Formation of national identity. Practical work on the formation of national identity in preschool children Formation of national identity in preschool children through the means of art

Methods and means of developing national self-awareness in preschool children

The main forms of introducing preschoolers to their native land are games-activities, complex classes, excursions, targeted walks, matinees, and holidays.

The most effective methodological techniques used in classes are: an interesting beginning; children’s independent assessment of events and phenomena; gaming techniques; questions from the teacher to the children and from the children to the teacher; creating problematic situations; reliance on children's personal experience; asking riddles; use of proverbs and sayings; the use of products of children's activities, household items, Russian and Chuvash architecture, etc.

Means of education: Russian and Chuvash folklore, state heraldry, Russian and Chuvash ornament, national clothing, native nature, native language, traditions. Rituals, children's fiction, paintings, albums, slides, etc. Didactic games and exercises, quizzes, and role-playing games are used. Children have great opportunities for creative and labor activities.

Practical work on the formation of national identity in preschool children

I began my work on patriotic education, first of all, by drawing up a long-term plan, based on the following tasks:

1. To educate the foundations of the social and moral sphere of feelings, ideas, and relationships.

2. To cultivate interest and love for Russian national culture, folk art, customs, traditions, and rituals.

3. Awaken in children a love for their native land, their hometown.

4. Contribute to the formation of the concept that every child has a family, teach children to be friendly and tolerant in communication.

5. Bring children to understand that people's lifestyles change over time.

The formation of a citizen, a patriot of his homeland begins with the manifestation of love for his parents, for his family. The homeland, as mentioned earlier, begins for a small child with his immediate environment: from home, from the street on which he lives and where the kindergarten is located. That’s why I started introducing the children to the kindergarten, because they spend most of their time here. First, I had a conversation about our kindergarten, introduced the children to what it was called and what street it was located on. Then she organized a sightseeing tour of the kindergarten, introduced the children to the premises that we have, and talked about the work of the people working in our kindergarten. After the excursion we created a photo album “Our Favorite Kindergarten”.

One of the components of patriotism is the cultivation of love for native nature on walks and excursions. Gradually, children form an idea of their hometown, nature becomes closer and clearer, children try to do something for it, and feel a sense of responsibility towards it. The material obtained during excursions and classes on the topic “This Street is Mine” was reinforced during a game using a street model made by the children, a didactic game “Transport on the Street,” and a role-playing game “We are Passengers.”

Of particular importance when solving the problems of patriotic education is close contact with the student’s family. Everyone knows that the Motherland begins with the home, namely with the family. A family is adults and children who live together, love each other and take care of each other. I began my work on getting to know the family with conversations, with looking at pictures about the family. I got my parents involved in the work, and together with them they designed the album “My Friendly Family.”

At the next stage, we visited the museum of our kindergarten, where I introduced the children to the life of the Chuvash, showed the Chuvash national costume, household utensils, explained the purpose of certain objects, emphasizing the beauty and skill of human hands. Types of folk art make it possible to bring children to a deep understanding of the meaning of folklore works and the originality of folk crafts, the connection of folk art in its various manifestations with everyday life. The children easily transferred the knowledge acquired during the game to drawing, appliqué and modeling classes, and happily responded to learning Chuvash songs and lullabies.

At the next stage of my work, I introduced the children to Chuvash folk traditions and customs. Every year in our kindergarten the holiday Zgvarni (Maslenitsa) is held. On Maslenitsa it is customary to play folk games, dance in circles, bake pancakes and burn an effigy (“zgvarni karchgke”). Children always have a lot of impressions after such a holiday. Through conversations, she introduced children to the Akatui holiday (the wedding of the plow). Then I became interested in whether there were any traditions in the children’s families. To do this, I conducted a survey with the parents, which showed what traditions exist in the family. Introducing children to the culture, language, traditions, and rituals of the Chuvash people strengthens the connection between generations, develops a sense of belonging and respect for the Chuvash people and the history of the Chuvash region.

Working on this topic, I came to the conclusion that raising patriotic feelings in preschoolers is a complex and lengthy process. This work should be carried out systematically, systematically in different types of activities and in different directions: nurturing love for loved ones, kindergarten, nature, hometown and one’s country.

Work on this topic allowed us to achieve the following results: children's vocabulary expanded, children began to compose larger and more consistent stories, memory improved, and knowledge about their hometown expanded.

Childhood is the age when a person absorbs all the thoughts, colors, and feelings of the world around him.

Nothing passes by a child without leaving a trace. It leaves “a trace of something amazing, incomprehensible to anyone, that slipped into a person’s soul, into its very foundation, to lie there, in the soul, until its due date, and then sprout who knows what: a poem, love, a scientific discovery or just kindness.” , with a glorious deed, sprout the future,” writes A. Shorov.

The education of national self-awareness begins from the first years of a person’s life. By teaching the native language, introducing customs, traditions and value orientations, the teacher creates conditions for the formation of national self-awareness.

At all times and among all peoples, the main goal of education has been to take care of the preservation, strengthening and development of good folk customs and traditions. Traditions and customs presuppose repetition and stability of the system of sociocultural heritage, due to which the individual assimilates cultural and historical experience. Traditions are directly addressed to the spiritual world of man and fulfill their role as means of stabilization and reproduction of social relations through the formation of spiritual qualities and a certain direction of behavior required by these relations. Custom, including simple, stereotypically repeated relationships, transmits to new generations a standard of action, action in a specific situation through instructions, prescriptions that do not have legal force, but have the power of social influence.

When using various forms of folklore, the most effective way is to establish good relationships between the teacher and the group. The child comes to play, to learn a new type of activity in which there are no grades.

The atmosphere of collective aesthetic experience and the high level of involvement of participants create emotionally warm relationships. The child not only participates in creative activities, but also receives information about ways to solve problems and socially acceptable ways of expressing feelings. During the creative recreation of fairy tales, the participant applies various roles to himself - the roles of animals and various labor roles in the corresponding works. Each of these roles requires a specific style of behavior and interaction. During the lesson, norms of behavior, interaction, and expression of feelings are constantly reproduced and reinforced.

The world is designed in such a way that there is good and bad, beautiful and ugly, good and evil. A child should be surrounded by goodness, beauty and happiness. Only adults can help him with this. After all, adults can create for children that truly happy childhood, without which a real, harmonious, good person cannot grow up. The greatest happiness, the greatest necessity for a child is an encounter with a fairy tale in childhood. Precisely because a fairy tale is the most necessary spiritual “food” for every child, it arose before all works of oral and written literature and has existed among all peoples since time immemorial.

Literature has undergone - like everything else in history - very great changes. But the fairy tale is still alive and storytellers still exist. Folk tales provide rich material for pedagogical influence on a child’s personality. Working with a fairy tale creates conditions for the symbolic resolution of emotional problems; learning and rehearsing skills for optimal behavior; development of children's creative abilities, education of national self-awareness. A fairy tale is a special literary genre, a story unfolding in a timeless and extra-spatial dimension. After all, in the world of fairy tales there is a special and extraordinary style, filled with our dreams and fantasies. Fairy tales teach you how to get out of difficult situations, overcome trials with honor, conquer fear - and every fairy tale ends with a happy ending. Without fairy tales, even the real world loses its colors and becomes ordinary and boring.

Russian folk tale is also an invaluable assistant in the development of a child’s language and speech skills. Words and expressions from fairy tales with their ancient and deep meaning are embedded in our minds and live in us, no matter where we are. Smart, kind, correct, highly moral, contained in fairy tales helps to cultivate the best human qualities in our children. The fairy tale teaches life wisdom. And these values are eternal; they make up what we call spiritual culture. Fairy tales reveal all the most important aspects of Russian life. They are an inexhaustible source of information about national character. Their strength lies in the fact that they not only reveal it, but also create it. Fairy tales reveal many individual character traits of a Russian person and the peculiarities of his inner world and ideals. Among other things, the invaluable nature of fairy tales lies in the fact that they provide an opportunity to introduce children to the life and way of life of the Russian people. Even in Russian fairy tales, as well as among the Russian people, faith in miracles is strong. Of course, all fairy tales in the world are based on some extraordinary events. But nowhere does the miraculous dominate the plot as much as in Russians. It piles up, overwhelms the action and is always believed in, unconditionally and without a shadow of a doubt. Fairy tales provide an opportunity to expand your vocabulary on any topic (whether it be tales about animals, everyday life or magic). Traditional Russian repetitions, special melody, rare “forgotten” words, proverbs and sayings, which are so rich in Russian speech: all this makes it possible to make a fairy tale accessible, understandable for children’s consciousness, and helps to remember it easily and quickly. And all this develops children’s imagination, teaches them beautiful and coherent speech. Who knows, maybe those fairy tales that they begin to invent after Russian folk tales will also one day enter the treasury of the language. Whatever one may say, a fairy tale is fiction. But everything about her is unusual, magical and very attractive. There is an immersion in a mysterious, enchanted world, where animals speak in a human voice, where objects and trees move on their own, where good necessarily defeats evil.

They passed on fairy tales from mouth to mouth, from generation to generation, changing them along the way and adding new details. The material for folk tales was the life of the people: their struggle for happiness, beliefs, customs, and the surrounding nature. There was a lot of superstition and darkness in the beliefs of the people. This is dark and reactionary - a consequence of the difficult historical past of the working people. Most fairy tales reflect the best features of the people: hard work, talent, loyalty in battle and work, boundless devotion to the people and homeland. The embodiment of the positive traits of the people in fairy tales has made fairy tales an effective means of transmitting these traits from generation to generation. Precisely because fairy tales reflect the life of a people, their best features, and cultivate these features in the younger generation, nationality turns out to be one of the most important characteristics of fairy tales. Positive fairy-tale heroes are helped in their difficult struggle not only by people, but also by nature itself: a river, a lake, fish searching for and finding a ring dropped into the river, etc. All this reflected the age-old optimistic dream of the people to subjugate the forces of nature and force them to serve themselves.

Many folk tales inspire confidence in the triumph of truth, in the victory of good over evil. Children especially like the optimism of fairy tales, and the fascination of the plot, imagery and fun enhance the educational value of folk pedagogical means. A fairy tale can introduce only two words of other peoples, but it still arouses a child’s interest in foreign languages. It is the masterful combination of educational and cognitive in fairy tales that makes them very effective pedagogical means. Fairy tales show that their distinctive feature is that they educate not only children and youth, but also their parents. This is quite typical.

The use of elements of theatrical props in the costumes of the characters revives the traditions of mumming, which were historically associated with appealing to the other world and its powers. The costumer portraying this or that character temporarily becomes not himself, but “another,” becomes part of “otherworldly forces,” which, on the one hand, partially removes the natural fear of this “otherworldliness” and promotes the development of a creative response in various situations realization of the creative potential of the individual. On the other hand, this allows you to feel the relationship between the “light” and “dark” worlds. And on the basis of this - the integrity of one’s own personality, which includes “light” and “dark” sides.

In the process of developing national self-awareness in preschoolers, the use of song-games can be effective. The game song is a fairly widespread genre of folklore. Having a certain outline, it nevertheless leaves a wide field for improvisation. Often, song-games reflect the characteristics of interpersonal relationships, the basis of which is respect and goodwill. A significant portion of the games also contain elements of folk humor. The space of the game itself imparts an entertaining character to what is happening, but at the same time, it is in this space that the speech and behavioral improvisations of the participants take shape, which develops a creative approach to real-life phenomena and contributes to the formation of national self-awareness.

The structure of classes may vary, but the following remains the same:

greeting (group ritual),
farewell (group ritual),
warm-up (using songs-games and round dances already known and mastered by the participants),
work (continuation of work) with a new genre,
a common game or song that the group members especially like.

It is advisable to use slow, smooth round dances in this capacity, the so-called “quiet games,” which provides a relaxation effect at the end of the lesson. Due to the features noted above, fairy tales of all nations are an effective means of education.

A. S. Pushkin wrote about the educational value of fairy tales: “... in the evening I listen to fairy tales and thereby compensate for the shortcomings of my damned upbringing.” Fairy tales are a treasure trove of pedagogical ideas, brilliant examples of folk pedagogical genius. We all know how much a child needs to show love, and how he himself expresses love in return. The child’s emotional memory associated with these vivid and deep experiences remains for life and becomes fertile ground for the formation of national self-awareness.

Thus, the pedagogical influence should be comprehensive, permeate all types of children's activities, carried out in everyday life and in classes to get to know others. It largely depends on the adult what the child is interested in and what he asks about. Therefore, the active position of the educator is especially important, his desire and ability to create in children the need to participate in activities for the benefit of the people around them and wildlife, to help them realize that they are an integral part of their small Motherland, a citizen of Russia.

REPORT to the methodological association
“Education of patriotic feelings of preschool children through the perception of the creativity of sculptors of their native land”
on the topic of:
“Formation of the foundations of national identity
in preschool children through familiarization with the culture of their native land"

In recent years, the idea of cultivating patriotism has become increasingly important and has become a task of national importance. Cultivating love for one’s homeland, for one’s land, is an extremely important and difficult task. Especially when it is applied to preschool children. Preschool age has the potential for the formation of higher social feelings, which include a sense of patriotism.
The feeling of patriotism is so multifaceted in its content. But first you should imagine on the basis of what feelings this love for the Motherland can be formed or without what cognitive-emotional basis it cannot appear. If patriotism is considered as attachment, devotion, responsibility towards one’s Motherland, then a child in preschool age needs to be “taught” to be attached to something, to someone, to be responsible in any of his, no matter how small, business. Before a person empathizes with the troubles and problems of the Motherland, he must acquire the experience of empathy as a human feeling. Admiration for the vastness, its beauty and wealth arises if you teach a child to see the beauty around him.
This means that the basis of patriotic education is the moral, aesthetic, labor, and mental education of a little person.
Careful observations of children, studying their age characteristics and interests allow us to conclude that older preschoolers have a lot of knowledge, and their interests are connected with the present, and even with the future.
“Respect for the past is the feature that distinguishes education from savagery” (A.S. Pushkin).
The emotional and moral “soil” on which the “sowing” and cultivation of the child’s cognitive abilities should be carried out in preschool age should be the education of a humane attitude towards the world around him, the desire to learn, so as not to disturb, not to cause harm, but on the contrary to help, preserve and improve.
“Program for raising a preschool child” (Cheboksary 1995) under the leadership of O. V. Dragunova, which reveals the national aspect, indicates that in preschool age a child acquires the first ideas about his ethnicity. The foundations of national self-awareness are formed. This is carried out in the process of the child’s entry into the culture of his native land. Introducing a child to the world of culture is the formation of a motivational and value-based attitude towards the traditional culture of the native people, cross-cultural literacy, ethnically appropriate active and practical development of artistic culture in various types of activities.
The “core” of a child’s knowledge about the world around him is knowledge about his native land, its nature and the culture of the peoples of the republic. They are the basis for developing a child’s love for his native land.
Today we are beginning to look at many things differently. We rediscover and re-evaluate a lot for ourselves. This also applies to the past of our city.
It’s safe to say that most of us, unfortunately, are very superficially familiar with our hometown.
Instilling in preschool children a love for their hometown and pride in it is always necessary. And if we want our children to love their country, their city, we need to show them from an attractive side. Moreover, we have something to be proud of.
This is how the idea of the “MY CITY” project was born: to sow and cultivate in a child’s soul the seeds of love for his hometown. After all, inheriting moral and aesthetic values at a very tender age is a natural and sure way of patriotic and spiritual education.
To implement the “MY CITY” project, I studied the program under the leadership of O. V. Dragunova “Program for raising a preschool child.” This program is effective for project implementation, which makes it possible to study the native land from the first junior group. And every year the child learns more and more new things about his city.
A system was developed for introducing preschoolers to their hometown:
History of the city (its past and present)
Culture of the Chuvash people. Famous people of Chuvashia.
Memorable places and attractions of the city.
The task that I have set for myself involves selecting the impressions received by the child that are most accessible to him:
- nature, animal world;
- people's labor;
- traditions;
- social events.
The knowledge about the city acquired by children in various types of activities, including cognitive and practical ones, captivates children, encourages further knowledge of their city and contributes to the emergence of feelings of pride in their city and the people living in it, the formation of their own active life position in the pursuit of further improvement and development of his hometown.
To implement the project, an activity model was developed that includes various ways:
Creating a microdistrict layout
development of a “Weekend Route”
collection of photographs of city attractions
parent survey
reading fiction
organizing and holding a themed event with a visit to the library
creation of information stands for parents “We and our city.”
Thus, from all the work done, we can conclude: the children can freely navigate the area around the kindergarten, know the names of the streets and who they are named after. Together with their parents, the children visited the sights of their hometown and captured it in photos, gaining their parents’ knowledge of the monuments. We attended an event in the library, where children were introduced to folk holidays and traditions of the Chuvash people. We also read a lot of fiction about famous people to whom monuments were erected in our city, and learned the history of the city of Cheboksary.

Attached files

“Be a son of your homeland, deeply feel your connection with your native soil, treat it filially, return a hundredfold what you received from it.”

(K.D Ushinsky)

Much has been written about the importance of introducing a child to the culture of his people, since turning to the paternal heritage fosters respect and pride for the land on which you live. The formation of a national and regional component in preschool educational institutions is one of the pressing problems of the modern stage of education. It involves teaching children in accessible forms the official languages of the Republic of Mordovia, as well as introducing them to the national culture. The national-regional block in the context of the education system is implemented in the study of the culture of the native land, the traditions of the peoples of Mordovia.

The culture of any nation is only alive when its spiritual, moral foundations and traditions are carefully preserved. At the same time, it is very important to realize not only one’s own ethnic identity, but also the fruitfulness of interaction and cooperation with other peoples. For centuries, different peoples have lived side by side: Mordovians, Tatars, Russians, and this cultural diversity, constant interethnic communication, interethnic harmony is an invaluable asset of our region. Knowledge of the culture of the peoples living in our region enriches us with an understanding of who we are, what unites us, and for what we live. This makes us more tolerant of each other.

National self-awareness is a process of self-knowledge and development of the national-cultural identity of a nation, as well as a property of a person that allows him to personally decide for himself which nation he belongs to. The education of national self-awareness begins from the first years of a person’s life. By teaching the native language, introducing customs, traditions and value orientations, the teacher creates conditions for the formation of national self-awareness.

2.Tasks of forming the foundations of national self-awareness of preschool children:

Fostering in children interest and an emotionally positive attitude towards the world around them, love for family and friends, nature, their native land, interest in the customs and traditions of their people.
Formation in children of a system of knowledge about their native land, the desire to deepen it; knowledge of the language of their people,
Involving children in practical activities to use and process acquired knowledge, enrich the experience of an active relationship with the world around them, and develop a desire to benefit people.
The knowledge system that needs to be formed in preschoolers can be represented as follows:

Natural history information: geographical features of the native land, climate, nature, environmental knowledge, environmental activities, etc.;

Information about the life of the Mordovian people: the life and work of relatives and friends, some ethnographic information (features of clothing, life, art and culture of the Mordovians), knowledge of their native language;

Some information from the history of the family and the Fatherland: your own pedigree, famous people of your native land (educators, generals, princes, writers, artists, etc.), memorable places (buildings, monuments);

Social information: name of the village, its famous places; the name of the republic, its capital; symbols (coat of arms, flag).

The formation of national self-awareness also involves equipping children with certain skills and abilities: to take care of relatives and friends, about younger people, peers, and other people; conscientiously fulfill their duties, use their knowledge in creative activities; take part in socially oriented activities; treat the results of labor, property, and nature with care.

It is necessary that everything perceived by a child from the world around him evokes an emotional response and good feelings in his soul. A preschooler is highly emotional. Feelings prevail over all aspects of his life, determine actions, act as motives for behavior, and express the child’s attitude to the world.

4.Main areas of work with preschool children:

Enriching children with knowledge about their native land, developing their interests and an emotionally positive attitude towards the environment;

Encouraging children to use the acquired knowledge in their creative play, visual, and language activities;

Organization of socially useful work for preschool children, which contributes to the accumulation of experience in an active relationship to the world around them.

In our kindergarten, acquaintance with the culture of the Mordovian people begins with small folklore forms. And it is from an early age, listening to a fairy tale, a legend, or even just a nursery rhyme, that a child begins to learn about life and everyday life, the customs of our people. At the same time, when introducing children to the works of Russian writers and poets, we also introduce children to the works of Mordovian writers. Reading books, looking at illustrations, talking about what they saw and read, the teacher’s stories and his explanations, answering children’s questions develop children’s interest in the culture of the Mordovian people. We decorate corners with portraits of Mordovian writers, their books, as well as children’s drawings based on their works. (photo)

Love for native nature is an inseparable feeling from feelings of love for the Motherland. The beauty of nature was reflected in paintings by great artists. Children can clearly see paintings by Mordovian artists (F.V. Sychkov, A.N. Bargov, etc.), illustrations of sculptures (S.D. Erzya) on reproductions and postcards. (photo)

Folk tales have a great influence on children. In her images, children are shown the customs and traditions of the people, their characteristic features, their desires and dreams, faith in truth and justice, aversion to greed and avarice, hatred of oppression. A fairy tale becomes the property of a child, influences his moral character, contributes to the cultivation of love for the people, for his native nature, and his native language. (photo)

Entertainment dedicated to Mordovian holidays has become an integral part of the life of our kindergarten. Acquaintance with Mordovian music contributes to the formation of preschool children's understanding of the richness and diversity of the national musical culture, and the vital origins of folk art. We learn Mordovian songs and sing them. Along with this, children learn to dance and play active Mordovian games, using familiar vocabulary in speech. We widely use folk songs and games that reflect the life of the people, their work, way of life and artistic tastes. (photo)

We cultivate love for our native village by introducing children to its attractions - new houses, beautiful places, a park, cultural monuments. Children are taught to see the changes that have occurred in their native village. In order to instill love for the Motherland in children, walks and excursions to the local history museum are used. (photo)

Folk art plays a huge role in the development of national culture. It is this that most fully preserves and passes on national traditions to new generations. By introducing children to national clothing, we contribute to the development of children’s cognitive and intellectual capabilities and knowledge of Mordovian culture. (photo)

Folk art should be used especially widely in raising children. It is close and understandable to children, and affects them with its enchanting simplicity. Working with children to familiarize themselves with folk art and develop their creativity helps develop children's imagination. Children enjoy making sketches of embroidery and doing appliqué with elements of Mordovian ornaments. A very important need that is satisfied in any artistic activity based on folk art is the need for communication, determined by the collective nature of this art. We strive to organize work with children on folk art in such a way that they can freely communicate with each other and with adults, express their opinions, listen to each other, and exchange impressions. (photo)

When starting the work of instilling love for their native land, teachers themselves must know it well. They must think about what is most appropriate to show and tell children, especially highlighting what is most characteristic of the Republic of Mordovia. The selection of appropriate material allows preschoolers to form an idea of what their native land is famous for. Therefore, we have repeatedly organized exhibitions on the theme: “My land, my Mordovia.” (photo)

As a result of the work done:
- children are aware of their own belonging to the Mordovian nationality, have ideas about the peoples inhabiting the Republic of Mordovia and their languages. traditions, customs;
- children know and love their native village, know its history and attractions;
- children are familiar with the Republic of Mordovia, its capital, they know the coat of arms, flag, anthem of the Republic of Moldova, they are familiar with the natural and geographical features of their native land;
- distinguish familiar Mordovian folklore genres (fairy tales, carols, counting rhymes, nursery rhymes);
- speak simple examples of Mordovian speech;
- know Mordovian songs and dances, Mordovian games and play them with pleasure;
- know the names and elements of Mordovian folk clothing;
- children are able to independently identify the characteristic features of Mordovian embroidery, convey them in drawings, applicative work, and create compositions;
- are familiar with some types of Mordovian decorative and applied arts.

4. Methods and means of developing national identity in preschool children

The main forms of introducing preschoolers to their native land are games-activities, complex classes, excursions, targeted walks, matinees, and holidays.

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