Program for education of patriotism. Civic-patriotic education

POSSIBILITIES OF SOCIO-CULTURAL ANIMATION TECHNOLOGIES

IN THE FORMATION OF PATRIOTIC QUALITIES OF YOUTH (RESULTS OF EXPERIMENTAL WORK)

The article examines the possibilities of socio-cultural animation technologies in the patriotic education of youth. The theoretical foundations of the experimental work are given; based on a comparative analysis of data from the experimental and control groups, it is proved that socio-cultural animation technologies are an effective means of developing the patriotic qualities of young people.

Key words: patriotism, youth, socio-cultural activities, technology, animation.

In the context of complex socio-economic problems and changes in the political life of our country, it becomes more important than ever to ensure that young people develop the qualities of a citizen and a patriot.

Economic disintegration, social differentiation of society, devaluation of spiritual values that have occurred recently have had a negative impact on the public consciousness of the majority of social and age groups of the country's population, and have sharply reduced the educational impact of Russian culture, art and education as the most important factors in the formation of patriotism. Patriotic education has today become a priority direction of state cultural and educational policy. This is evidenced by state laws, programs and other documents adopted in recent years. The comprehensive nature of patriotic education, covering all aspects of a person’s spiritual life, presupposes a search for means that can harmoniously and holistically influence the individual.

Noting the multiplicity of institutions of social influence on the personality of a young person in his free time, it is necessary to particularly highlight the impact of socio-cultural activities on the education of young people.

Innovations applied in the process of using technologies of socio-cultural activity reflect both urgent, acute social problems aimed at the development of society, and problems associated with the formation of an individual personality.

One of the most important means of shaping the personality of a young person is, in our opinion, the technologies of sociocultural animation.

Modern technologies of sociocultural animation involve a comprehensive solution to various problems of personality formation, providing it with the opportunity to self-identify as a full representative of a particular sociocultural leisure community, as well as conditions for inclusion in educational, creative and other types of sociocultural activities.

The technologies of sociocultural animation are most fully considered by N.N. Yaroshenko, who defined animation as the most intensively developing area of socio-cultural activity. In socio-cultural animation, philosophical and worldviews are intertwined

approaches and various applied practices (from psychotechnical to theatrical). At the same time, sociocultural animation uses traditional types and genres of artistic creativity as the main methods of “revitalizing and spiritualizing” relationships between people, which makes it possible to recognize it today as an innovative direction in the development of sociocultural activities. The fundamental novelty of animation activities is manifested in the goals, objectives and applied technologies that determine the process of optimizing interpersonal and intergroup relationships, developing the spiritual and creative qualities of the individual.

Socio-cultural animation is considered by foreign researchers

much wider than is customary in Russia. In the traditional interpretation of modern Russian authors, animation is part of the leisure activities of the population. In the traditions of Western specialists, animation is presented as the movement of social groups and individuals in the process of creating, preserving and developing institutions of civil society (A.-M. Gurdon, A. Neil, M. Si-mono, R. Steiner, etc.).

Pedagogical processes based on the use of sociocultural animation technologies achieve the goal only when they are controlled, that is, based on goal setting and planning, and widely use the possibilities of varying methods and means to achieve the goal. Social order, in turn, makes it necessary to clarify and define the “problem field”, the main strategic goal, the formulation of tactical goals and objectives that require a sequence of actions and integration of the efforts of various elements of socio-cultural activity aimed at the gradual implementation of the main goal.

The most effective for solving various problems of young people seems to be the use of the following technologies of socio-cultural animation: art therapy, bibliotherapy, sociodrama, music therapy, moritotherapy, socially oriented games, theatrical performance, etc.

In the period from 2006 to 2009. An experimental study was conducted on the basis of the Russian New University, in which 180 people aged 1823 years took part.

At the stage of the ascertaining experiment, the level of formation of youth patriotism was studied. To achieve this, the following tasks were solved: methods were selected that were adequate to the objectives of the study; a survey and questionnaire were conducted among young people with a target

I love to study their level of formation of patriotism; The results of the study were analyzed and conclusions were drawn.

Young people were asked to determine the categorical characteristics of patriotism as a meaningful component of personality using rating assessments. It was proposed to select the most significant personality characteristics for a young person (in descending order). Having found out the place of categorical assessments of patriotism for each young person, the average value was found. Based on the identified categorical characteristics, the degree of value attitude towards patriotism was determined.

Based on generalization of the data, the following results were obtained (Table 1). For the majority of young people, the most important characteristics were occupied by such characteristics as “the ability to earn big money”, “the ability to enjoy life”, “knowledge, study”, “the ability to surpass others, to be the first in everything” (87% of respondents). Such categorical characteristics as “love for the Motherland” and “pride in one’s country” occupied only the last places among the overwhelming majority of respondents.

Thus, the survey results presented in table. 1 show a low categorical assessment of patriotism among the majority of young people.

In addition, at the ascertaining stage of the experimental work, an anonymous survey was conducted using a questionnaire we developed to study the level of formation of patriotism among young people.

For choosing the answer under the letter “a” the subject was given 3 points, under the letter “b” - 2 points, under the letter “c” - 1 point. Thus, the maximum total score was 30, and the minimum was 10 points.

Table 1

Values Average coefficient

Love for the Motherland In 13th place (out of 26)

Knowledge and observance of folk traditions In 17th place (out of 26)

Pride in your country In 18th place (out of 26)

Readiness to defend the Fatherland In 24th place (out of 26)

For each subject, the level of formation of patriotism was determined using the following scale.

From 24 to 30 points - a high level of patriotism. It was meant that a high level presupposes an understanding of the essence of patriotism, a positive personal attitude towards the responsibilities that flow from it, and the ability to act in accordance with them in real life.

From 18 to 23 points - the average level of formation of patriotism, means a partial or shallow understanding of the essence of patriotism, an unstable (sometimes positive, and sometimes indifferent) attitude towards the responsibilities that flow from it.

From 10 to 17 points - a low level of formation of patriotism, which implied a lack of understanding of the essence of patriotism and/or a negative attitude, a lack of desire to fulfill these duties in practical activities.

The obtained data on the number of subjects with low, medium and high levels of patriotism are clearly reflected in the pie chart (Fig. 2).

low level high level

middle level

Rice. 2. Diagram showing the conditional distribution of subjects into groups in accordance with the identified levels of patriotism (data from the ascertaining experiment)

Thus, the ascertaining experiment showed that in the majority of subjects the level of formation of patriotism is not high enough, which indicates the need to select means for the formation of patriotic qualities in young people.

The solution to these problems turns out to be possible through the use of the potential of socio-cultural animation technologies.

The formative experiment was carried out in 2008-2009. and was to realize the potential of socio-cultural animation technologies in the formation of patriotic qualities of young people.

The formative experiment was carried out in three stages - development, testing of a pedagogical program for the formation of patriotic qualities of young people based on the use of socio-cultural animation technologies, and then re-studying the formation of patriotic qualities in young people.

At stages I and II of the formative experiment, we developed and tested the pedagogical program “My Fatherland” for the formation of patriotic qualities of young people based on the use of socio-cultural animation technologies.

44 people took part in the formative experiment - from among young people 18-23 years old (the same ones who took part in the ascertaining experiment), 130 people were the control group (no special work was carried out with them).

The development of the pedagogical program presupposed an appropriate methodology and categorical apparatus that would make it possible to consistently combine and interpret heterogeneous and multi-level scientific information within the framework of the pedagogical paradigm, to identify that cross-section of the problem under consideration, where the objective and subjective conditions for the formation of patriotic qualities of an individual appear comprehensively - as conditions and methods of self-realization of the individual, its inclusion in the active development of socio-cultural experience.

The program considered the following tasks: achieving conscious moral self-regulation of the individual; growth of self-awareness and self-development; formation among young people of a high patriotic consciousness, a sense of loyalty to their Fatherland; fostering a sense of collectivism; expanding young people's understanding of the world around them by introducing them to history and culture; ensuring the preservation and continuity of glorious military and labor traditions

diction; mastering moral categories; the formation of a desire to imitate the positive actions of people; studying and collecting information on the history of the past and the life of the region; desire to carry out activities for the benefit of the Fatherland.

An innovative feature of this program was the use of socio-cultural animation technologies.

When developing a program for the patriotic education of youth, we were guided by the following principles:

1. Personality-oriented approach. This principle is possible provided that each person is recognized as a full participant in the pedagogical process.

2. Humanization of interpersonal relationships - respectful attitude between all participants in the pedagogical process. Humanization is the creation of a favorable psychological climate, the improvement of interpersonal relationships, the creation of a situation of competition and success.

3. Citizenship - a civic approach is one of the main ones in today's unprecedented socio-economic conditions in our society.

4. An integrated approach, which remains no less relevant in the organization of the pedagogical educational process.

In the experimental work, the patriotic education of youth was considered, first of all, as instilling love for the native land, as the formation of an emotionally positive attitude, manifested in interest in works of folk art and in the independent creative activity of young people.

Among the main pedagogical methods in constructing and organizing classes using socio-cultural animation technologies were the following: involvement of young people in cultural and leisure activities, educational, cognitive and self-educational activities, stimulation of socio-cultural activity, formation of social consciousness of the individual.

The pedagogical program “My Fatherland” we developed was implemented within 8 months.

After the implementation of the program we developed, a repeated experimental study of the formation of

patriotism among young people in order to assess the effectiveness of the developed pedagogical program.

The same methodology was used that was used at the ascertaining stage of the experiment to study the level of formation of patriotism in young people: a survey. In accordance with the number of points scored, the subjects were conditionally divided into groups (Fig. 3).

average level

75.00% high level

Rice. 3. Diagram showing the conditional distribution of subjects into groups in accordance with the identified levels of patriotism (data from a formative experiment in the experimental group)

Thus, the formative experiment showed that the level of formation of patriotism increased in the majority of subjects.

The control experiment consisted of comparing the data obtained in the experimental and control groups regarding the formation of patriotic qualities of young people.

The purpose of the control experiment was to study the dynamics of the formation of youth patriotism after conducting pedagogical work according to the program we developed, and, accordingly, to confirm the effectiveness of the “My Fatherland” program we developed.

A comparative analysis of the results of the ascertaining and formative experiments showed the following (Fig. 4).

Thus, having carried out a comparative analysis of quantitative data obtained as a result of ascertaining and formative experiments, we were convinced that conducting pedagogical work with young people according to the program we developed

“My Fatherland”, using technologies of socio-cultural activities, contributed to the effective education of patriotic qualities of young people.

In the control group, consisting of 130 people, pedagogical work with whom

was not carried out as a result of the study, the following data were obtained (Fig. 4).

For a more objective analysis, we compared the data obtained as a result of the ascertaining experiment and the data obtained in the control group (Table 1).

high "

average "

g level is low

high level medium level low level

□ results of the formative experiment 75% 25% 0%

□ results of the ascertaining experiment 25.00% 50.00% 25%

Rice. 3. Diagram showing the dynamics of the formation of youth patriotism before and after pedagogical work (in the experimental group)

Rice. 4. Diagram showing the conditional distribution of subjects into groups in accordance with the identified levels of patriotism (data obtained in the control group)

Table 1

Results of a comparative analysis of data obtained in the experimental and control groups

Levels of formation Data from the ascertainer Data received

patriotism experiment in the control group

High level 25% 33.3%

Average level 50% 50%

Low level 25% 16.7%

It follows from the table that the majority of participants obtained almost similar data. In the experimental group, the level of patriotism formation became higher after targeted pedagogical work, while in the control group the indicators of patriotism formation practically did not change.

Thus, on the basis of an experimental study, we have determined the essence of the formation of youth patriotism based on the use of socio-cultural animation technologies, which is a holistic pedagogical process of nurturing patriotic qualities in young people based on the study of national culture, which involves the growth of self-awareness and social creativity, the initiation of creative needs by activating the internal resources of personal self-development.

The specificity of the formation of youth patriotism based on the use of socio-cultural animation technologies, in our opinion, lies in special ways of implementing adequate, appropriate and unobtrusive pedagogical influence on the individual using non-directive methods through the activation of their internal resources of self-development in order to educate young people to be civic and patriotic qualities

In addition, we have identified a complex of socio-cultural conditions for the formation of youth patriotism based on the use of socio-cultural animation technologies: activation of internal resources for personal self-development, focus

animation activities for self-growth

consciousness and social creativity; optimality, which is an independent choice of the type of activity and activities related to the physical and mental resources of the participants; a combination of work aimed at nurturing patriotic qualities and organizing recreational activities; rotation of activities, eliminating monotony; taking into account the characteristics of national culture, regional cultural traditions and characteristics in a multinational state; the formation of a favorable socio-psychological atmosphere that promotes the creation of relaxed leisure communication and readiness to cooperate; development and implementation of a program using socio-cultural animation technologies aimed at the formation of patriotic qualities, the growth of self-awareness and social creativity, and the initiation of the creative needs of the individual.

1. Yaroshenko N.N. Socio-cultural animation. M., 2004.

Received by the editor on February 3, 2009.

Andreyeva A. Yu. Possibilities of technologies of social and cultural animation in the formation of patriotic qualities of youth (results of skilled-experimental work). In the article the possibilities of technologies of social and cultural animation in patriotic education of youth are considered. The theoretical bases of experimental work are resulted, on the basis of the comparative analysis of the data of experimental and control groups is proven that technologies of social and cultural animation are an effective remedy of the formation of patriotic qualities of youth.

Key words: patriotism, youth, social and cultural activity, technologies, animation.

Kazazaeva Daria Andreevna,

teacher of the MBDOU general development kindergarten "Belochka"

Russia, Khanty-Mansi Autonomous Okrug-Yugra, Fedorovsky village

annotation

The goal of the project is to strengthen the spiritual community of the multinational people of the Russian Federation among the families of pupils of an educational organization through involvement in animation and gaming activities as a means of civil and patriotic education of children. Results of the work on the project: animation programs have been developed for families of students of educational organizations, plans for historical and tourist routes, folklore performances, prospects for the development of historical and genealogical local history, family tourism with the aim of reviving family traditions have been outlined, preservation and development of the ethnocultural diversity of the peoples of Russia, harmonization of national and interethnic relations and civil-patriotic education of children.

Explanatory note

The relevance of the concept of the educational system of the project “Animation and game activities in the civil-patriotic education of children” is determined by the need to involve modern children and members of their families in the study of folk traditions, genealogies, as a source of development of a sense of family and a sense of the Motherland, multicultural education, as a way of forming an open, understanding and accepting position of the child when communicating with different cultures, developing attitudes towards one’s own and other peoples.

The family is the fundamental basis of the civil and patriotic education of a Russian citizen, but many young people today do not know what principles to rely on in adulthood. Publications in recent years emphasize the role of historical heritage, traditions and traditional family values in the civic and patriotic education of children and adolescents and the development of tolerance.

Modern changes in education determine priorities for ensuring the comprehensive development of children. Therefore, animation and play activities organized in kindergarten with children and parents, designed to ensure the development of civic and patriotic feelings, are of great relevance as joint creative activities on cultural, historical and patriotic themes.

In modern interpretation, animation activities are understood as the revitalization of entertainment and leisure programs. Animation is the activity of developing and implementing special programs for spending free time for children and parents, organizing entertainment and sports activities for family leisure. According to researchers, socio-cultural animation is multifaceted in nature, corresponding to the diversity of needs, interests and requests of children and adults and is quite applicable in a modern preschool educational organization. Animation activities include small and large forms of performances, entertainment events, competitive game programs involving theatrical elements. Revitalization is achieved not so much by dramatic and script work, but by the involvement of children and parents in the action, their participation in it.

The purpose of socio-cultural animation in this context is to actively introduce preschool children and their parents to history and culture on the basis of creativity, creating conditions for relieving psychological stress, revealing the intellectual capabilities of the individual, liberating initiative, and inclusion in real life. The relevance of this area of pedagogical activity is associated with a significant increase in the role of animation in the sphere of interaction between an educational organization and the families of students. The focus of animation activities on multicultural education is one of the most important areas of work. The main idea of multicultural education activities is to awaken in children and their parents an interest in the culture of different peoples through familiarization with games and toys, traditions and customs, life and work, of different peoples, and to develop the skills of a friendly attitude towards representatives of different nationalities and races. The social and emotional-personal development of a child gives rise to one of the main problems: education has traditionally been focused on ensuring the cognitive development of children. In preschool education this problem

This problem is especially acute, since the purpose of the preschool period of development is to develop play activities. In this regard, the idea arose of creating a studio of animation and gaming activities with a civic and patriotic orientation for children with their parents. The feeling of the Motherland is inseparable from the sense of history. Many young parents, regardless of nationality, today do not know about their Small Motherland, about their roots. In recent years, there has been a surge of interest in unknown aspects of the history of the Fatherland, family, surname, clan. Public interest in the study of genealogies contributed to the revival of genealogy. Its origins are rooted in the primitive communal system, where blood kinship was of particular importance, and stories about ancestors were passed on from mouth to mouth, from generation to generation. A characteristic feature of modern genealogy is its close interaction with historical local history. Capital and provincial local historians were engaged in studying the family ties of their fellow countrymen, outstanding compatriots, therefore many genealogical associations were created on the basis of local local history societies. In this regard, not so long ago, the intensive formation of historical and genealogical local history began, studying the history, origin, family ties of clans and families living in the same region.

Raising the prestige of the family and multicultural education today is becoming an important task in the education of not only preschoolers, but is continued in the content of civic-patriotic education at all levels of secondary school.

Multicultural education in the context of this project involves taking into account the cultural and educational interests of different nationalities and provides for:

The interest of the child and his family members in various values in the situation of the existence of many heterogeneous cultures;

Interaction between people with different traditions;

Orientation towards dialogue of cultures.

Animation resources in Russia are inexhaustible (natural, historical, literary, museum programs).

One of the aspects of the relevance of the topic of this research is the growing interest in the cultural and historical values of Russia, therefore the development of animation activities in a multinational urban settlement is promising.

Issues of development of animation activities were considered in the studies of M.B. Birzhakova, I.I. Bulygina, N.I. Garanin, V.G. Gulyaev, which confirms the relevance of the problems under consideration. In modern Russia, due to the increasing spiritual needs of part of the population, the growth of their level of education and culture, the most characteristic feature of leisure is the increasing share of spiritual forms and ways of spending free time, combining entertainment, saturation with information, the possibility of creativity and learning new things. Therefore, there is a need to develop animation programs that would involve children and parents in various types of socio-cultural activities. But there is a problem of low level of content of patriotic animation programs, insufficient elaboration of appropriate methods for organizing animation programs, which makes events with children and parents less attractive, or encourages families of pupils to independently organize their leisure time.

Hypothesis: Animation activities will contribute to the active inclusion of families with children in various types of educational activities of a civil and patriotic nature, if the following conditions are taken into account when organizing them:

A differentiated approach to identifying and taking into account the educational needs and interests of families of different nationalities;

Inclusion of popular forms of leisure activities in animation programs;

Stylish unity between the main program of the event and its animation part.

Objective of the project – strengthening the spiritual community of the multinational people of the Russian Federation among the families of pupils of the educational organization through involvement in animation and gaming activities as a means of civil and patriotic education of children.

To achieve this goal, the following are set: tasks:

1. Develop animation programs for families of pupils of an educational organization, plans for historical and tourist routes.

2. Consider the prospects for the development of animation and gaming activities within the framework of historical and genealogical local history with the aim of reviving family national traditions and civil-patriotic education of children.

3. To interest others in studying the history of their family and people, ensuring the preservation of family traditions and the development of tolerance among the younger generation.

Object of study is an animation activity of a civil-patriotic nature.

Subject of research are national and cultural processes that influence the development of tolerance in families of pupils.

The theoretical and methodological basis of the project is the concepts of socio-cultural development and socio-economic transformations in the following aspects:

Features of different socio-psychological groups of the population Verbina A.A., Andreeva G.M., Kulagina I.Yu.;

The concepts of “animation”, “animation program”, definition of the role of animation in education - works of Priezzheva E.M., Kurilo L.V.

Interest in the problems of organizing joint leisure time for children and parents is constant and sustainable in Russian philosophy, sociology, psychology, and pedagogy.

Theoretical novelty of the project is to substantiate the importance of animation activities in education as an important means of actively including the child-parent community in cultural and leisure activities of a civil and patriotic nature, to identify and disclose the basic organizational and technological requirements for the organization of animation events and programs.

Practical significance of the project is that, on the basis of the studied material, as well as the experience of organizing animation events, animation and game activities were developed to develop in children the foundations of patriotism and a tolerant attitude towards other peoples for educational institutions of the multinational town of Fedorovsky. This has increased the interest of families with children in choosing educational organizations for leisure activities.

The project explores new approach to the organization of animation activities, based on the close connection of the educational activities of a separate organization with the needs of the national and cultural development of the territory. The ultimate goal of animation and gaming activities of a civil-patriotic nature is the satisfaction of children and parents with their vacation, their good mood, positive impressions, restoration of moral and physical strength, and the development of patriotic feelings.

The main thing for the educational system of the project is its focus on raising a person who is ready and able to live in a modern society. Thanks to the interaction of teachers with family members of preschoolers, the complex process of forming the personality of each child should take place in the most harmonious way.

Conductingparallel between national cultures of peoples , living in the village of Fedorovsky (Russian, Chechen, Moldavian, Ukrainian, Uzbek, Tatar), we can say with confidence that they all basically have something in common. In the first row of moral values are humane qualities: kindness, attentiveness, selfless help, justice, love for mother and family, friendliness, honesty and truthfulness.

Moldovan-Ukrainian-Russian and Tatar-Uzbek communities in folklore are a manifestation of ancient friendly ties of these peoples, based on ethnic affinity.

In order for culture to have an impact on the spiritual and moral development of a preschooler, and for children to feel the need to master its values, it is necessary to form a basis, which presupposes knowledge of family national traditions, folklore and rituals.

Based on the principles of natural conformity, systematicity, consistency and cultural conformity, the process of civil-patriotic and multicultural education seems to be as follows directions (stages):

Study and development of the culture of your people and your family;

Mastering the basics of culture;

Comparing your culture with the culture of other peoples;

Development of a culture of interethnic communication;

Connection of national cultures.

Conceptual ideas aimed at creating the prerequisites for satisfying the requests of parents and the needs of children of different national cultures for activity, participation in activities that are significant to them; for support and assistance, creating an emotionally prosperous environment and searching for means of maximum personal development.

Development idea . The essence of the project is the development of the student’s personality, his individuality through active interaction with parents and teachers.

Creativity idea . In the process of animation activities, the development of abilities and the formation of the needs of the child’s personality occur.

The idea of openness . Contact with family, parental participation in events, education, availability of information.

Idea of cooperation . Joint creative animation and play activities of children, parents and teachers are creative activities that contribute to experiencing a situation of success.

Educational work within the project includes the following areas:

Formation of understanding and respect for members of one’s family, one’s people, other peoples, cultures, including the culture of everyday life;

Nurturing morally high qualities;

Developing skills of coexistence with people - representatives of a different race, language, religion, ethnic group;

Cultivating a sense of compassion and willingness to help other people;

Formation of socially approved life values, development of understanding, recognition, respect for human rights and freedoms;

Purposeful creation of conditions for children to master the culture and life of different peoples, translating them into personal experience;

Study of family national traditions and customs;

Fostering respect for the past of one’s people, restoring historical memory;

Study of the native land in connection with the culture and history of Russia;

Cultivating love for the native word.

The main ways of civic-patriotic education:

Purposeful, significant daily work with preschoolers on the formation of universal human values: “life”, “goodness”, “family”, “home”, “love”, “friendship”, “Motherland”;

Implementation of the slogan “Everyone is different - everyone is equal!”;

Activities to realize the rights of every child, the formation of a positive national identity;

Overcoming the suppression of others, elevating oneself above the team, developing masculinity, responsibility and patriotism.

Pedagogical principles:

The project reflects all the main trends in the development of state policy in the field of multicultural education. Based on the content of preschool education, the pedagogical principles are formulated as follows:

The principle of humanization educational process: interest in the child, acceptance of him as he is, respect for the self-worth of each student, increasing the share of the child’s varied creative activities.

The principle of the integrity of the image of the world requires the selection of such educational content that will help the child retain and recreate the integrity of the picture of the world, ensure his awareness of the various connections between its objects and phenomena, and develop the ability to see the same object from different sides.

The principle of cultural conformity is understood as the “openness” of different cultures, the creation of conditions for the most complete (taking into account age) acquaintance with the achievements and development of the culture of modern society and the formation of various cognitive interests, the maximum realization of the natural potential of each child.

Principle of continuity- maintaining the leading lines of education in kindergarten and family, in different age groups, in kindergarten and school.

Principleacceptancechild as given orthe principle of pedagogical optimism - relying on the positive in the child, treating the child as a whole person.

The principle of adaptability implies the ability of a teacher to simultaneously work with children who have different national and cultural characteristics, educational and other needs and use a wide range of methods, techniques and means.

Priority areas of educational activities – cultural-moral, civil-patriotic, education of a humane attitude towards the surrounding world, people, love for one’s own family, home, region, village, Motherland, respect for people of different nationalities.

The concept of this project takes into account the age characteristics of children in the methods and technologies of its implementation: in preschool age these are forms and methods aimed atsensory cognition and recognition of cultural values , aesthetic and moral empathy.

Expected result (final goals):

The project is focused on the formation of an individual capable of an active life in a multinational environment, with a developed sense of respect for national cultures. The result of the project is the formation of multicultural thinking, which will ultimately contribute to the development of conflict-free interaction of the child in a multicultural society. Considering that The Khanty-Mansiysk Autonomous Okrug - Ugra is considered one of the most multi-ethnic in Russia, where more than 120 nationalities live; a project aimed at instilling the values of a multinational culture can be considered aimed at maintaining interethnic peace and harmony.

Cultural and leisure activities function in a dynamically developing social environment, representing values, patterns and recognized modes of behavior, objectified in our society, recorded and transmitted to subsequent generations as a result. Forms, methods and means of cultural and leisure activities reflect the level of a person’s mastery of spiritual and material culture. Therefore, we consider it holistically, in the form of a historically specific system in the unity of all cultural institutions and a special structure of artistic consciousness, conditioned by the general sociocultural context of our time.

The role of animation in improving the quality of civic-patriotic education is to increase the demand of the parent community, especially in socially prosperous regions, for this kind of program.

Animation is a unique service that aims to improve quality, and at the same time, it is a unique form of advertising, re-attracting families with children and their friends to bright, memorable events.

Today there are quite a few different definitions of the concept of animation, one of them is given by N.N. Yaroshenko. Animation is a special type of sociocultural activity of public groups and individuals, based on modern technologies (social, pedagogical, psychological, cultural) that ensure overcoming social and cultural alienation.

M. Simoneau interprets animation as an area of social life, the participants of which set themselves the goal of certain changes in behavior and interpersonal and collective relationships through direct influences on individuals. These influences are carried out mainly through a variety of activities using pedagogy, non-directive or active methods.

Animation within the project can be represented by animation events (holidays, film festivals, competition programs, masquerade shows, carnival processions); animated theatrical performances (knightly tournaments, humorous clowning shows, gladiator fights, costume balls, evenings meeting with fairy-tale characters); animated exhibitions (museum shows, costumed exhibitions, animated museum shows, epic characters or shows with the direct active participation of families); animation of thematic events (folk games, attractions, meetings with heroes of national fairy tales, super shows); sports animation (collective and individual sports games, competitions, competitions, aerobics, shaping, yoga, dance evenings); leisure animation (entertainment, sports and recreational activities, relaxation evenings for the whole family). Currently, it has become popular to revitalize joint parent-child recreation and organize direct impressions from personal participation in events.

In the studies of V.G. Gulyaev notes that the moral and psychological climate in society, its cultural level, physical and moral health depend on the organization of leisure time for the population. Therefore, animation is considered as an activity for the development and presentation of special programs for spending free time aimed at developing tolerance. Animation programs include sports games and competitions, dance evenings, carnivals, games, hobbies, and activities that are part of the spiritual interests of families of different nationalities. Consequently, an animator is a specialist who develops individual and collective leisure programs, orienting people in the variety of leisure activities, and organizing meaningful leisure time.

The prerequisite for creating animation is the desire to touch spiritual values, diversify life experiences, eliminate physical and mental fatigue, learn new things, find and express yourself in communication with people, be among your family in an atmosphere of relaxation and entertainment. According to N.I. Garanina, in Russia, traditional forms of animation are considered to be Neptune Day in summer, building a snow fortress, creating an ice sculpture, playing snowballs in winter, Knight's tournament, Gladiator fights, holding extreme games "The Last Hero", "Desert Island", riding in troikas with bells, showing theatrical performances “Ancient Masters” (heroes in national costumes weave carpets on a loom; weave baskets, baskets, bast shoes; carve spoons, bowls; folk songs and dances are performed).

The program in the form of the ritual holiday “Russian loaf” is in demand: wooden benches and tables are placed in the clearing, and a stove is heated with wood. The accordion and balalaika sound, and folk songs create a special flavor. Girls in elegant sundresses with kokoshniks greet guests with bread and salt. Vacationers prepare pies, bagels, gingerbreads, loaves, try hot baked goods, and receive books with recipes for preparing Russian folk dishes as gifts.

The Tournament of Heroes is quite exciting, where a meeting with the heroes Ilya Muromets, Dobrynya Nikitich and Alyosha Popovich takes place. For this purpose, a fortress is erected, a theatrical performance is organized: horse racing, spear throwing, archery, weight lifting, sword fighting, passing an improvised medieval obstacle course, displaying ingenuity and resourcefulness. Each new competition confronts the participant with a choice: quit the race or continue the fight for the title “Hero of the Russian Land.”

You can also get into a gypsy camp: a clearing, wagons, tents, horses, a bear tied to a tree, a fire. Guests are treated to Gypsy cuisine, Gypsy songs are played, and beauties in colorful clothes perform fiery dances. And the old gypsy will predict fate using cards or tell fortunes by hand.

There is a variety of animation programs in different countries - from traditional to exclusive. In Colombia there are tomato fights, in Italy - orange fights, in Thailand and Indonesia - banana fights. In Tunisia you can find bazaars on wheels and oriental folklore shows. In Sri Lanka there are “Dances of the East” festivals with training in the art of oriental dance. In Italy, there are battles in the Colosseum, torchlight processions of the crusaders, competitions of knights in the temple of all gods the Pantheon, Renaissance balls.

Thus, animation programs today are popular all over the world; they allow us to complement and better reveal the national and cultural characteristics of traditions. In Russian history there are many examples of animation as an educational technology, although this activity did not bear that name. In Russia back in the 19th century. A system began to develop that can be considered a semblance of animation activities - this is out-of-school education for children and adults. It was based on private initiative, which was one of the most significant sources of organization and semantic content of activities at the end of the 11th - beginning of the 20th centuries.

In the process of development of animation activities and the socio-pedagogical movement, according to R.V. Sokolov, two contradictory trends are visible: the first is informal, “reviving” relationships; the second is formalizing, suppressing the spontaneous creative nature of social movements. Animation activities in Russia of the twentieth century were not supported. Thus, animation has deep traditions in Russia, despite the fact that the term “animation” was first introduced in Russian by E.B. Mambeks only in the early 90s of the twentieth century. Interest in animation in Russia was associated with the search for new approaches to organizing cultural and educational work, which became ideologically outdated with the collapse of the USSR. Among Russian scientists, animation is studied from different perspectives and receives different interpretations. It is associated with cultural and leisure activities.

Currently, in Russia, animation activities are becoming increasingly widespread and are used in the following areas: in the activities of cultural institutions; institutions of further education; mass media; rehabilitation centers. Today, animation is one of the young industries. In modern Russian society, animation is becoming relevant and there is a reason for it a number of prerequisites:

Changing the ideological views of Russian society;

The need for the formation of civil society;

Change in socio-cultural activities;

Changing worldviews in the organization of pedagogical and sociocultural activities.

Animation activities meet the objective trends of humanization, the transformation of culture into a resource for the development of entire territories, turning into a successful technology that makes it possible to create new mechanisms for motivating the study of the country’s traditions, the identification, preservation and successful use of heritage, and familiarization with the world cultural heritage.

The basis of animation activities is cultural and historical heritage (movable and immovable monuments, memorial and historical places, traditions, beliefs, rituals, customs, folklore, crafts and other reflections of the spiritual world of people), its diverse interpretation and various forms of presentation. Playful and interactive forms of presenting heritage are becoming increasingly important, in which the visitor becomes a direct participant, learns events and phenomena from the inside, gains new experience, personal experiences, and feels a sense of belonging.

Modern changes in preschool education determine priorities for ensuring the comprehensive development of children of all nationalities. Therefore, animation and play activities organized in kindergarten with children and parents, designed to ensure respect for the personality of each child, regardless of national and cultural characteristics, to create conditions for the development of his self-confidence, initiative, creativity, independence and responsibility, is of great relevance as a joint creative activity aimed at civic and patriotic education.

According to researchers, socio-cultural animation is multifaceted in nature, corresponding to the diversity of needs, interests and requests of children and adults and is quite applicable in a modern preschool educational organization. The purpose of socio-cultural animation in this context is to actively introducing preschoolers and their parents to the diversity of cultures based on joint creativity , creating conditions for relieving psychological stress, revealing abilities, liberating initiative, and inclusion in real life.

The focus of animation activities on the social, emotional and personal development of the child gives rise to one of the main problems: education has traditionally been focused on ensuring the cognitive development of children. In preschool education, this problem is especially acute, since the purpose of the preschool period of development of the future schoolchild is the formation of the basic properties of his personality and the development of play activities.

Due to this, within the framework of a variable approach, arosethe idea of creating a studio of animation and gaming activities of a patriotic orientation for children with their parents How means for solving problems of development of future schoolchildren. The feeling of the Motherland is inseparable from the feeling of history. Many young parents today do not know about their Small Motherland, about their roots. Currently, there are historical and pedigree and genealogical societies “Genealogy”, “Fatherland”, “Genealogy. Countrymen", "Union for the Revival of Genealogical Traditions", "Ural Historical and Genealogical Society" and others, uniting people and entire families who want to study genealogies, family traditions and rituals, and continue the dynasty of their ancestors. New people come to these societies and clubs who are interested in their own origins, who would like to clarify their ancestry. And this is not just a tribute to recent trends. Citizens feel the need to restore the blank spots in family history, to find out the roots of their family name, to understand themselves and their family in the context of the history of Russia and their people.

As a preschool teacher, I became interested in the possibilities of involving families in the history of cultures and genealogical local history. Together with our closest relatives, we managed to study the way of life of Altai peasants and Cossacks, Tomsk Khanty, Old Believers, and find information about Count Baranov, who is indirectly the ancestor of one of the lines of our Tree of Life. Among the most successful events within the framework of this activity, it should be noted the exhibition of old family photographs, heirlooms, documents and Family Chronicles in the Surgut region, where members of my family currently live. Participation in the exhibition “My Family in the History of Victory” in Khanty-Mansiysk proved the importance of the work being carried out and the active interest of others in national traditions and historical and genealogical local history. In addition to photographs preserved and carried over the years, the exhibition also showed family heirlooms - items that were used by our ancestors, in the form of jewelry, military awards, books, and household items. Supporting our idea of reviving tribal traditions, the family ensemble was recreated. Contacts with members of the clan have been expanded, hiking trips and trips with like-minded people have been organized to historical places where our ancestors lived: the Bishop's House, the Kazan, Assumption Church in Biysk, the Sarzhevsky estate - the tourist base "Biryuzovaya Katun", p. Srostki (picket by V.M. Shukshin), Gorno-Altaisk, Tavdinsky caves in Altai, river. Trom-Agan, local history museum of the Khanty people in the village of Russkinskiye, Museum of Nature and Man, Samarovsky Chugas (Khanty-Mansiysk), historical places of the Altai Territory, Amur, Tomsk regions.

The chronicle and pedigree tree of one of the branches of the family were presented at the city and district competitions “Family of the Year - 2009, 2010” in Surgut, Khanty-Mansiysk and earned 1st place in the “Tree of Life” nominations. The development of tourist family routes contributed to the invitation of distant relatives and members of other families interested in folk traditions to cooperate, which led to an increase in the interest of children of our family and their peers in studying the history of their family and people. But I consider the main achievement to be the unity of all family members and the reunification of long-forgotten family lines.

As an education specialist, I believe that my compatriots have a bright future ahead of them. Opportunities have emerged for organizing animated game programs, family tourist routes “In the footsteps of our great-grandfathers” with subsequent interaction in compiling a family tree and family chronicle. Encyclopedias of different nations will contribute to the development of the traditions of modern Russian families, tolerance and mutual respect between representatives of different cultures. After all, here are our roots, our father’s home, here are the families whose genealogy we continue.

Last changes Law “On Education in the Russian Federation” emphasize the socially significant task of modern society - multicultural and civil-patriotic education of the individual. Therefore, one of the tasks of a teacher in an educational organization is to form the prerequisites for the development of a child’s abilities in the process of civic-patriotic and spiritual-moral education.

Animation and gaming activities of a patriotic nature are becoming one of the directions for the development of integrative qualities of preschool children. Pedagogical research by N.A. Ovechkina, N.S. Karpinskaya and others has proven the possibility of including children and parents in animation activities of a historical and patriotic orientation.

The need to realize the child’s right to full development, reflected in the Federal State Educational Standard for Preschool Education (FSES) determines relevance implementation of this innovative direction of pedagogical activity. The activity approach within the framework of animation activities makes it possible to organize the child’s activities together with his parents when solving specially organized tasks of varying complexity and issues, developing the competence of a preschooler as an individual in the context of the diversity of national cultures.

In a modern kindergarten, due to the increasing spiritual needs of the parent community, the growth of the level of their education and culture, the most characteristic feature of leisure for families of preschool children is the increasing share of spiritual forms and ways of spending free time, combining entertainment, saturation with information, the possibility of creativity and learning new things.

Therefore, there is a need to develop animated game programs that would involve families with preschool children in various types of socio-cultural activities. But there is problem low level of content of animation programs when organizing events in kindergarten. The appropriate methods for organizing joint events for a multinational village are not sufficiently developed, which makes these forms of work with children and parents less attractive, or encourages families to independently organize their leisure time.

Provided:

1. Folklore festival “Oseniny – festival of folk games and round dances”

2. Theatrical performance based on Belarusian, Moldavian and Tatar fairy tales.

3. Holidays “Ivan Kupala”, “Christmas evenings”, “Wide Maslenitsa”, “Easter celebrations”, “Magpies”, “Round dance around the birches”.

4. Thematic week “Folk Games”: 1st Day of Russian Folk Games, 2nd Day of Tatar Folk Games, 3rd Day of Chechen Folk Games, 4th Day of Khanty Folk Games, 5th Day of Games of the Peoples of Russia.

5. Show programs “Music is the same for everyone”, “Fairy tale”, “We are all equal!”.

Federal State Educational Standard of preschool education in the context of activities:

The success of each student will depend on how talented the teacher is, how masterful he becomes of his craft. The Federal State Educational Standard for Preschool Education instructs us, teachers, not only to teach and educate preschool children, but, first of all, to develop success. Therefore, I want to be not just a teacher, but a successful teacher of successful students!

In connection with the introduction of the Federal State Educational Standard, I consider the main condition for improving the quality of education of preschool children and reducing the burden on children in preschool educational organizationsuse of gaming modern educational technologies and active learning methods , ensuring the personal development of the child by reducing and completely eliminating reproductive activity in the educational process.

During the transition from FGT to Federal State Educational Standards, many teachers find it difficult to accept innovations regarding principles and approaches to working with children and parents. Moving away from the still present educational-disciplinary model is difficult for trainee educators, and even for young teachers who received knowledge from experienced teachers. Modern changes in preschool education determine priorities for ensuring the comprehensive development of children. Therefore there is an acute the need to find new approaches on improving educational activities with preschoolers.

If the teacher must be ready at any moment to meet the child’s wishes, this means that there must be materials provided in advance and a huge amount of preparatory work. If we don’t force, if we don’t impose discipline on children, then chaos and disorder can reign in the group... Therefore, a creative and experienced teacher must work according to the Federal State Educational Standard. How can we, just starting our teaching career, overcome all obstacles and learn to work more successfully with children? More precisely, not “work”, but study with the children.

When planning daily work with students in kindergarten, while in search of new ideas, I use the provisions of a person-oriented model of interaction, within the framework of which a preschooler is not a passive object of influence, but creatively, liberated and actively interacts with peers and adults as an equal partner in joint activities.

The basis of educational activities within the framework of the implementation of this approach is made up of general pedagogical principles:

- systematic- continuity, systematic use of funds, in all possible forms of their manifestation during the day;

- accessibility ( based on providing ample development opportunities to each pupil, providing the opportunity to participate in motor activities to all members of the circle) and gradualism(implying a gradual increase in the demands placed on the body during game training; learning exercises from simple to complex, from known to unknown, taking into account the degree of preparedness of the child, the combination of adequate load and full recovery);

- visibility, which involves constructing classes with extensive use of all types of visuals: visual, audio and motor;

- consciousness and activity involves the formation in children of a sustainable interest in mastering new things, instilling the skills of self-control and self-correction of actions during classes, the development of consciousness, initiative and creativity;

- scientific character, which assumes that the content of children’s education corresponds to the level of development of modern pedagogical science;

- connections between education and life and practice: the process of physical development and self-realization occurs during the teacher’s activities with children, when the received ideas are used in practice;

-innovativeness, involving the use of modern technologies and scientific and methodological tools in working with preschoolers.

I think that only by creating conditions for children’s self-development and self-realization in interesting activities, my activities will contribute to achieving the optimal level of children’s development and the effectiveness of the educational process.

Thus, animation and game programs of a civil and patriotic orientation in an educational organization are the most important part of the joint activity of a teacher with the families of students, representatives of different national cultures. The prerequisite for creating animation is the desire of parents and children to touch the spiritual values of peoples, diversify life experiences, eliminate negative emotions, learn new things, find and express themselves in communication with people of different nationalities, and be among their relatives in an atmosphere of relaxation and entertainment. And as a consequence of this, there is a forecast of increased demand for such leisure and sports and amateur game programs of a civil and patriotic nature.

Bibliography:

1. Kobrin V.B., Leontyeva G.A. Shorin P.A. Auxiliary historical disciplines. - M.: Vlados, 2011.-144 p.

2. The concept of spiritual and moral development and education of the personality of a citizen of Russia / ed. AND I. Danilyuk, A.M. Kondakova, V.A. Tishkova. – M.: Education, 2010.-249 p.

2. Experience in teaching / Ed. V.N. Shatskoy, L.N. Skatkina. - M.: Pedagogy, 2010.-186 p.

3. Man in history - Russia, twentieth century. –M., 2010.-148 p.

4.Shurinov A.S. Programs for studying family and tribal culture in educational institutions. – M.: Lavatera, 2010.-158 p. 18.

"Every noble person is deeply
realizes his blood relationship,
their blood ties with the Fatherland.”
V.G. Belinsky

EXPLANATORY NOTE

Introduction

The program of civic and patriotic education “I am a citizen of Russia” was developed in accordance with the Concept of Patriotic Education of Citizens of the Russian Federation and the state programs “Patriotic Education of Citizens of the Russian Federation for 2001-2005”, “Patriotic Education of Citizens of the Russian Federation for 2006-2010”, and the Charter of the Municipal Educational Institution of Children’s Education. "Center for Young Technicians", local legal acts. - Law of the Russian Federation “On Education”; Convention on the Rights of the Child; Declaration of the Rights of the Child; Constitution of the Russian Federation; Development program of MOUDOD “Center for Young Technicians”.

The program determines the content, the main ways of developing civic-patriotic education in the municipal educational institution of additional education for children “Center for Young Technicians” and is aimed at nurturing patriotism and the formation of citizenship.

The program represents a certain system of content, forms, methods and techniques of pedagogical influences.

The civic-patriotic education program is of great importance for solving a number of educational and social problems.

The relevance of the problem of patriotic education of children and youth

The formation of civil society and the rule of law in our country largely depends on the level of civic education and patriotic education. Today, the relationship of a Russian citizen with the state and society is radically changing. He received great opportunities to realize himself as an independent person in various areas of life and at the same time, responsibility for his own destiny and the destiny of other people increased. Under these conditions, patriotism becomes the most important value, integrating not only social, but also spiritual-moral, ideological, cultural-historical, military-patriotic and other aspects.

In the conditions of the formation of civil society and the rule of law, it is necessary to educate a fundamentally new, democratic type of personality, capable of innovation, of managing one’s own life and activities, the affairs of society, ready to rely on one’s own strengths, to ensure one’s financial independence through one’s own labor. The modern school should make a significant contribution to the formation of such a civic personality, combining a developed moral, legal and political culture.

The institution of additional education for children, being a complex organism, reflects the character, problems and contradictions of society and, to a large extent, thanks to its educational potential, determines the orientation of a particular individual and is responsible for the socialization of the individual. Childhood is the most optimal age for the system of civic-patriotic education, since it is a period of self-affirmation, active development of social interests and life ideals.

But the implementation of civic-patriotic education only with the help of a knowledge approach is impossible. New times require that institutions of additional education for children provide content, forms and methods of civic-patriotic education that are adequate to modern social and pedagogical realities. There is a need for an activity-based component of civic-patriotic education. Only through active involvement in social activities and conscious participation in it, through changing the climate of the institution, and the development of self-government can success be achieved in this direction.

Civic-patriotic education in modern conditions, this is a purposeful, morally determined process of preparing the younger generation for functioning and interaction in a democratic society, for proactive work, participation in the management of socially valuable affairs, for the implementation of rights and responsibilities, as well as strengthening responsibility for their political, moral and legal choice for the maximum development of one’s abilities in order to achieve success in life. Civic-patriotic education contributes to the formation and development of an individual who has the qualities of a citizen and patriot of his country.

Goal and objectives of the Program

Target: creating conditions for the formation of the personality of a citizen and patriot of Russia with his inherent values, views, orientations, attitudes, motives for activity and behavior.

This goal covers the entire pedagogical process, permeates all structures, integrating educational activities and extracurricular life of students, various types of activities. Its achievement becomes possible through solving the following tasks:

carrying out reasonable organizational activities to create conditions for effective patriotic education of schoolchildren;
formation of effective work on patriotic education, providing optimal conditions for the development of every teenager, boy and girl’s loyalty to the Fatherland, readiness to benefit society and the state;
affirmation in the minds and feelings of pupils of patriotic values, views and beliefs, instilling respect for the cultural and historical past of Russia, for the traditions of their native land;
involving students in work to revive and preserve the cultural, spiritual and moral values of their native land.

Resource support for the Program

Staffing

Group	Functions	Compound
Administrative coordination	Exercising general control and direction. Management of team activities. Analyze the situation and make adjustments.	Director of the institution
Advisory	Coordination of program implementation. Conducting seminars and consultations.	Deputy director for water management, software methodologist, water management methodologist
Teachers of additional education institutions	Implementation of the program in the system of educational work. Use of modern educational technologies.	Additional education teachers, teacher-organizer
Specialists collaborating with the institution	Organization of professional assistance to teachers. Conducting trainings, round tables, meetings. Diagnostics. Participation in institution events	Methodologists, additional education teachers, specialists

Age of children participating in the organization of the program. Timing of the program

The “I was born in Russia” program is designed for 3 years. The program is aimed at all age groups of students, the team of teachers and parents of the municipal educational institution of additional education for children “Center for Young Technicians”.

The main implementers of the Program activities are teachers, students and their parents.

Form of implementation of the Program

The form of organization of work under the program is mainly collective, and group and individual forms of work are also used.

The principles underlying mass events

Patriotic education is understood as a systematic and purposeful pedagogical activity to develop in students a high patriotic consciousness, a sense of loyalty to their Fatherland, and a desire to fulfill their civic duty.

The program is based on principles social activity, individualization, motivation, interaction between the individual and the team, developmental education and the unity of the educational and educational environment.

Stages of the Program implementation

Stage I: design

Target: preparation of conditions for creating a system of civic-patriotic education.

Tasks:

Study the regulatory framework, by-laws.
Develop, discuss and approve a program for civic-patriotic education.
Analyze the material, technical, and pedagogical conditions for implementing the program.
Select diagnostic techniques for the main areas of the program.

Stage II: practical

Target: implementation of the program for civic-patriotic education “I am a citizen of Russia.”

Tasks:

Work out the content of the activity, the most effective forms and methods of educational influence.
Develop methodological recommendations for civic-patriotic education.
Expand and strengthen connections and relationships between institutions of additional education for children and culture, and sports schools in the city.
Involve representatives of all subjects of educational activities in the system of civic-patriotic education.
Monitor program implementation.
Take part in competitions on civic-patriotic education.

Stage III: analytical

Target: analysis of the program implementation results.

Tasks:

Summarize the results of the institution's work.
Correct difficulties in program implementation.
Plan work for the next period.

Program implementation mechanism

To solve the assigned problems, the existing social and pedagogical space is used. MOUDOD “Center for Young Technicians” cooperates with the museum, libraries, and public organizations.

Educational work is based on age criteria.

When planning work, traditional, institutional, municipal, regional, all-Russian events related to anniversaries and state dates are taken into account; provisions of institutional, municipal, regional, federal competitions.

Evaluation of the effectiveness of the Program implementation

The assessment of the effectiveness of the Program implementation is carried out based on the use of a system of objective criteria represented by moral, spiritual and quantitative parameters.

Moral and spiritual parameters:

Formation of civic skills:
- ability to work and act individually and in a team;
- knowledge of your rights and responsibilities and the ability to use them;
- the ability to make and defend your decisions;
- willingness to participate in public affairs;
- readiness for education.
Formation of a conscious attitude towards basic values:
- patriotism and love for the Motherland;
- rights and freedom of man and citizen;
- symbols of the Russian Federation;
- national identity;
- respect for the honor and dignity of other citizens; - citizenship.

Quantitative parameters:

the involvement of each pupil in educational situations;
quality of relationships (children’s attitude to the realities of life in the institution, to the institution, to the teacher, association, joint affairs);
absence of children with deviant behavior;
participation in competitions on civil-patriotic topics;
hosting an event.

Expected results, their social and educational significance

As a result of the implementation of the Program it is expected:

In an institution, as in an educational system:
- creation of work on civic-patriotic education;
- enriching the content of civic-patriotic education;
- involvement of representatives of all subjects of educational activities in the work of civic-patriotic education.
As a graduate:
- in the cognitive sphere: development of creative abilities;
- in historical and local history: awareness of responsibility for the fate of the country, the formation of pride in involvement in the actions of previous generations;
- in social: the ability for self-realization in the space of the Russian state, the formation of an active life position; knowledge and compliance with the rules of the rule of law;
- in the spiritual and moral sphere: awareness by students of higher values, ideals, guidelines, the ability to be guided by them in practical activities.

The program reflects the social order necessary for society and the state to educate a citizen of their homeland, a patriot with an active life position. The end result of the implementation of the Program should be an active civic position and patriotic consciousness of students, as the basis of the personality of a citizen of Russia.

Forms for summing up the results of the program implementation

When summing up the results of the Program implementation, a final celebration is held, which includes awarding the best and most active students in the academic year with certificates of honor, letters of gratitude and prizes; organization of the final exhibition with artistic, applied and technical works; formation of a leadership group of proactive and active program participants.

The program includes the following areas:

1. Direction “Connection of generations”»

Target: Students’ awareness of the value of involvement in the fate of the Fatherland, its past, present, and future.

Tasks:

To foster pride in one’s homeland and national heroes.
Preserve the historical memory of generations in the memory of the younger generation.
To promote in students a sense of belonging to history and responsibility for the future of the country.

Shapes: thematic conversations, subject weeks, meetings with veterans of the Great Patriotic War, internationalist soldiers, competitions, visits to museums, holidays dedicated to memorable dates.

2. Direction “Raising a patriot and citizen of Russia”

Target: formation of civil and legal orientation of the individual, active life position.

Tasks:

To develop legal awareness, the ability to understand one’s rights and the rights of another person.
To create a culture of manifestation of citizenship.
To form in students a system of knowledge, respect and interest in the state symbols of Russia.

Shapes:

3. Direction “My native land”

Target: Fostering in students a love for their native land as their own small homeland.

Tasks:

Study the history of your native land.
To instill in students the position “I am a citizen of the Urals.”
Form environmental behavior.

Shapes: thematic conversations, collective creative activities, competitions, quizzes on legal topics, celebration of receiving a passport, Constitution Day, oral journal, meetings with interesting people, promotions, debates.

4. Direction “Me and family”

Target: students’ awareness of family as the most important life value.

Tasks:

Foster a culture of family relationships and positive family values.
Increase the pedagogical and psychological competence of parents.
Create conditions for parents to participate in the educational process.

Shapes: conversations , parent meetings, parent lectures, individual counseling, joint events, games, surveys, family holidays, social hours.

All these areas are interconnected and complement each other. The set of program activities provides for their implementation through:

Knowledge component based on the subject beginning for children of primary, middle and high school age.
Regional component with consideration of civil issues.
A system of thematic conversations, creative meetings and extracurricular educational activities.
Participation in thematic competitions and exhibitions.
Active cooperation with society and public organizations.

Used Books:

Military-patriotic education at school. A collection of events for the celebration of Victory Day, Defender of the Fatherland Day and other patriotic holidays: scenarios for ceremonial events, evenings, literary and musical compositions, class hours, military sports games. Author-compiler M.V. Vidyakin. - Volgograd: “Teacher”, 2006.
Vyazemsky E.E. Civic education in basic school. // Teaching history and social studies at school. - 2001. - No. 9.
Citizenship, patriotism, culture of interethnic communication - the Russian path of development. // Education of schoolchildren. - 2002. - No. 7.
Ioffe A.N. Modern challenges and risks for the development of civic education in Russia. // Teaching history and social studies at school. - 2006. - No. 9.
Kuznetsova L.V. Development of the content of the concepts of “citizenship” and “civic education” in pedagogy of the twentieth century. // Teaching history and social studies at school. - 2006. - No. 9.
Master class for deputy directors for educational work: Organization and planning of work. Author-compiler T.M. Kumitskaya.- M.: 5 for knowledge, 2006.
Patriotic education. Regulatory legal documents. 2nd edition, revised. M.: 2006.
Patriotic education. System of work, planning, lesson notes, lesson development. Author-compiler I.A. Pashkovich. Volgograd: “Teacher”, 2006.
Festival "Open Lesson", Moscow, 2007-2008 academic year. year.

Gruzdeva Yulia Alexandrovna
Program for civic and patriotic education of children “We are patriots!”

Municipal government educational institution

For orphans and children left without parental care,

Verkh – Chebulinsky district orphanage

PROGRAM

"We are patriots!"

For children and orphans, left without parental care 2015 – 2017 academic year. G.

Made up teacher:

Gruzdeva

Alexandrovna

Top – Chebula

1. Explanatory note. Relevance of the topic…

2. Goal and objectives…

3. Age pupils, types of control, forms of work, timing and stages of implementation programs ….

4. Expected result...

Explanatory note.

“The historical significance of every Russian person

measured by his services to the Motherland, his human

dignity - by the strength of his patriotism.”

N. G. Chernyshevsky

Relevance.

The problem of patriotism education and civic The formation of the younger generation is today one of the urgent tasks of the state, society and educational institutions of our country.

Today, profound socio-economic transformations in the country are making significant changes to the system of values and priorities of rural residents. One of these priorities is changing the content and quality of education, forms and methods of teaching and education. Living in the village, we teachers of orphanages are called upon to contribute to the solution of the task of forming a common personal culture. It is in it, the countryside, that the conditions for the revival of the Russian village are laid, the psychology of the owner of the land, responsible for the preservation of his village, city, country, as well as opportunities for patriotic and civic education the younger generation.

Currently, Russia is going through precisely such a period when questions of patriotic education, historical memory came to the fore. What are the origins of patriotism? I believe that a patriot begins with the formation of kindred feelings for one’s family: mom, dad, grandma, grandpa, close and distant relatives. This is the first stage in the formation of patriotism.

The second stage goes through upbringing love for the small homeland - village, city, student body, local traditions and history.

The third stage of formation of patriotism is nurturing love for the Fatherland, society, their history, culture, traditions.

Program compiled taking into account the age characteristics of schoolchildren. This approach to organization educational process allows you to arouse the student’s interest in himself, his environment, family, and society.

In solving the problem of patriotic and civic education For schoolchildren and youth, the efforts of educational institutions alone are not enough. It is necessary to jointly with them systematic and purposeful activities of state bodies, public associations and organizations, military units and institutions to form in the younger generation a high patriotic consciousness, a sense of loyalty to their Fatherland, readiness and ability to carry out civil duty and constitutional responsibilities to protect the interests of the Motherland.

This program designed for creative use. The teacher has the right to vary the methods of presenting the material, based on specific working conditions and based on the individual characteristics of the students, the degree of preparedness children, their general development and interests.

System civilly-patriotic work in an orphanage includes a system, a set of measures to form civilian and patriotic feelings and consciousness pupils. Civic-patriotic education should be planned, systematic, permanent and one of the priority areas in the field educational activities.

Regular specially organized developmental classes on civic-patriotic education of children will contribute to the most effective development of thinking and patriotic consciousness in orphanage pupils.

The program is designed for children 8 - 14 years old.

Goal and tasks programs.

Main goal programs is the formation of patriotism as the most important spiritual, moral and social value, human upbringing with a sense of national pride, civil dignity, social activity, love for the Motherland, capable of manifesting them in the creative process in the interests of society, in strengthening and improving its foundations, including in those activities related to its protection.

To achieve this goal, it is necessary to solve the following tasks:

1. Improving the quality of patriotic education in an orphanage.

2. Implementation programs patriotic events with subsequent assessment of the quality of performance.

3. Patriotic content update education, expanding the range of active forms and methods of work in this area.

4. Strengthening the role of the family in patriotic education the younger generation.

What will I teach and what personality traits? bring up?

I will form a patriotic consciousness and civic behavior; develop moral qualities, such as humanism, conscience, honor, dignity, duty, integrity, responsibility, camaraderie, collectivism, kindness, shame, respect for people, mercy through the creation of problematic situations, socially significant activities,

I will form the experience of social behavior consistent with accepted ethical standards and traditions; moral habits, moral consciousness, the main categories of which are the moral ideal, ethical values and norms, moral motivation, ethical assessments.

Forms of organization of activities students: lessons of Courage, socially significant actions, creation of the Council of Causes, search groups, business and sports-military games necessary to create conditions for the expression of personal, patriotic and civic position of students, excursions, holidays, drawing competitions, newspapers, writing creative essays, celebrating Days of Military Glory (events, rallies, classes, reading competitions.

Implementation of these activities assumes:

-upbringing patriotic feelings among schoolchildren; respect and love for one’s Motherland and compatriots;

Forming a desire to develop communication skills, self-expression, self-confidence and the results of one’s work, self-realization;

Developing among schoolchildren an interest in the history of the village where they were born and raised, as well as in the historical past of Russia;

Formation of a respectful attitude towards nature, homeland, architectural monuments, culture;

Development of interest in knowledge, creativity, initiative;

Formation of a sustainable knowledge system in a given area;

Development of such qualities as awareness of the importance of work; honesty, respectful and friendly attitude towards people, organization, punctuality and self-demandingness.

Timing and stages of implementation programs:

Stage I: - 2015-2016 academic year

Stage II: - 2016-2017 academic year

Types of control: diagnostics, testing.

Age of participants: 8 – 14 years;

Form of work: group.

Classes are held: 1 time every two weeks for 40 – 45 minutes.

Expected final results programs:

Creation of a legal system;

Generalization of the content of legal, civic-patriotic education;

Involvement in the legal system, civic-patriotic education representatives of all subjects of educational activities;

Forming a positive influence on the child’s personality through the general culture of family relationships;

Forming the image of a graduate as a socially significant person

Expected results from implementation programs by stages:

By the end of 1 year of study, children should know: cultural and historical achievements of the peoples of Russia; historical past of the small Motherland; names of Russian cities.

By the end of the 2nd year of study, children should know: mechanisms for the protection of human rights at all levels.

Be able to: receive and analyze information about social phenomena and processes based on a wide range of sources; identify social problems; defend your opinion; identify preconceived notions, stereotypes, prejudices; work in a group based on cooperation.

Implementation programs called upon contribute:

Development of a holistic system of patriotic education, which allows students to develop a high general culture, patriotic feelings and consciousness based on the historical values of Russia, their native village and region;

- education students have love for their "small" The Motherland, its wonderful people;

Formation of students' responsible understanding of their civil duty and constitutional duties;

Creating favorable conditions for the moral, intellectual and physical formation of the personality of the child and the younger generation.

Calendar-thematic work plan for the 2015-2016 academic year civic-patriotic education

children 8-14 years old.

September 09/15/2015 "I love my village"

class hour - Expand knowledge children about their native village

Bring up citizens of Russia.

September 09/23/2015 "My Favorite Orphanage"

Quiz - Raising a sense of pride in children, respect and love for his native village, for his native home in which he lives.

- Bring up love and respect for one’s home, village, region, Motherland, pride in belonging to citizens of Russia. -

October 04.10.2015 "Top - Chebula"- how it all began!

Class hour - Tell the story of the origin of the village

Expand knowledge children about their native village, people living and working in it.

October 10/17/2015 Visit to the local history museum. Acquaintance with the history of the Kemerovo region. -Expand knowledge children about the history of the formation of the Kemerovo region

-Foster a sense of patriotism

November 11/12/2015 “Kuzbass is my small homeland”

Getting to know the cities of the Kemerovo region. Class hour - Introduction children with a small homeland, instilling in them a sense of respect and pride for their region, city, Kuzbass.

Acquaintance with the modern symbols of the Kemerovo region.

Development of educational interest in the history of Kuzbass.

Learn children reason

-Bring up a feeling of pride for one’s big and small homeland, a sense of patriotism and love for one’s

November 21.11.2015 Symbols of the Kemerovo region.

Class hour - civic and patriotic education of students;

Acquaintance with the modern symbols of the Kemerovo region,

-upbringing love and respect for your land in which you live.

December 12/13/2015 "Where the Motherland Begins"

children about their native country.

- Educates he has a sense of pride and respect for the Motherland,

December 12/24/2015 History of symbols of state power.

Class hour -Create conditions for students to understand the significance of state symbols and expand historical knowledge and ideas about them;

To develop students’ critical thinking, the ability to work in groups and develop a sense of patriotism, pride in their country, and respect for state symbols;

-Raise successful students, real citizens Russian Federation

January 01/18/2016 “Customs and traditions of the Russian people - Baptism!

Gaming program - Educational The traditions of Ancient Rus' date back more than two thousand years. Historical elements of patriotism in the form of attachment to the native land, language, traditions. To develop tolerance and respect for other peoples and their traditions.

January 23.01.2016 "City Heroes" Getting to know the Great Cities of Russia.

Class hour - Formation of patriotic feelings and consciousness citizens based on historical values and the role of Russia in the destinies of the world, maintaining and developing a sense of pride in one’s country;

- Education of the personality of a citizen - a patriot of the Motherland capable of defending the state interests of the country.

February 05.02. 2016 “Kemerovo region is my homeland!”

Quiz - Formation children the basics of patriotism, citizenship, knowledge about the history of their small homeland and Russia, responsibility for the fate of the Fatherland and readiness to defend it

February 02/23/2016 "Our defenders!"

Program, dedicated to the Day of Defenders of the Fatherland. Increase patriotic consciousness, moral and ethical guidelines.

B To develop tolerance, feelings of respect for other peoples and their traditions.

Foster love for the Motherland, a sense of pride for my country Russia

March 03/07/2016 “Customs and traditions of the Russian people - Maslenitsa”

Gaming program

March 03/13/2016 Visit to a regional entertainment event “Maslenitsa is beautiful!” To form tolerance, feelings of respect for our people and traditions

April 04/12/2016 "YU. A. Gagarin is a man of peace!”

Cosmonautics Day.

Class hour To develop tolerance, feelings of respect for our people and traditions

May 05/01/2016 “Customs and traditions of the Russian people - Easter!”

Entertaining program

Program dedicated to Victory Day. - Raising respect

Calendar-thematic work plan for 2016-2017

academic year civic-patriotic education

children 8-14 years old.

Month Date Lesson topic Objective of the lesson

September 09/08/2016 Drawing competition "I only heard about the war"

Formation children the basics of patriotism, citizenship, knowledge about the history of their small homeland and Russia, responsibility for the fate of the Fatherland and readiness to defend it;

Increase patriotic consciousness, moral and ethical guidelines.

September 20.09.2016 Visiting the literature exhibition at the district library "Love and know your land" -Raising a sense of pride in children, respect and love for his native village, for his native home in which he lives.

- Bring up love and respect for one’s home, village, region, Motherland, pride in belonging to citizens of Russia. -

October 01.10.2016 "Old Person's Day"- congratulations to veterans.

- Bring up a sense of respect and gratitude to veterans;

October 10/22/2016 Essay competition "Memory Lives", dedicated to fellow villagers - war veterans. - Bring up a sense of respect and gratitude to veterans, a sense of patriotism

Develop a sense of duty and responsibility to the Motherland.

Learn children reason, think, express your thoughts.

November 05.11.2016 "Military Intelligence Day" class hour - Introduction Happy holiday to children

November25.11.2016 Festive program“To Mom with love!” -upbringing love and respect for mother.

December 08.12.2016 "Rocket Forces Day"

Class hour - Expands knowledge children about the holiday.

- Educates raises a true patriot

December 12/27/2016 "Rescuer's Day" meeting with employees of the Ministry of Emergency Situations - Introduction Happy holiday to children, heroes of this profession, instilling in them a sense of respect and pride.

January 01/07/2017 "Nativity" competitive - gaming program

Form tolerance.

January 01/18/2017 "Epiphany Christmas Eve" participation in a theatrical competition program of the House of Culture

Instill a sense of respect for Russian traditions.

Form tolerance.

February 17.02. 2017 Poster competition dedicated to all defenders of the Fatherland “The most courageous!”

Formation children the basics of patriotism, citizenship

February 02/23/2017 "Knight Tournament!"

Program, dedicated to the Day of Defenders of the Fatherland. -Formation children the basics of patriotism, citizenship, Increase patriotic consciousness, moral and ethical guidelines.

responsibility for the fate of the Fatherland and readiness to defend it.

March 03/05/2017 Watching films dedicated to the events of the Second World War and listening to songs of the war years.

To form tolerance, feelings of respect for our people, heroes, traditions.

March 03/17/2017 Visit to the district recreation center, participation in an entertainment event “Maslenitsa is beautiful!”

To form tolerance, feelings of respect for our people and traditions.

04/24/2017 Aviation and Cosmonautics Day.

“Everyone needs to know this!”

Meeting with a local library employee.

"Anniversary of the Battle of the Ice" class hour To develop tolerance, feelings of respect for our people and traditions.

Develop a sense of responsibility and pride for the country's achievements.

Expands knowledge children about the history of Russia.

- Educates he has a sense of pride in his country, raises a true patriot.

May 05/01/2017 Participation in the competition “The best postcard for a veteran” - Raising respect, love and gratitude to the people who defended our country in the war against the fascist invaders;

Formation of ideas about the courage and dedication of Michurin soldiers who fought at the front;

Program, dedicated to Victory Day, congratulations to WWII veterans. - Raising respect, love and gratitude to the people who defended our country in the war against the fascist invaders;

Formation of ideas about the courage and dedication of Michurin soldiers who fought at the front;

Program for education of patriotism. Civic-patriotic education

EXPLANATORY NOTE

1. Direction “Connection of generations”»

2. Direction “Raising a patriot and citizen of Russia”

3. Direction “My native land”

4. Direction “Me and family”

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