbyes."
The author complains about the overcrowding of German kindergartens, in which, according to him, "it even happens that one group consists of 16 children." But what shall we say then about Russian children's institutions?! They are similar to factory shops or agricultural farms, where the cultivation of "plant products" or the manufacture of "industrial products" is established by the industrialized method. This does not at all resemble an environment close to home!
The child lives, as it were, "in two houses", and the time of the main activity falls on the kindergarten
“Caregivers do their best to meet at least the physical needs of children, they have too little time to respond to the emotional signals of infants and young children; as a rule, it does not exist at all,” the author states. He criticizes the concept of a child being outside the family in large groups throughout the day. As a pediatrician, head of the clinic, Carl Brisch insists on a limit of 20 hours a week for the time spent by a child without a mother. Beyond this threshold, irreparable damage is done to relationships. The child does not have time to rebuild and lives, as it were, "in two houses." Moreover, the time of the main activity falls on the kindergarten. At home, children wake up, have breakfast, gather in a group, have dinner, spend a short evening leisure and sleep.
We note again: the maximum indicator for a baby is 4 hours a day, while most children are in a group for 9 or more hours, from 8 am to 5-6 pm - throughout the entire working day of mom and dad.
To give or not to give?
Homework with mom, even if irregular, can give top scores compared to kindergarten
A child's stay in kindergarten touches on a number of other difficult topics. What will be the results of education, preparation for school in a situation of broken attachment? The psychological rule says: “attachment relationships precede learning.” It is difficult for a child to perceive information on behalf of an adult with whom he lacks emotional contact. Only in a calm, balanced state, as we remember, do children show real interest in outside world. As soon as there is a situation of lack of support in an adult, cognitive activity decreases sharply. The child is unable to distract himself from his disturbing thoughts. And this means that homework with mom, even if irregular and not in the most skillful way, can give better results compared to kindergarten.
Atmosphere children's team specific. It is crowd, noise and quarrels. It is impossible to be in silence and retire. Remember how in the documentary little John tried to close his eyes and plug his ears for the first time? Employees who have worked in a kindergarten for many years often develop an occupational disease associated with partial loss hearing. Would it be good for the subsequent fate of the child to get into the habit of constantly being in public, in conditions of strong sound and visual overexcitation?
Further. What to do with the lack of selection of children in the group? Doctors and child psychologists categorically insist that a child with risk factors in a family situation be offered special conditions. Level pedagogical support the higher the need, the more complex the case and the more neglected a particular pupil. In our kindergartens, the selection of fellow pupils is purely random. Together children from different families, with a wide variety of disabilities, are at different levels of development. One is determined to obey an adult, the other is uncontrollable; one begins to read in syllables, the other has not yet fully mastered speech. This confusion makes it impossible to purposefully and detailed pedagogical work.
Difficulties arise with the quality of selection of kindergarten staff. Our professional skills usually include mastery of techniques and the ability to maintain discipline. But if you look at the personality of the caregiver from the point of view of attachment theory, some other people will be required to care for children. Not everyone meets the criteria of emotional availability, sensitivity, lack of attachment disorders and traumatic experiences in their own lives.
The conditions of life at home and in the kindergarten are too different not to introduce contradictions into the child's inner spiritual world. The kid, sooner or later, of course, will “get used” to a strange environment, to the absence of a mother and the appearance of a strange aunt instead of her. But is such habituation necessary and useful? The result will be hard to overcome problems in communicating with the environment, with loved ones and, ultimately, with their own children.
Obviously, the parents modern conditions will resort to the services of a kindergarten. Mothers are forced to go to work, and this leads families to such a decision. But the stay-at-home mom needs to know that her choice is important and her willingness to take care of the baby will be rewarded. It is good when a mother can earn and succeed in the public arena. However, not everything is determined by this. The mental health of children and the intimacy of relationships in family circle have their high price. As one of the parents said: “The child will thank you later. Yes, yes, thank you. Among my friends who did not go to kindergarten, everyone is grateful. But for the garden, and even with the extension, in adulthood, no one thanks.
For families where relationships and parenting are left to chance, being in kindergarten may not look so bad. The easiest way to adapt in these conditions is those of the children who do not live very well at home. Games with peers and a clear daily routine are better than laziness and sitting in front of the TV. But for families where parents show responsibility and participation, it makes sense to clearly focus on goals. family education kids.
16.09.2013
Protodeacon Andrey Paskhin, Chairman of the Parish Council of the Kaliningrad Church of the Holy Apostle Andrew the First-Called, tells about how and what the parish kindergarten lives in, who and what they teach there.
How did the idea of creating a preschool in the parish come about?
− The idea of building a kindergarten belongs to His Holiness Patriarch Kirill of Moscow and All Rus' and was expressed at the time when he was the Metropolitan of Smolensk and Kaliningrad. This happened at the consecration of St. Andrew's Church in 2007. Looking around the territory of the parish after the service, he asked: “What do you have in this place?” “Nothing, empty lot.” His Holiness Vladyka, as is his custom, narrowed his eyes, looked into the distance and said: “Let’s set up a kindergarten here so that we have a normal education cycle - a kindergarten, a gymnasium, and so on.” Having expressed the idea, he blessed me to do it. There were people who took on financial obligations to ensure the construction and fulfilled these obligations. This, for example, Andrei Anatolyevich Krainy, at whose expense both the St. Andrew's Church and the kindergarten were built.
Construction went on for two years. In 2010 His Holiness Patriarch Kirill kindergarten consecrated, and since then the preschool institution has been carrying out its work.
Tell me, please, who is the main focus of the Orthodox kindergarten, who are its pupils? Are these the children of parishioners or simply people, regardless of religion, who would like to entrust their child to an educational institution where “they won’t teach bad things”?
- Kindergarten, first of all, focuses on children. We have very little interest social status child, his nationality. The only thing is that the parents of the child should not be opposed to their child knowing that there is God in his life, and understand that the person who grows out of this child will build his life path, focusing on God's commandments, the concepts of elementary human morality, church culture, national culture Russia - the country in which he lives. Thus, perhaps, it is possible to describe the child to whom the kindergarten is oriented, more precisely, his parents.
Of course, parents come to us who would like their child not only to receive some kind of systematized knowledge, but also to acquire, in addition to this, the moral, spiritual and universal foundations of life. I don’t think that anyone would want their child to study where “they teach bad things”, besides, kindergartens in the Kaliningrad region work and raise children at a fairly high level.
Does an Orthodox kindergarten have an official status, and how does it differ from the status of state preschool institutions?
− Yes, our preschool institution has an official status, there are all required licenses to work, including a license to work full-time with children so that the little ones spend time there, eat, be supervised, etc., as well as a license to teach them within the framework of acceptable preschool education.
In contrast of public institutions of this kind only in the fact that his work is financed not from the budget, but approximately in half on parental contributions and funds from St. Andrew's parish. In addition, to the usual preschool program provided by the state, we add a church component.
Do the daily routine and development program for children in an Orthodox kindergarten have any particularities? Do they visit the temple from time to time, or perhaps a priest comes to the kindergarten?
The daily routine does not have any features, it is compiled in accordance with existing medical, psychological and pedagogical recommendations.
As for the development program, it should be noted that certain nuances are added to it in different kindergartens. Of all the existing options, we have chosen the most popular and effective for raising a child. In addition, we, of course, give children the concept of what the Church is, who God is, we give them the skills of the life of an Orthodox Christian, church life. For example, kids read a prayer before eating and after eating.
Our children quite often communicate with the priest, they know who a priest is, how to address him and behave with him, how to take a blessing, the kids can come up to him to talk. Every month, the entire kindergarten goes to the liturgy, takes communion. And every week there is a lesson in the program, during which children are brought to the temple, where they are told about some saint, about an icon, part of a divine service or a holiday.
A person must grow up in some kind of environment, in fact, it is precisely the environment that we create, so that the concept of “temple” is known to children, so that they know that they can and should go there, and understand why this is necessary. There were cases when children brought their parents to the temple and they began to attend services with their children.
TO preschool a priest serving in the St. Andrew's Church, Father Alexander Permyakov, was attached. He has the status of a kindergarten confessor. Batiushka visits the kindergarten several times a week, is present at some lessons, leads the prayer when the children pray before meals, and helps them in this. He spends quite a lot of time in kindergarten, and if at first the father was incomprehensible to children, now, seeing a man in a cassock, they clearly understand that they can approach him and talk; The kids love it and look forward to it.
Do you coordinate your programs with educational authorities?
− As I said earlier, our work is licensed, and in order to obtain a license, we certainly must agree with the supervisory authorities on everything we do in educational plan, all the information that we give to children. Teaching is conducted according to the generally accepted in Russia preschool education program "Childhood", to which we have added several options, each of which is also coordinated with the Department of Education of the region. Among the options are sports education, a little deeper than in the standard program, historical education in the history of Russia, in addition, a church component has been introduced: the Law of God, church practice, when children study internal church life and take part in it. Children are also offered things related to needlework, the development of motor skills and so on. There are ten such components in total.
At what age, in your opinion, should children be introduced to the basics of faith?
- Children do not need to be introduced to the basics of faith for one simple reason: if a person is introduced to something, it means that he had never heard or knew anything about it before. Under normal harmonious education When a child enters a more or less conscious age (a year and a half or two, when clear memories are already imprinted in his mind), it turns out that the foundations of faith are laid in him at the level of instinct. That is, if mom and dad go to church, if they build their lives in accordance with God's laws, in accordance with the provisions of human morality, decency and morality, then these laws will automatically be rooted in the mind of the child. If a child is brought to church from birth to take communion, then it absorbs some moments of church life, an understanding of the existence of God in his life.
If the parents were unable to give this to the child, then what happened, but, of course, in the matter of the time of the beginning of the knowledge of the foundations of faith and church life, there is only one formula: the sooner the better.
How little child Is it possible to tell about God so that, by virtue of his development, he could understand and realize theological truths?
− Slightly digressing from the topic, I would like to draw attention to the problem that is often encountered in the organization of teaching in basic schools religious culture. It lies in the staff, in the teaching staff, who would have mastered the methods of teaching religious culture. The Orthodox, thank God, do not have this problem, while other traditional religions have it, perhaps because they do not think about it very much.
One of the ways to talk about God and faith is through your own example, the example of your parents, the example of those whom the child sees around him at the everyday level. And already at the level of theological truths - this is a question for teachers. It is a miracle for me when I see that children of five or six years old in our church, in kindergarten, in our other educational departments are sufficiently well informed in elementary theology, in the catechism, in the Law of God. It has always been a mystery to me: how people can understand, systematize and methodically convey this to a child. Therefore, all I can say is that a monument should be erected to those teachers who know how to do it.
Do you keep track of the fate of kindergarten “graduates”? Do they have problems adapting to a radically non-church community if they then go to a regular school?
− At this stage, we are not yet monitoring the fate of our “graduates” for one simple reason: we had our first graduation only this year. Of course, we will follow what happens to these children, especially since, as a rule, it is not difficult, because the church and the parish are a family, and the children who go to the parish stay in it. Having enrolled in a school, either in an Orthodox gymnasium or in a secular educational institution, they all remain early and will remain parishioners of our church, so we will constantly see these children, constantly communicate with them.
This is a huge plus of such a holistic, comprehensive upbringing of a child: after graduating from our kindergarten, he does not leave the church, continuing to be an active participant in parish life.
