Project “Formation of family values, strengthening the health of preschool children”

Project “Formation of family values, strengthening the health of preschool children”

Project “Formation of Family Values” DOCX / 56.19 Kb

Municipal state preschool educational institution "Kindergarten No. 204" of the city of Kirov

PROJECT

“Formation of family values ​​among preschool children, preservation and strengthening of children’s health, their physical development through joint activities with the families of pupils”

Author of the project: teacher of MKDOU No. 204

Kadesnikova Liya Anatolyevna

G. Kirov

2018

1. Statement of the problem.

Increased attention to the problems of social and personal development of children is associated with changes in socio-political and socio-economic living conditions, with instability in society. In the current situation of a lack of culture of communication, kindness and attention to each other, teachers of our preschool educational institution are faced with the problem of frequent negative emotional manifestations in older preschool age, namely rudeness, hostility, indifference, intolerance, substitution of moral qualities with material values, distorted perception of seed values.

Significant disruption in emotional contacts with loved ones is a serious trauma for children, leading to disruption of physical, mental and emotional development. In conditions when most families are concerned with solving problems of economic and sometimes physical survival, the tendency of many parents to withdraw themselves from solving issues of upbringing and personal development of the child has intensified. Parents, not having sufficient knowledge of the age and individual characteristics of the child’s development, sometimes carry out upbringing blindly, intuitively. All this, as a rule, does not bring positive results. A significant disruption in emotional contacts with loved ones is a serious trauma for children, leading to disruption of physical, mental and emotional development.

Currently, in our country, for many reasons, family ties are weakening, and traditional family upbringing is becoming a thing of the past. It is the family that is the keeper of traditions, ensures the continuity of generations, preserves and develops the best qualities of people. Introducing children to the concept of “family” is impossible without the support of the family itself. We, adults, teachers and parents, must help children understand the importance of family, cultivate in children love and respect for family members, and instill a sense of attachment to family and home.

The novelty of the project: the formation of family values ​​in the context of integration of educational fields

2. Purpose:

combining the efforts of preschool educational institutions and families in matters of education and development of children. Increasing the importance of spiritual and moral values ​​in family relationships, preserving family traditions and forming the habit of a healthy lifestyle.

Tasks:

• To attract the attention of families to preserving family values ​​and promoting health.
• Create an atmosphere of interaction, a community of interests for all project participants.
• Enrich parent-child relationships with the experience of joint creative activity.
• Invite parents to participate in NOOD, labor landings of parents and children.
• Bring children together in common events, walks, sports events, and competitions.

Project participants: teachers, students and their parents.

Type of project: informational and creative.

Long-term: middle, senior group, preparatory groups.

3. Forms of work:

• Pedagogical education through information for parents at stands, in mobile folders, exchange of experience.
• Consultations on issues of interest to parents.
• Oral journals and discussions with the participation of preschool specialists at parent meetings.
• Joint creativity of children and adults.
• Joint events, leisure activities.
• Individual work with parents and children.
• Information communication (email, social network).
• Organization of joint work activities.

4. Expected results:

• Creating a positive emotional environment between teachers, children and parents.
• The emergence of common interests and hobbies in the family, both for adults and children.
• The project will provide conditions for children and their parents to understand the importance of family in a person’s life.
• Fostering respect, tolerance and compassion for people living nearby.
• Mutual understanding of all project participants in the matter of preserving family values, preserving and promoting health.

5. Project implementation stages.

3 STAGES OF THE PROJECT

Stage 1 - preparatory.

• In the first stage, the problem was identified;
• The goal and main objectives of the project have been developed;
• Participants and content of the project are determined;
• A plan for working with parents and children for the duration of the project has been drawn up;
• Questionnaire on the topic “My family”;
• Survey of children “What do I know about my family”4
• Selection and creation of a subject-development environment;
• Studying methodological literature and Internet resources;

Stage 2 - practical.

Joint activities have been developed with all project participants in accordance with thematic planning.

Stage 3 is the final stage.

In order to identify the characteristics of a child’s perception of relationships in the family and his place among adults, a technique developed by Vanger A.L. was used. Conducting educational activities (on traffic rules) or creating a presentation (working with parents), photos and poems.

6. Evaluation of results.

• During the implementation of the project, special attention was paid to the implementation of educational activities based on active interaction with society and family.
• The parents of our students have become active participants in all projects, regardless of what activity dominates them, and not just outside observers.
• Children have increased interest in their family, family values, and a healthy lifestyle.
• Children enjoy participating in all events, holidays, and competitions.
• During the implementation of the project, the most effective forms of work with families of pupils on the formation of family values ​​and a healthy lifestyle were identified.

7. Perspective.

• In the future, we plan to widely and en masse involve parents in creating conditions for the formation of family values, rapprochement and unity, instilling a sense of tolerance, active cultural and sports leisure.
• Together with parents, organize NOOD, holidays at which parents, along with their children, perform various creative tasks.

PROJECT IMPLEMENTATION PLAN

I year of the project

II year of the project

III year of the project

Project product ( I year):

• Posters: “So summer is over”, “Our mothers in the nursery”.
• Albums and homemade books: “How we vacationed in the Arboretum.”
• Collages: “What kind of mothers are they?”
• Crafts, drawings, panels on planned topics.
• “Prize” (medals, certificates).
• Knowledge (rhymes, proverbs, sayings, etc.)

Project product ( 2nd year):

• The children baked the cookies.
• Photo album “This is what our summer is like” - a family report about summer activities and recreation.
• Vegetables and flowers grown by children.
• Vegetable garden on the group's windowsill.
• Crafts, drawings, panels for holidays and exhibitions, competitions.
• Certificates, diplomas, medals for children and parents.
• Two video lessons with children and parents on traffic rules.
• Pictures-riddles for studying road signs, drawn by parents.
• Layout according to the traffic rules “Friendship Street”.
• Collage in verse “What to give to mom.”
• Birdhouses for birds on the territory of the village.

Project product ( III year):

• Vegetables in group beds and flowers grown by children.
• Replenishing the theater with attributes.
• Postcards, crafts for the Day of the Elderly; Moms, for Mother's Day.
• Replenishment of the toy museum in the group.
• Albums of proverbs, sayings, tongue twisters, etc.
• Replenishment of the Memory Book of the Preschool Educational Institution with photos of great-grandfathers-front-line soldiers.
• Replenishment of costumes and attributes of the theater corner.
• Certificates, diplomas for participation and victories in competitions.

Project topic: Family values ​​in the moral education of preschool children"

The moral health of our society depends on how moral and kind our children are. What a child receives in the family, he retains throughout his life.

Objective of the project:

Increasing the role of family values ​​in the development of a child’s personality and his moral education.

Project objectives:

• Create conditions for effective interaction between kindergarten and family to familiarize preschoolers with the world of moral values ​​of family traditions.

• Provide parents with theoretical knowledge and practical skills

positive interaction with children in various activities.

• Arouse interest among children and parents in the family and its history.

• Show children the importance of family in every person’s life. To instill in children love and respect for their parental home, family, their loved ones, and the older generation.

Project participants:

Parents, preschool teachers, children, social institutions

Project implementation:

2009 - 2011

Project Features

• relying on the personal experience of children gained in the family

• accessibility of material for preschool children

• Maximum involvement of parents and provision of practical assistance to them in familiarizing children with family values ​​and family history

• integration of joint activities of children and parents at home with their activities in a preschool educational institution

Problems that the project aims to solve

• The collapse of the continuity of generations, the disappearance of family traditions.

• The extremely low level of moral culture of the majority of modern parents as insufficient competence of the family in matters of moral formation and education of the child’s personality.

• Loss of the family function of transmitting significant cultural and life values ​​to children.

• Preschoolers lack knowledge about their family and its history.

• Distorted ideas about the meaning of human life and true values ​​among the younger generation raising adults.

• Disconnection between family and kindergarten.

The family is the first social institution that a child encounters in life and is a part of. Family is central to

raising a child, plays a major role in the formation of the worldview, moral standards of behavior, feelings, social and moral appearance and position of the child. In a family, raising children should be based on love, experience, traditions, and personal example from the childhood of relatives and friends. And no matter what aspect of a child’s development we consider, it will always turn out that the family plays the main role in the formation of his personality at different age stages.

That is why the problem of preserving family values ​​and reviving family traditions becomes relevant and is determined by the enormous role played by the family and family traditions in the development and formation of the child’s social and moral culture.

Implementation of project stages

From a young age we have been working on compiling family photo albums. Parents take an active part in their design.

The most favorite game among the children in our group is “Family”. During this process, children learn the terms of kinship and form ideas about opportunities and mutual understanding in the family. We started playing it at a young age.

Ethical conversations are of great importance for the formation of children’s ideas about moral values ​​in the family. They are held from a young age and vary in subject matter.

At organized meetings with parents, we try to explain to them how important their personal example, joint activities, and heart-to-heart conversations are for conveying moral and moral ideas to children.

A library collected with the help of parents provides great assistance in shaping children’s ideas about family and the relationships of loved ones.

We also conduct organized excursions to the city children's library, where children participate in various activities.

The classes and conversations from the cycle “My Family”, “Genealogy - an Ancient Russian Tradition”, “Image of My Family” are valuable in their content.

The group held a series of classes on the topic “Lessons of Goodness,” where the conversation was about moral and ethical values, mercy and respect for elders.

As part of family artistic and creative projects, projects such as “You are an adult, I am a child”, “Bird of family happiness” were implemented.

The main goal of such projects is to strengthen the family, involve children and adults in the creative process; communication between parents and children.

To develop children’s interest in their ancestry, together with their parents, they created a “family tree”

One of the traditions of our kindergarten is the “Plant a Tree” campaign, in which parents take an active part.

Fostering respect for nature is an important part of

moral development of the child’s personality.

Oral folk art plays an invaluable role in the moral education of a child. Together with parents, we created a collection of proverbs and sayings about family and the education of moral qualities.

Thematic consultations, reminders, and booklets for parents have been developed.

Love for animals is a good, cheerful feeling, the basis of many important moral qualities: compassion, the desire to show care, attitude towards the weak. To this end, we held a series of conversations, classes, and organized a joint photo exhibition “Favorite Pet”; conducted a survey. Joint holidays are very popular among children and parents, which bring family members closer together and find an emotional response in the hearts of children.

In the museums of our city, children learned about the traditions and customs of our people, how they used to live in Rus', and how strong our Motherland is. We keep in touch with the school. The children visited the Museum of Military Glory there, learned about the heroes and fellow countrymen of the Great Patriotic War. Various games, exercises, and assignments help track children’s knowledge on the topic “What is a family and why is it needed.”

According to parents, preserving family values, respect for them, and reviving traditions have a beneficial effect on positive relationships in the family. Children develop a sense of responsibility, mutual care, help, respect towards their family and friends

Consequences of solving the problem

The competence of parents in matters of family education increases. The continuity of family generations is being restored. Children will receive the necessary information about their family, its history, traditions and customs.

There is an exchange of experiences of family upbringing and traditions. Search for new forms of interaction between teachers and parents.

And the main result on which our work is aimed is the child’s assimilation of eternal values: mercy, compassion, love for family and friends, in his desire for good and rejection of evil.

The importance of family in the formation of the personality of a preschooler

Konshina N.R. The importance of family in the formation of a preschooler’s personality // Sovushka. 2021. N2(12). URL: https://kssovushka.ru/zhurnal/12/ (access date: 11/21/2021).

Order No. 87776

Abstract: This article examines the issue of the role of the family in the formation of a child’s personality.

Key words: family, family traditions, preschooler, project.

The family occupies a central place in the formation of a child’s personality. It is in the family that the child receives information about the world of relationships, about social experience [4].

The role of the family in society is incomparable in its strength to any other social institution, since it is in the family that a person’s personality is formed and developed. The family acts as the first educational institution, with which a person feels a connection throughout his life. The priority role of the family in shaping the child’s personality is clearly outlined in legislative documents at the international and domestic levels: in the Convention on the Rights of the Child, the Constitution of the Russian Federation, the Law “On Education”, and the Family Code. These documents secure the primary right of parents to raise children, and outline the role of other social institutions that are designed to help, support, guide, and complement the educational activities of the family. It is in the family that the foundations of a person’s morality are laid, norms of behavior are formed, and the child’s inner world and his individual qualities are revealed [3].

Family traditions act as norms and patterns of behavior.

They help create a sense of generally accepted conventions in the family, the introduction to which gives each of them a sense of belonging to the world of collective values ​​[1].

Every family has family traditions. For some, for example, children draw cards for the holiday. Kids love baking a pie together. They vying with each other asking to “stir” (meaning the dough). There are traditions based on the seasons. Every spring they take part in Earth Day - they clean up trash in the forest. And after that they go into the clear forest to listen to the birds. In the fall, feeders are made. In winter, treats are placed in these feeders. There are many such traditions - you just need to take a closer look at family life.

Family traditions and home rituals are much more important for children than for adults. It may seem to us that my mother’s sweet habit of telling her preschooler a fairy tale every night does not oblige her to anything. For the child’s psyche, rituals acquire, in the language of psychological terms, supporting and stabilizing functions. With their help, the child orients himself in time, from them he draws confidence that everything in the house is going as usual, and the parents’ loyalty to the child’s household habits is nothing more than an everyday expression of love for the baby [2].

There are those traditions that are necessary for every family: a dad who turns into Santa Claus secretly on the stairs, and a million little things that only your family has and remain with you as sweet memories of childhood. For some reason we forget about these little things, which are usually called family traditions.

The meaning of family traditions is precisely that events follow one another in a once established sequence: day after day, month after month, and that they are observed no matter what. Confidence in this brings a sense of stability to a child’s life, relieves anxiety and consoles in moments of distress. A reverent and attentive attitude to rituals is especially important if the baby is sick, upset or offended. The seriousness and respect that adults attach to the child’s habits, which they themselves created, contribute to the development of a preschooler’s sense of self-worth. The baby learns to respect his words and promises, to be consistent, and to keep his word.

We won’t reveal a big secret by saying that a preschooler perceives the world through the eyes of adults—his parents. Dad and mom form a child's picture of the world from the very first meeting with their baby. First, they build a world of touches, sounds and visual images for him, then they teach him the first words, then they convey their attitude to all this. How a child subsequently treats himself, others and life in general depends entirely on the parents. Life may seem to him like an endless holiday or an exciting journey, or he may see it as boring, thankless and hard work that awaits everyone right outside the kindergarten gates. If most of the usual family rituals do not carry restrictions, but only joy and pleasure, this strengthens in children a sense of family integrity, a sense of the uniqueness of their own home and confidence in the future. That charge of inner warmth and optimism that each of us carries within us is acquired in childhood, and the greater it is, the better. Of course, a child’s character is not formed in one day, but we can say with confidence: the more childhood was like a holiday, and the more joy there is in it, the happier the little man will be in the future.

Analyzing diagnostic studies and testing new technologies, we came to the conclusion that project activities will help to form patriotic feelings for family values, since the project method makes it possible to develop partnerships and unite family members, teachers and students. It gives each participant in educational relations the opportunity to express and enrich their social experience, take part in collective events, correlate their interests with the interests of others, plan stages of activity, talk about their family values, hobbies, and traditions.

In our preschool educational institution, great attention is paid to working with parents, including family projects in educational activities, which contribute to the high-quality development by pupils of educational areas presented in the federal state educational standard, and stimulate children to demonstrate social competence.

In our preschool educational institution, an innovative project was developed and implemented “Formation of patriotic feelings of senior preschool children towards family values ​​through project activities,” which made it possible to increase the effectiveness of the level of formation of integrative qualities (target guidelines) and the development of the educational program as a whole.

The implementation of the project is considered as a single educational space, where educational relations are designed and organized during the implementation of the educational program of the institution, where all participants are aware of the goal and share the values ​​of the need to form patriotic feelings in children of senior preschool age to family values ​​through project activities

The developed project is available for use in all preschool educational organizations. It allows you to increase the level of formation of personal qualities, social competence and patriotic feelings of preschoolers, ensures the activity of parents in joint educational relationships, enriches the experience of parents in introducing preschoolers to family traditions and values, and strengthens partnerships between family and kindergarten. This project was implemented through solving the following tasks:

1. Introduce students to sociocultural norms, traditions of family and society in project activities.
2. Provide psychological and pedagogical support to the family, increasing the competence of parents (legal representatives) of pupils in matters of developing patriotic feelings in older preschoolers.
3. Preserve and support the individuality of each student as a subject of relationships with people, the world and himself.
4. Provide a variety of forms, means, and content of educational activities, taking into account the educational needs of students.

The hypothesis of the project was the following: patriotic feelings in children of senior preschool age towards family values ​​will be formed if partnerships with parents (legal representatives) of pupils are built on the basis of cooperation in the development and presentation of family projects.

A distinctive feature of project activities is that it includes a wide range of family projects aimed at achieving a single goal of developing patriotic feelings in senior preschool children for family values ​​through project activities. The forms of partnerships with parents (legal representatives) of pupils have also been updated (an interactive platform, development and presentation of family projects, publishing newspapers, creating albums). These forms contribute to the openness of the educational space, where each participant in educational relations self-realizes and cares about preserving traditions. During the implementation of the project, educational relations are built on the principles of humanization, partnership, integration, and the project method of developmental education.

Thus, many families of pupils participate in the creation of family projects. For example, such as “Traditions of my family”, “My family”, etc.

As a result of the work done, the pupils learned about the pedigree of their family and its traditions. With the help of the project manager, parents and children created a presentation to present the project, family education experience, and traditions at a parent club meeting.

As a result of cooperation with parents, preschoolers develop patriotic feelings for their family, its traditions and customs.

Thus, the family is able to act as a positive factor in the upbringing of a preschooler. It is in the family that an individual gains his first life experience, makes his first observations and learns to behave in various situations. It is very important that what the parents teach the child is supported by specific examples, so that he sees that in adults, theory does not diverge from practice; otherwise, he will begin to imitate the negative examples of his parents.

In conclusion, I would like to note once again that the implementation of the project will create conditions for ensuring the social situation for the development of the personality of each pupil, and will expand children’s ideas about family values, traditions, interests, and hobbies. Children will have a desire to be like loved ones in deeds and actions. An emotional – positive attitude towards one’s family, pride in one’s family, careful attitude towards family heirlooms, patriotic feelings towards family values ​​will be formed. Parents (legal representatives) of pupils will realize themselves as subjects of educational relations, and the psychological and pedagogical culture of parents will increase.

Bibliography:

1. Antonova L.I., Tsvetkova N.A. The role of family traditions and rituals in the ideas of older preschoolers about the family // Modern humanitarian studies. 2006. No. 1. p.43.
2. Gladkova Yu. Problems of interaction between teacher and family // Preschool education. 2008. No. 4. p. 103.
3. Kagan E.V. Family education and totalitarian consciousness: from the psychology of violence to personal growth // Modern family: problems, solutions, development prospects. M., 1992. p. 128.
4. Shirokikh O., Kosmacheva N. The issue of formation of moral value orientations // Preschool education. 2008. No. 4. p.42.