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

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

Sufficient conditions have been created for the implementation of the regional component, which are currently being brought into line with the Federal State Educational Standard. On the territory of the preschool institution there is a corner of the forest and a corner of the garden, where preschoolers get acquainted with the trees and shrubs of the area in which they live, there is a large number of flowers IMG_6160children who are looked after by pupils. In each age group corners of the Motherland are decorated, which contain illustrative material, postcards, photo albums to familiarize preschoolers with a family, a kindergarten, a village, a region, their symbols, the capital of the Altai Territory - Barnaul, animals and plants of the Altai Territory, where children, in conditions of free access, can replenish and consolidate your knowledge about your small homeland. In the isocorners there is material collected by children for visual arts. In the corners of the book there are collections of works for children by the Shipunov poetess V.Yu. Zolotoreva, magazines, books about her native land. In addition, the preschool educational institution is equipped "Russian Upper Room" , which presents antique and household items. The music room has an audio library "Dear side" , video library "My little homeland" . In the costume room there are several versions of Russian folk costumes. In the teaching room, teaching materials, visual aids, illustrations, paintings, and samples of mineral resources of the region and region are designed to help educators. Conducted thematic check on the topic “Changes in the subject-development space that meet the requirements of the Federal State Educational Standard” shows that the preschool educational institution is working to enrich a safe, multifunctional and rich subject-development space in accordance with the requirements of the Federal State Educational Standard.

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

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

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

“Education should be aimed at instilling respect for the child’s parents, his cultural identity, language, and the national values ​​of the country in which the child lives.”

The idea of ​​cultivating patriotism and citizenship, acquiring increasing social significance, is becoming a task of national importance. Positive changes have also occurred in preschool education: a regional component has been introduced into the educational process of preschool educational institutions.

It is necessary to work to develop in a child a feeling of love for the Motherland, to develop in him an emotionally positive attitude towards the places where he was born and lives, to develop the ability to see and understand the beauty of the life around him; a desire to learn more about the features of nature and the history of their native land. The implementation of the regional component is the most important component of modern education, the use of which is aimed at achieving the following goals and objectives:

• Contribute to the formation of initial ideas about the characteristics of the native land;
• Introduce children to the characteristics and traditions of the Kalmyk people;
• Form ideas about your hometown: history, streets, professions;

In preschool educational institutions, the implementation of the regional component is carried out within the framework of:

• direct educational activity “Speech development” (teaching the Kalmyk language);
• project activities;
• organizing the interaction of all preschool specialists;
• organizing interaction with parents of students;
• organizing interaction with society;
• competitions, exhibitions, festivals;
• organizing holidays and leisure activities.

Taking into account the specifics of national-cultural, demographic, climatic conditions, ensuring the implementation of the regional component, direct educational activities in the Kalmyk language have been introduced in the variable part of the educational program of the kindergarten; hours in the educational field “Speech development” - classes on teaching the Kalmyk language. Educational activities are based on the program “Program for teaching the Kalmyk language in a preschool educational institution from 3 to 7 years old” edited by V.K. Erendzhenova, and based on the methodological recommendations “Familiarization of children before school age with the culture, history, traditions of the Kalmyk people."

Children of titular and non-titular nationalities master the Kalmyk language through the organization of 15-30-minute classes 2 times a week, starting from the second junior group. The duration of classes is: with children of the fourth year of life - no more than 15 minutes, with children of the fifth year of life - 20 minutes, with children of the sixth year of life - no more than 25-30 minutes.

Speech situations created for educational purposes, using games, fairy tales, elements of surprise, and various types of visual aids, contribute to the formation of children’s emotional and motivational readiness for speech activity in the Kalmyk language.

Integrated NOD “Ishkәger”

Learning the Kalmyk folk song “Ulan, Ulan Alchurta”

Finger game “Mini beach morn”

“Boat of Life” modeled from salt dough

The mandatory minimum content of knowledge about their region for preschoolers is reflected, taking into account the artistic, aesthetic and moral development of pupils, the content in the section “ Cognitive development", integration with educational areas, in children's activities, age characteristics of children. The program involves the use of a project method, an integrated approach to teaching children and a comprehensive thematic annual plan. Used different shapes training: as part of classes on speech development, cognitive, art, literature, visual arts. Children’s independent activities and walks include accompanying forms of learning: conversations, looking at plot pictures, outdoor and didactic games, creative storytelling.

• The content of ethnographic corners must correspond to the age characteristics of children in all preschool groups.
• The principle of awareness is ensured by the varied themes of the albums in the “Nature of the Native Land” series (plants, fauna) in the middle and senior groups.
• In the middle and senior preschool age groups there is state symbolism of the Republic of Kalmykia, a map of the Republic of Kalmykia.
• Objects of decorative and applied art are widely represented: folk toys, souvenirs in all preschool groups.
• The “Seasons in Our Steppe” layout is periodically replaced.
• Didactic games “In the Steppe”, “Altn Avdr”, “Baira”, “Animals and Their Cubs”, “Biological Lotto”, “Geological Lotto” are used in educational activities in senior preschool groups.
• Information material, manuals, illustrations, books in the following areas: “Culture of the Republic of Kalmykia” (information about writers, poets, composers, artists, performers and athletes of the Republic of Kalmykia); “History of the Republic of Kalmykia” (information about monuments and memorable places in Lagan, about the professions of parents, the heroism of peoples in the Great Patriotic War).

The integration of the educational process helps create conditions for getting to know the native land. Since in kindergarten Since work with children is carried out in cooperation with all participants in the educational process, all teachers, specialists and parents are included in the process of getting to know the Republic.

The tasks of the regional component are integrated and solved through educational areas: “Physical culture” (elements of dance) (for example, about healing Kalmyk tea, chigyan and other dairy products), “Cognitive development”, “Speech development”, “Artistic and aesthetic creativity”, “ Communicative and personal."

Didactic games used in educational activities and in everyday life

Fragments of movable and didactic games

Usage finger games on GCD in your native language.
Teacher Botaeva L.A.

The formation of a spiritual and moral attitude towards cultural heritage is revealed in educational projects for the formation in children of a spiritual and moral attitude towards cultural heritage “Tsetsn Bulg”, “Make Friends with Lagan”, “Folklore for Kids”.

Purpose of the projects:

Development of the spiritual and moral qualities of a child’s personality through familiarization with the origins of the culture of peoples.

Project objectives.

Creating conditions for raising children in the traditions of folk pedagogy;

Formation of interest in the spiritual and moral heritage of ancestors.

Formation of spiritual and moral attitudes and a sense of belonging to cultural heritage;

Formation of self-esteem as a representative of one’s people and respectful attitude towards representatives of other nationalities;

Formation of initial ideas about spiritual and moral values ​​(honor, family, love, kindness, compassion, mercy, patience, obedience).

An integrated approach, conducting interesting non-traditional forms of work with children: folk festivals, visiting a museum, library, art school, performing folk songs, playing musical instruments, sports competitions, getting to know the arts and crafts and fine arts, cooperation with the magazine “Bayr”, “Bairta” is the first step to introducing children to the culture of the Kalmyk people, to mastering the Kalmyk language and increasing children’s interest in the history of the people.

Together with the music director and the Kalmyk language teacher, entertainment is annually organized for Fisherman's Day and national holidays.

At the Tsagan Sar festival

Girls perform dance with hadaks

Game "Collect a bowl"

During walks and in their free time, teachers teach children outdoor games that help children develop independence, dexterity, accuracy, intelligence, observation, willpower, and self-confidence. Teachers organize sports entertainment for students using natural materials and attributes for outdoor games (sleds, masks, malya, shakha). Entertainment of this nature is not only exciting for children, but also entertaining. The created conditions contribute to the health of children with the help of natural factors.

When organizing cognitive, musical, visual, speech and independent activities in a preschool institution, the following are used in working with children: postcards, photographs, illustrations depicting their hometown, landscapes of steppe nature, albums for viewing “Our Land”, “My City”, “Animals” Kalmykia", "Plants of the Native Land", "Plants and Animals of Kalmykia", etc., manual "", cards-schemes "Rules of conduct in the forest", "Needs of living beings", a series of paintings telling about the life of the Kalmyk people, about animals and plants of our region, herbariums of plants of the region, works of art, collections “Minerals”, didactic games: “Collect a picture”, “Glorious city of Kalmykia”, “Who lives in the steppe?”, “What happened? What happened?”, “Box of sensations”, etc., stencils of Kalmyk ornaments, animals, musical instruments (dombra, tambourines, drums, noisemakers, bells,) and more.

Support from parents is of great importance. It is necessary that the process of instilling love for one’s small homeland be two-way, which is why work with parents is carried out in a preschool institution. Organized and conducted parent meetings, consultations, moving folders are prepared “Development of cognition and curiosity”, “How to make a bird canteen?”, “Feed the birds in winter”, “Obvious-incredible”, “Playing, exploring nature”, “Ecological education - education morality, spirituality and intellect."

Parents are active participants in competitions and exhibitions held in kindergarten, and helpers during Health Days.

By investing knowledge in children and instilling love for their small homeland, we strive to raise little patriots in them. We hope that our students will love their land, protect and increase the wealth of our land.

Parents took an active part in the sweets fair

Mother of Batyrev G.A. with daughter Enkira, who took 1st place in the “Doll in National Dress” competition

At the "Tasty" fair"

In pursuance of the Decree of the Head of the Republic of Kalmykia “On the Public Council for the Preservation of the Kalmyk Language dated August 3, 2012 No. 103, in order to preserve and develop, popularize the Kalmyk language in educational organizations, attract native speakers of traditions and language, the parent community to solve the problems of the current state of the Kalmyk language The preschool educational institution hosts the annual campaign “Kalmyk language in every home and every family” and the movement “Torskn kelndәn tusan kurg!” ” (“Support your native language”). Each educational organization has approved an action plan for organizing and conducting the Campaign. As part of the Promotion, the opening of the Promotion was held at the MKDOU DS "Topolek" with the invitation of parents, honored guests, theme weeks, a competition of didactic games, a fair of national dishes, folk holidays and entertainment, kindergarten students took part in regional competitions: “Alvn Kharadas” (2nd place), reading competition (2nd place), “Bilgta yoralch” (1st place and 2nd place), “Teegin Tuul” (1st place), “Jangrin Achnr” (2nd place). Based on the results of the Campaign, our kindergarten took 1st place among preschool institutions in the region.

At the opening of the Promotion.
An active participant in amateur artistic performances of the Lagansky district, Ulyashaeva P.S.

Dikaev Bair, a pupil of the Topolek kindergarten, who took 1st place in the regional competition “Bilgtә yөrәlch!”

Gojaeva Gerel took 1st place. And Anya Mangutova helped her, Mochaeva Delgir

For their dramatization of the fairy tale “The Hare’s Hut” (in the Kalmyk language), the children took 1st place in the regional competition “Teegin Tuul”

Teachers from MKDOU DS “Topolek” took part in the regional competition “Erdmta surһmҗlach” and took 2nd place.

In accordance with clause 2.6. Federal State Educational Standard for Preschool Education, the content of the educational field “Social and communicative development” is aimed at: - mastering the norms and values ​​​​accepted in society, including moral and moral values, the development of communication and interaction of the child with adults and peers; -formation of the foundations of safety in everyday life, society, and nature. The content of the educational field “Cognitive Development” assumes: - the formation of primary ideas about the small homeland and Fatherland, about the socio-cultural values ​​of our people, about domestic traditions and holidays, about the features of nature.

The use of the regional component as one of the means of socialization of preschool children involves the following: 1. Familiarization of preschool children with their native land during the implementation of the educational program of the preschool educational institution. 2. The introduction of a regional component, taking into account the principle of a gradual transition from what is closer to the child, personally significant (home, family) to what is less close - cultural and historical facts. 3. An activity-based approach to introducing children to the history, culture, and nature of their hometown, when children themselves choose the activities in which they would like to participate in order to reflect their feelings and ideas about what they saw and heard. 4. Interaction with parents. 5. Professional development of all participants in the educational process (educators, specialists); 6. Generalization of experience in teaching activities, study of the effectiveness of innovative activities and its results in the main areas of work with children, teachers, and parents.

Goal: to form preschoolers’ initial ideas about the features of their hometown. Objectives: - introduce children to the features and traditions of the city; - form ideas about your hometown: history, streets, professions; - introduce the names of famous fellow countrymen; - to develop knowledge about the living and inanimate nature of the city; - lay the foundations of a moral personality, national pride and national identity.

Effective formation of the foundations of cultural and historical heritage in children is possible if the following factors are observed: the use of local history programs and technologies; complex combination various types child's activities; creating conditions for self-realization of each child, taking into account his accumulated experience, especially the cognitive and emotional sphere; taking into account the specifics of the organization and construction of the pedagogical process; the use of forms and methods aimed at developing emotions and feelings.

For the effective implementation of the regional component, a number of pedagogical conditions are necessary: ​​Creation of a cultural and developmental environment in the preschool educational institution; Preparation of the teaching staff for the implementation of the regional component of preschool education; Organization of effective interaction between the preschool educational institution and society; Integration of the regional component into educational activities; Organization of effective interaction between the preschool educational institution and the family.

Age-related features of the assimilation of program material by preschoolers in the educational field of “social and communicative development” (regional component) 3-4 years 4-5 years 5-6 years 6-7 years knows his own name, recognizes and names adults in life and in pictures, understands that other children also have their own family, parents know their last name, first name of parents, family ties and their social role, knows how to politely address teachers by first name and patronymic; notes characteristic changes in nature; names the plants growing on the site. gives his home address and the name of the city in which he lives. knows the first and last name of the parents; their professions, briefly talks about them, names some of the city's attractions. names objects located in the kindergarten microdistrict; streets, can independently determine the route from home to kindergarten on a plan diagram and in space, is familiar with the works of local poets and artists. has a general understanding of the history of his city, symbols, traditions of his native city

Preparing the teaching staff for the implementation of the regional component of preschool education When starting work on the regional component, the teacher himself must know the cultural, historical, natural, ethnographic features of the region where he lives in order to instill in preschoolers love and respect for folk traditions your region.

Organization of effective interaction between a preschool educational institution and society A modern preschool educational institution cannot successfully implement its activities and develop without broad cooperation with society at the level of social partnership (museums, theaters, folklore groups, etc.)

Integration of the regional component A large place in introducing preschool children to the culture of their native land is occupied by folk holidays and traditions, which are studied during preparation for calendar and ritual holidays: Christmas, New Year, Maslenitsa, Bird Day, etc.

THEMATIC BLOCK “CITY. ATTRACTIONS. HISTORY" Objectives Topics and forms of work To form knowledge about the native city, its cultural and historical values ​​To acquaint children with the symbols of the city, its attractions To develop cognitive interest in the history of the native land on the basis of local history material, junior and intermediate preschool age topic “Where we live” Topic “Where we live” “My house, my street” “Favorite kindergarten” “Streets of my hometown” “City life” Excursions starting from the 2nd half of the year middle group: around the kindergarten, towards the buildings, along the city street. Role-playing games: House Family City street Community with family Questionnaire “Do you know the sights of the city” Open day Stand “The story of one photograph”

Expand children's knowledge about their hometown, its cultural and historical values. Continue to introduce children to the symbols of the city, its sights, and memorable places of the city. Develop cognitive interest in the history of the native land based on local history material. Senior preschool age Theme “Where we live” My hometown, region Symbols of the city Memorable places Journey into the past of the city Kaliningrad - the city of the future Excursions: The ABC of a pedestrian To the local history museum To places of military glory Role-playing games: House-family City street Construction Competitions: Drawings “Kaliningrad - the city of the future” Making models of your hometown “Community with family Questioning “Do you know your city” Open door Day Stand “The story of one photo” Competition “Making a model of the city”, co-creation of parents with children Family project"Family traditions"

THEMATIC BLOCK “NATURE OF THE HOME TOWN” Objectives Topics and forms of work To expand, generalize and systematize children’s knowledge about the nature of the preschool site. To educate from the first years of life a socially active, creative personality capable of understanding and loving nature. Junior and middle preschool age Theme “Welcome to ecology” “Trees around us” “Work in nature” “How birds in the city prepare for winter” “Feeding” birds" "Friends of the forest. What is good and what is bad" Promotions Labor walks-promotions Let's feed the birds Community with the family Competition "Birdhouses for birds"

Expand, generalize and systematize children’s knowledge about the flora and fauna of the city’s surroundings and the problems of their native land. To educate from the first years of life a humane, socially active, creative personality, capable of understanding and loving nature, treating it with care, transforming and enhancing it Senior preschool age Theme “Welcome to ecology” Conversation about domestic and wild animals Doctors of the forest. Why does a person plant a forest? “Living and inanimate nature of the Kaliningrad region” “The influence of inanimate nature on the life of plants and animals in the city” Competition. Promotion. Exhibition “Fantasy” /crafts made from natural materials/ Action “Second Life” waste material» Exhibition of drawings “Nature of my native city” Community with my family Questionnaire “What do I know about the nature of my native land” Competition of family traditions Hiking trips Community cleanup “Greening of garden plots”

THEMATIC BLOCK “CULTURE, RECREATION, SPORTS” Objectives Topics and forms of work To introduce children to Russian folklore, masters of artistic crafts, and the work of local poets, composers, and artists. To promote the overall development of the child based on love and interest in the culture of the city. Theme “Introduction to folk origins, urban traditions” Junior and middle preschool age Acquaintance with folklore Wonderful Russian chest Fair Craft shop Grandmother’s tales Grandfather’s golden hands Senior preschool age Miracle - wonderful, marvelous (fairy tales, legends and folklore of the Russian people) Traditions of the Russian people Acquaintance with the work of local poets, composers, artists Cultural and sports centers of the city Sport is health Traditions of the native city

Introduce children to Russian folklore, masters of artistic crafts, and the work of local poets, composers, and artists. To promote the overall development of the child based on love, interest in the culture of the city and sports. To develop cultural behavior skills in children. Excursions starting from the second half of the middle group: to an art school in music school Calendar-ritual holidays Russian gatherings Kolyada - open the gates Wide Maslenitsa Easter City traditions festival of children's creativity City Day June 1 - Children's Day Community with the family: joint physical education and musical leisure activities ancient family traditions drawing competition, co-creation between parents and children, photo exhibition " Summer rest»

When implementing the regional component, the organization of project activities plays an important role. “Sights of Kaliningrad”, “Why was the street called that”, “Sunny Stone”, “My microdistrict” “Birds of the Kaliningrad Region” “Baltic Sea” “Animals of the Kaliningrad Region” “Red Book of the Kaliningrad Region”, etc.

To ensure the implementation of the regional component, it is important to create an aesthetically attractive educational and cultural environment, aimed, first of all, at ensuring the spiritual and moral development and education of children in accordance with the requirements of the Federal State Educational Standard for Education.

The effectiveness of work on the implementation of the regional component assumes that in the process of forming the foundations of local history, the child: acquires a certain system of knowledge about the connection and interdependence of humans, animals, flora and the world of people of his native land, about the peculiarities of human communication with the outside world and the impact of this interaction on himself ; masters ideas about himself, his family, his belonging to a certain nation, the elementary history of his family; determines its social role; has a basic understanding of the history of his native city and its attractions; enriches vocabulary, develops memory, thinking, imagination; learns to rationally use skills in independent activities; acquires goodwill, sensitivity, and cooperation skills in the process of communicating with each other; develops independence, creativity, initiative;

Conclusion: the implementation of the regional component in a preschool institution, built in the system will contribute to the achievement of the following targets of the Federal State Educational Standard for Preschool Education: - the child masters the installation of a positive attitude towards the world, towards different types labor, to other people and to oneself, has a sense of self-worth; - distinguishes between conditional and real situations, knows how to obey different rules and social norms; -has basic knowledge about himself, about the natural and social world in which he lives.

Literature: 1. Bure R.S. Social and moral education of preschool children. Methodological manual / R.S. Bure - M.: Mosaic-Synthesis, - 80 p. 2. V. Koltakov “From the history of the Lipetsk region.” - Voronezh: Central Black Earth Book Publishing House, A.S. Morgachev "Lipetsk. Pages of history.” - Lipetsk: Central Chernozem Book Publishing House, A. Berezen “Our Land of Lipetsk.” - Voronezh: Central Chernozem Book Publishing House, “The Art of the Native Land.” - Lipetsk: LIRO, Astakhov V.V., Dyukarev Yu.V., Sarychev V.S. Reserved nature of the Lipetsk region. - Lipetsk: LLC “Foto-Prof-TASS”, Shalnev B.M., Shakhov V.V. The world of childhood. Native culture: a textbook-reader on local history of the Lipetsk region for preschool and primary school age. Ryazan - Lipetsk: GELION, Shalnev B.M., Shakhov V.V. Lipetsk Encyclopedia: in 3 volumes - Lipetsk, Baradulin V.A. Fundamentals of artistic craft: in 2 hours - M., Education, 2010.

Sections: School administration

Regional component of the state standard of general education(<Рисунок1>)

Currently, reforms are taking place in the Russian education system. The main task of modernizing education is to significantly update the content of education. The main condition for solving this problem was the introduction of a state standard of general education, which is aimed at creating a unified educational space, not only in a geographical, but also in a socio-cultural sense, as well as ensuring equal opportunities to receive a full-fledged general education in any educational institutions, i.e. i.e. the state guarantees universal access and free general education within the limits determined by the state standard. In all educational institutions, including our gymnasium, pedagogical councils were held on the topic: “Problems of modernization of Russian education,” at which teachers became acquainted with the regulatory framework in the context of educational reforms.

Figure 2

(<Рисунок 2>) “The standard of education is understood as a system of basic parameters accepted as the state standard of education, reflecting the social ideal and taking into account the capabilities of the real individual and the education system to achieve this ideal.” For each subject, its own federal state educational standards have been developed.

Figure 3

The basis for the implementation of the education standard is the curriculum of the educational institution, (<Рисунок 3>) in the structure of which there are three components: federal, national-regional and the component of the educational institution. In modern curricula of schools of different profiles and directions, a significant place is allocated to the regional component of education. And this is good, since on a large geographical area, ethnically rich and diverse in terms of natural living conditions and human economic activity, there are many opportunities for applying knowledge in accordance with the region of residence. One of the priority tasks facing modern schools is to teach to appreciate, preserve and develop the rich history and culture of the peoples of Russia, because world historical experience shows that the loss of language, cultural and national characteristics is tantamount not only to the loss of one’s past, but also to deprivation of one’s future . Regionalization is one of the strategic directions for the development of education in our country.

For the first time, the regional component of education appeared in an experimental version of the basic curriculum in 1989 and included educational content directly related to national, regional and local socio-cultural factors.

The regional component must be consistent with the requirements of the federal component, and be carried out in the development of the federal component, without overshadowing the invariant part of the basic plan, without being confined to the narrow framework of the region.

The Arkhangelsk region is a regional entity with established natural, climatic, economic, sociocultural and historical characteristics. The regional component of the content of general education is intended to reflect the regional educational space of the Arkhangelsk region. It gives educational institutions the opportunity to determine the content of the educational institution component and thereby express their specificity and focus. The regional component is part of the state standard of general education, mandatory for all educational institutions in the Arkhangelsk region.

In practical activities to introduce the regional component of the state standard of general education, our teachers, like teachers of other educational institutions of the Arkhangelsk region, are guided by the following regulatory framework: (<Рисунок 4>)

Figure 4

• the concept of the regional component of the state standard of general education in the Arkhangelsk region,
• a regional component of the state standard of general education in academic subjects, developed in accordance with the general concept;
• regional basic curriculum, educational and methodological complexes (curricula, educational books and anthologies, teaching aids for teachers, didactic materials).

Creating a data bank on regional topics, educational and methodological literature, and carrying out work to expand the library collection with regional content is one of the tasks that our gymnasium will have to solve in the direction of implementing the regional component.

Figure 5

(<Рисунок 5>) The structure of the regional component of the state standard of general education in the Arkhangelsk region (structured according to the model of the federal component of the state standard of education).

The regional component is structured by levels of general education (primary general, basic general, secondary (complete) general education); within levels - by academic subjects. The regional component of secondary (complete) general education is presented at the basic and specialized levels.

The regional component for the academic subject includes:

• the goals of studying the regional component (material) in the academic subject;
• mandatory minimum content of the regional component (material) in the main educational programs in the academic subject; which is presented in the form of a set of subject topics of regional content, mandatory included in the main educational programs of primary general, basic general, secondary (complete) general education and ensures continuity of levels of general education and academic subjects, provides students with the opportunity to successfully continue their education at subsequent levels of education ;
• requirements for the level of training of graduates in an academic subject - the established results of graduates mastering the mandatory minimum of the regional component of the state standard of general education of the Arkhangelsk region.

Figure 6

(<Рисунок 6>) Goals of the regional component of the state standard of general education in the Arkhangelsk region:

• ensuring the right of every student to receive knowledge about the nature, history, economy and culture of the Arkhangelsk region;
• formation of the graduate’s personality as a worthy representative of the region, a skilled custodian, user and creator of its sociocultural values ​​and traditions;
• the formation of an active personality with cognitive, communicative, moral qualities, as well as the formation of the labor, aesthetic and physical culture of the personality of a modern schoolchild;
• expansion, deepening and specification of knowledge provided for by the federal component;
• increasing the status of education as a factor in the development of the region.

The concept of the regional component specifies its functions:

Figure 7

Figure 5

• determination of the status of the regional component in the curriculum of educational institutions of the Arkhangelsk region;
• determination of the minimum amount of knowledge and skills of students that are subject to mandatory acquisition (at least 10% of teaching time);
• establishing unified methodological approaches to the study of the regional component and creating a basis for the development of appropriate educational and methodological complexes;
• ensuring variability in the curricula of educational institutions and continuity of education at various levels;
• a reflection of the balance of interests and competence of the state, region and school, which, in turn, proceed from the priority of the student’s personality, taking into account his inclinations, abilities and interests.

The use of local history material should not be fragmentary. Another of the main tasks of the gymnasium is to organize its work in such a way that the organization of the regional component of the content of educational subjects meets the principle of systematicity, which consists in the purposeful, planned nature of the use of local history material at different stages of education. It is no coincidence that in the concept the main requirements for the regional component are: (<Рисунок 8>)

Figure 8

• continuity of levels of education;
• the content and structure of the regional component must be functionally complete from the point of view of the tasks of personal development in the school as a whole and at each level in accordance with its specifics.

Figure 9

(<Рисунок 9>) The main principles for the implementation of the regional component of educational content:

1. The principle of regionality is an orientation towards taking into account the characteristics of the Arkhangelsk region in the educational process.
2. The principle of humanization is the wide inclusion of knowledge about man into the content of education, the formation of a humanistic worldview, the creation of conditions for self-knowledge, self-realization of a developing personality in living conditions in a given region.
3. The principle of historicism is the disclosure of the historical conditionality of phenomena and processes occurring in the nature and society of our region.
4. The principle of complexity and integrativeness is the combination of various aspects of the content of education, local history material in various subjects into a single whole, taking into account the tasks and needs of the region.
5. The principle of greening is the education of an environmentally educated individual who is aware of the peculiarities and special severity of the environmental situation in the Arkhangelsk region, responsibility to modern and future generations for preserving and improving the nature of their native land.

Figure 10

Figure 8

(<Рисунок 10> <Рисунок 8>) Ways to implement the regional component of the state standard of general education in our region:

• introduction of an academic subject as a subject of a regional component into the educational curriculum of the educational institution (currently such a subject is the subject “Economics”;
• organic inclusion of regional content (information about the natural, economic, historical, sociocultural, demographic, ethnopsychological characteristics of the region) into the basic content (in the subjects of the federal component of the invariant part of the basic curriculum). With this construction, regional material is used to expand and deepen the main topics and sections of basic content. This not only allows you to more fully implement the didactic principles of teaching, but also enhances the educational aspects of the lessons.
• in-depth study of regional content through special training courses, electives, additional educational modules, elective courses through hours of the variable part of the basic curriculum.

In our gymnasium, local history material is implemented through:

Lessons with regional content.

Additional education courses. Yes, for students primary school additional education courses have been developed and tested: for 1st grade – “Developing the gift of speech”; for 3rd grade – “Folk Crafts”, where classes are organized jointly with Burchevsky’s school; for grades 3-4 - the course “Family is my small Motherland.” In grades 5-6, a literary course “The world is around you” is implemented, which includes local history material. In secondary classes we have experience in implementing the course “Geography of the Arkhangelsk Region”. In the senior 10-11 grades, the educational field “Technology” is represented by specialized training in English. The course “Guides-translators” is a specialized course in English language with regional content. This course enriches the sociocultural component of the learning content with materials about the region, its history and culture.

Scientifically research work students. High school students present their abstracts and research works at scientific and practical conferences at various levels (city, regional, university) in the sections “Local History” and “Ethnography”. Our gymnasium plans to organize the work of such sections at a school research conference and to make more active use of students’ project activities. Student (individual and group) projects can be implemented as part of the regional component of training. Students present or defend the results of their project activities in the form of posters, essays, term papers, and Internet pages. It is important that the topics of the projects relate to the general topics of the curriculum for the subject.

Regionalization can also be carried out through the organization of extracurricular activities in subjects, which gives a good pedagogical effect in developing students’ knowledge about the region, since it allows them to maintain the cognitive activity of schoolchildren; in contrast to lessons and elective courses, the program is less strictly regulated and provides the opportunity to study local history and other additional materials based on an integrated approach using knowledge in various subjects; allows you to use the necessary conditions for working with regional material: special equipment, specialist consultations.

Excursions to museums, factories, etc. – also one of the forms of implementation of the regional component.

A condition for the successful implementation of the regional component of education is its personnel, scientific and methodological support. The ability of a teacher to connect the basic (federal) component of the content of education with the characteristics of the region, its historical, geographical, economic, social, environmental and cultural specifics is one of the values ​​of education. In this regard, an important task of the gymnasium is to organize professional training of teachers to implement the regional component.

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

Regional component in the educational process of preschool educational institutions.

Small Motherland... Each person has his own,

but for everyone it is that guiding star,

which throughout life determines

a lot, if not everything.

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

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

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

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

helps to introduce him to culture and universal human values.

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

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

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

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

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

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

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

to those around

emotional-practical

subject

activity,

education,

activities,

characteristic of preschool age.

Priority

regional

cultural

heritage

means

upbringing

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

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

communion

national

cultural

heritage

traditions

works of local writers and artists.

Studying

regional

component

passes

main

direction: physical,

social-personal,

cognitive-speech

artistic and aesthetic.

Familiarization

folk

culture,

history,

natural

surroundings

is happening

activities,

affects

educational areas...

start

direction

ethnocultural

development,

teachers

carried out

diagnostics

identifying

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

games, history of the region.

Analyzing the diagnostic results, we drew conclusions about insufficient knowledge

nationally

regional

component.

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

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

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

traditions.

Implementation

regional

component

is

most important

component

modern

education,

usage

whom

sent

achievement

the following goals and objectives:

Contribute

formation

initial

submissions

features

native land

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

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

Introduce the names of famous fellow countrymen;

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

Lay the foundations of moral personality, national pride and national

self-awareness

Usage

regional

component

socialization

preschoolers assumes the following:

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

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

local history material.

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

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

historical facts.

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

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

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

compilation

stories,

manufacturing

composition

applique,

drawing, landscaping and environmental protection).

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

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

various

promotion

qualifications

teachers:

Pedagogical councils, workshops, consultations, round tables, days

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

family tree”, etc.

direction

Regional

component

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

motor-health

Effective

systematic

assimilation

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

planning

educational work. It contains topics such as:

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

culture.

are repeated

changes

material,

is given

attention

studying

culture

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

children and teachers folk

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

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

them deeply and for a long time.

For example, when planning work in educational areas:

"Physical

culture"

Instructor

physical education

is learning

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

achievements of athletes of our region.

"Cognitive

development"

acquaintance

nature

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

photographs "City Attractions". We also use gaming technologies

V. Voskobovich:

"Igrovisor"

"Cross"

"Constructor

"Merry

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

Speech

development

we conduct conversations (“I

multinational

"Famous

introduce

features

Shorsky

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

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

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

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

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

« Artistically

aesthetic

development»

musical

managers

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

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

There is a theater club at the preschool educational institution

"Visiting a fairy tale." We

tried

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

creativity

values

through

folklore

theatrical

ideas,

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

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

holidays.

classes

artistic

creativity

origin

Russian and Shor

dishes and utensils, master the skills of drawing national

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

on the topic “Russian and Shor folk tales.”

“Social and communicative development” - introduce children to basic

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

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

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

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

traditional national clothes.

Developed local history games: -Field of Miracles