Methodological recommendations for the development of sociocultural values in preschool children
Olga Aleksandrovna Ryabtseva
Methodological recommendations for the development of sociocultural values in preschool children
Sociocultural development is the formation in children of a system of values : ideas about good and evil, truth and lies, time and space, friendship, etc. In the process of sociocultural education social experience , knowledge, abilities, skills are acquired, communication and interaction with other people lay down certain norms and rules.
Preschool age is a period when the child is very sensitive, sensitive to sociocultural development , the world of spiritual values , moral principles, human relationships, etc. opens up before children.
Currently, preschool education is aimed at developing and partnership in different sociocultural conditions preschool children . And from this it is clear that this is impossible without knowledge of the cultural values of one’s own and other peoples.
In preschool age, the formation of the foundation of personality is formed: self-esteem, emotional intelligence, moral values and socialization . All this makes the problem of sociocultural education of children in kindergarten .
Introducing children to sociocultural norms is one of the main principles of the Federal State Educational Standard for Education. When writing a kindergarten program, it is necessary to take into account the specifics of the sociocultural conditions in which educational activities are carried out. (Annex 1)
The sociocultural development of a child, according to the Federal State Educational Standard, should be carried out by introducing children to sociocultural norms , traditions of the family, society and the state; it is necessary to form in preschoolers primary ideas about the cultural traditions of their people.
Sociocultural development is closely related to the reproduction of generally accepted norms and rules, with the help of which the preservation of the traditions of peoples is ensured. After all, tradition is “ a value-based sociocultural communication between generations of people that determines all subsequent development of culture ”; a set of ideas, rituals, habits and skills of practical and social activity, passed on from generation to generation, serving as one of the regulators of social relations.
The works of many researchers on sociocultural development (N. Ya. Bolshunova, T. V. Sokolova, K. I. Chizhova, S. V. Kaganovich, etc.). They note that sociocultural development is determined by the ability to compare life with models. They should be presented as a system of human attitudes and communication styles, as well as with the help of rituals, in holding holidays, reading and dramatizing fairy tales, proverbs and sayings, nursery rhymes, conducting gaming trainings, outdoor and role-playing games, thematic projects, exhibitions and much more. . etc., which should be in the preschool education . (Appendix 2.3)
After all, holding holidays, reading folk tales, etc. is a communicative event; it provides preschoolers with knowledge of the cultural values of their people .
Properly organized preschool education allows children to independently identify sociocultural guidelines that they can use in later life. When introducing Russian culture to preschool children , it is necessary to identify the content that will be accessible to the preschooler .
At the initial stage, it is important to determine the level of sociocultural development of children using various methods (for example: N. I. Popomnyashchaya “Object pictures”
,
"3 questions"
;
O. A. Orekhova “Houses”
, etc.).
They allow us to understand those spiritual values , personal relationships (food, sleep, rest; the world of things, animals; play; family, friends; phenomena of the surrounding world, travel; study, work, leisure; profession; art, science; human feelings, etc. which the preschooler already possesses , and, accordingly, build his work in the right key.In
the process of receiving preschool education, preschoolers measure , compare their actions, actions, with the actions and actions of other children , educators, parents, etc., thereby mastering sociocultural norms .
The formation of sociocultural values is interconnected with the conditions in which the child directly lives and is raised, and here the family plays a very important role, because the first and main educators of children are parents . A. S. Makarenko said: “The main foundations of a person’s upbringing are laid before the age of 5, and then there is only the processing of the person.” In the formation of a child as an individual, the formation of his moral position, the main role belongs to the family; it is the family that lays the foundation for the child’s moral values . And deviations in upbringing can seriously complicate his future life, since his ideas about truth and lies, good and evil, may not coincide with the ideas of other children and adults .
For the correct formation of values, purposeful pedagogical activity is necessary, which will contribute to the sociocultural development of preschool children in kindergarten .
In the educational activities of a kindergarten, it is important to identify a problem that needs to be solved in the future: firstly, the perception of universal moral values (good, evil, friendship, politeness, conscience, love, etc.)
.
In the process of competent sociocultural education preschoolers gain experience in active interaction with adults and peers, develop the ability to sympathize, empathize and understand the emotional state of other people and form adequate self-esteem.
Teachers of a preschool institution need to create conditions for introducing the children of their parents to basic sociocultural values , ensure the unity of the cognitive, emotional and moral development of preschoolers , contribute to the creation of a systemic sociocultural space for education and communication in a preschool institution , and, of course, improve the pedagogical culture of parents. At the same time, one of the main conditions for achieving results is the competently formed sociocultural values of the teaching staff of the kindergarten.
If the above requirements are met, preschoolers easily master the system of sociocultural values , they will develop communication skills (listen to each other, express their opinions, negotiate, and many others; children will develop : verbal interaction; motivation to communicate, self-control, independence and etc.
List of used literature
1. Zakharova L. M., Purskalova Yu. V. Sociocultural development of a preschool child in the process of familiarization with the culture of the peoples of the world [Electronic resource] / https://www.teoria-practica.ru
2. Kakhnovich S.V. Sociocultural approach to the aesthetic education of preschool children // Primary school plus Before and After. – 2011. – No. 10. – P. 69 – 74.3.
3. Kutyreva S.I. Methodological development of project activities for the sociocultural development of children of senior preschool age “We live together”
[Electronic resource]/ https://nsportal.ru/detskii-sad
4. Nikolaeva I. A. Family as a sociocultural environment for the development of a child [Electronic resource] / https://www.maam.ru/detskijsad
5. Chizhova K. I. Sociocultural development of children in the process of musical education [Electronic resource] / https://www.dissercat.com
Long-term plan for the section “Introduction to sociocultural values”
Natalya Dvorskaya
Long-term plan for the section “Introduction to sociocultural values”
Introduction to sociocultural values
Number Topic Program content.
Source
1.09.14 “My small homeland” Theme “My small homeland”
Program content. Clarify preschoolers’ knowledge about the name of their native village and its main attractions. Get to know the main attractions. Evoke a feeling of admiration for the beauty of your native village. Cultivate love for your native village. N.V. Aleshina. Familiarization of preschoolers with the environment and social reality . Middle group. Page 13
09/15/14 Theme “Golden Autumn”
.
Program content. Remember the change of seasons, highlight the characteristic signs of autumn. Activate the vocabulary: leaf fall, bad weather, weather, slush.
Cultivate a love for nature. O. A. Skorolupova.
Thematic planning of the educational process in preschool educational institutions
part 1. - M.: LLC Publishing House "Skrip-torii 2003"
, 2007, p. 12
09.29.14 Topic. “Our kindergarten is so good - you won’t find a better kindergarten”
Program content. Clarify children's knowledge about kindergarten. Expand children's knowledge about people of different professions. O. B. Dybina. Familiarization with the subject and social environment . Middle group. - M.: MOSAIC - SYNTHESIS, 2014, p. 28
10/13/14 Topic: “Journey into the past of clothing”
.
Program content. To acquaint children with the purpose and functions of clothing items necessary for human life.
O. B. Dybina. Familiarization with the subject and social environment . Middle group. - M.: MOSAIC - SYNTHESIS, 2014, p. 47
10/27/11 Topic “Journey into the past of the chair”
Program content. Strengthen knowledge of household items
(stool, chair, armchair)
;
develop a retrospective view of objects. Learn to identify some features of objects (parts, shape)
.
O. B. Dybina. Familiarization with the subject and social environment . Middle group. - M.: MOSAIC - SYNTHESIS, 2014, p. 43
11/17/14. Subject. "My family"
Program content. Introduce the concept of family. To give an initial idea of the family relationships in the family, each child is simultaneously a son and a daughter, a grandson, a granddaughter, a brother, a sister, a mother, a father. Cultivate a sensitive attitude towards the closest people - family members. O. B. Dybina. Familiarization with the subject and social environment . Middle group. - M.: MOSAIC - SYNTHESIS, 2014, p. 20
1.12.14 Topic. Looking at the painting “Sledding”
Goal: to teach to see and name objects and actions in the picture, to find cause-and-effect relationships, to lead to an understanding of the health benefits of walking. N. S. Golitsina. Life safety for younger preschoolers. M.: “Publishing house Scriptorium 2003”
, 2010.-pp. 45
12/15/14 Topic. “Tell me about your favorite subjects”
Program content. Strengthen children's ability to find objects of the man-made world in the environment, develop the ability to describe an object, naming its name, details, functions, material
O. B. Dybina. Familiarization with the subject and social environment . Middle group. - M.: MOSAIC - SYNTHESIS, 2014, p. 19
12.1.15 Topic. "Parsley goes to work"
Program content. Learn to group objects according to purpose, improve coordination and accuracy of movements O. B. Dybin. Familiarization with the subject and social environment . Middle group. - M.: MOSAIC - SYNTHESIS, 2014, p. 22
01/26/15 Topic “Introducing children to the general concept of dishes”
Program content. Learn to name and distinguish tableware items, group and combine items according to similar characteristics. Find differences and similarities between objects. Teach children to name words by analogy. Please note that all items are made by children and therefore must be treated with care. N.V. Aleshina. Familiarization of preschoolers with the environment and social reality . Middle group. Page 51.96
9.02.15 Topic “Let's play sports”
Program content. To promote the formation of the foundations of a healthy lifestyle and the need to engage in physical exercise. Fix the names of some sports. N. S. Golitsina. Life safety for younger preschoolers. M.: LLC Publishing House "Scriptorium 2003"
, 2010 p. 56
2.03.15 Theme “Our Army”
Program content. Give children an idea of the soldiers who protect our Motherland. Clarify the concept of defenders of the Fatherland. Introduce some military professions. O. B. Dybina. Familiarization with the subject and social environment . Middle group. - M.: MOSAIC - SYNTHESIS, 2014, p. 37
03/23/15 Topic “In the world of plastics”
Program content. Introduce children to the properties and qualities of plastic objects. Help identify the properties of plastic. Foster a caring attitude towards O. B. Dybin’s things. Familiarization with the subject and social environment . Middle group. - M.: MOSAIC - SYNTHESIS, 2014, p. 40
6.04.15 Topic “What is a street”
Program content. Develop basic understanding of the street. To consolidate knowledge about the name of the street on which O. B. Dybin’s kindergarten is located. Familiarization with the subject and social environment . Middle group. - M.: MOSAIC - SYNTHESIS, 2014, p. 32
04/20/15 Topic “Introducing children to the general concept of transport”
Program content.
Introduce children to the general concept of transport.” Learn to identify various features of objects, compare them, find essential features and, based on essential features, generalize objects into one generic concept N. V. Aleshin. Familiarization of preschoolers with the environment and social reality .
Middle group. Page 57 05/25/15 Topic “Find out everything about yourself balloon”
Program content.
Introduce children to the quality and properties of rubber. Learn to establish a connection between the material from which an object is made and the way it is used. O. B. Dybina. Familiarization with the subject and social environment . Middle group. - M.: MOSAIC - SYNTHESIS, 2014, p. 33
Literature:
1. Vygotsky L.S. Psychology of child development. - M.: Eksmo, 2005. 2. Zenkovsky V.V. Psychology of childhood. - M.: Academy, 1998. 3. Development of social emotions in preschool children / ed. A.V. Zaporozhets, Ya.Z. Neverovich. - M.: Pedagogy, 1986. 4. Rubinstein S.L. Fundamentals of general psychology: In 2 volumes - M.: Pedagogika, 1989. 5. Subbotsky E.V. A child discovers the world. - M.: Education, 1991. 6. Sukhomlinsky V.A. I give my heart to children. - Kyiv: Radyanska School, 1973.
Material provided by the magazine PRESCHOOL PEDAGOGY, October 2014.
