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

Nothing goes unnoticed by a child. It leaves “a trace of something amazing, incomprehensible to anyone, slipping into the soul of a person, into its very foundation, in order to lie there, in the soul, until the deadline, and then grow who knows what: a poem, love, scientific discovery or simply by a kind, glorious deed, grow into the future,” writes A. Shorov.

Education of national self-consciousness begins from the first years of a person's life. Teaching the native language, introducing customs, traditions and value orientations, the teacher creates conditions for the formation of national identity.

At all times and among all peoples, the main goal of education was to take care of the preservation, strengthening and development of good folk customs and traditions. Traditions and customs presuppose repeatability, stability of the system of socio-cultural heritage, due to which the assimilation of cultural and historical experience by a person takes place. Traditions directly address spiritual world human and fulfill their role as a means of stabilization and reproduction public relations through the formation of spiritual qualities and a certain direction of behavior required by these relationships. Custom, including simple, stereotypically repetitive relationships, transmits to new generations a standard of action, an act in a specific situation through instructions, prescriptions that have no legal force, but have the power of social influence.

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

The atmosphere of collective aesthetic experience, 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, about socially acceptable ways of expressing feelings. In the course of 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 involves a specific style of behavior and interaction. During the lesson, the norms of behavior, interaction, expression of feelings are constantly reproduced and fixed.

The world is arranged in such a way that it has good and bad, beautiful and ugly, good and evil. The 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 man. The greatest happiness, a great necessity for a child is a meeting in childhood with a fairy tale. 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 exists among all peoples from time immemorial.

Literature has undergone - like everything in history - very big changes. But the fairy tale is still alive and there are still storytellers. Rich material for pedagogical influence on the personality of the child is provided folk tales. Working with a fairy tale creates conditions for the symbolic resolution of emotional problems; mastering and rehearsing the skills of optimal behavior; development of children's creative abilities, education of national identity. A fairy tale is a special literary genre, a story that unfolds in a timeless and extra-spatial dimension. After all, in the world of fairy tales there is a special and unusual style filled with our dreams and fantasies. Fairy tales teach to get out of difficult situations, to overcome trials with honor, to overcome fear - and any fairy tale ends with a happy ending. Without fairy tales, even the real world loses its colors, becomes mundane and boring.

A Russian folk tale is also an invaluable assistant in the formation of a child's language and speech skills. Words and expressions from fairy tales with their ancient and deep meaning are laid in our minds and live in us, no matter where we ourselves are. Clever, kind, correct, highly moral, embedded in fairy tales helps to bring up the best human qualities in our children. The fairy tale teaches the wisdom of life. And these values ​​are eternal, they form what we call spiritual culture. Fairy tales reveal all the most important aspects of Russian life. They are an inexhaustible source of information about the national character. Their strength lies in the fact that they not only reveal it, but also create it. In fairy tales, many individual traits of the character of a Russian person and the features of his inner world and ideals are revealed. Among other things, the invaluability of fairy tales is that they provide an opportunity to acquaint children with the life and way of life of the Russian people. Even in Russian fairy tales, as in the Russian people, faith in a miracle is strong. Of course, all fairy tales in the world are based on some extraordinary events. But nowhere does the miraculous dominate the plot so much as in the 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 vocabulary on any topic (be it animal tales, household or magical ones). Traditional Russian repetitions, special melody, rare words, proverbs and sayings “forgotten” by us, what Russian speech is so rich in: all this makes it possible to make a fairy tale accessible, understandable for children's consciousness, helps to remember it easily and quickly. And all this develops the imagination of children, 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. Like it or not, a fairy tale is fiction. But everything in it is unusual, magical and very attractive. There is an immersion in a mysterious, enchanted world, where animals speak with a human voice, where objects and trees move by themselves, where good always triumphs over evil.

They passed fairy tales from mouth to mouth, from generation to generation, changing them along the way and supplementing them with new details. The material for folk tales was the life of the people: their struggle for happiness, beliefs, customs, and the surrounding nature. In the beliefs of the people there was a lot of superstitious and dark. This dark and reactionary is a consequence of the difficult historical past of the working people. Most of the fairy tales reflect the best features of the people: diligence, talent, loyalty in battle and work, boundless devotion to the people and homeland. The embodiment in fairy tales of the positive features of the people and made fairy tales effective tool transmission of these traits from generation to generation. Precisely because fairy tales reflect the life of the people, their best features, cultivate these features in the younger generation, the nationality turns out to be one of the most important characteristics fairy tales. Positive fairy-tale heroes in their difficult struggle are helped not only by people, but also by nature itself: a river, a lake, fish looking for and finding a ring dropped into the river, etc. All this reflected the age-old optimistic dream of the people to subdue the forces of nature and make them 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 amusingness enhances the educational value of folk pedagogical means. A fairy tale can introduce only two words of other peoples, but all the same it arouses the child's interest in foreign languages. It is the masterful combination of educational and cognitive in fairy tales that is made by their very effective pedagogical means. Fairy tales show that their distinctive feature is that they are engaged in educating not only children and youth, but also their parents. This is very typical.

The use of elements of theatrical props in the costumes of the characters resurrects the traditions of masquerade, which were historically associated with an appeal to the other world and its forces. The mummer, depicting this or that character, becomes for a while not himself, but “other”, becomes part of the “otherworldly forces”, which, on the one hand, partially removes the natural fear of this “otherworldliness”, contributes to the development of creative response in various situations realization of the creative potential of the individual. On the other hand, it 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 the "light" and "dark" sides.

In the process of educating national self-consciousness among preschoolers, the use of song-games can be effective. The song-game is a fairly widespread genre of folklore. Having a certain outline, it nevertheless leaves a wide field for improvisation. Often songs-games reflect the features of interpersonal relationships, the basis of which is respect, goodwill. In a significant part of the games there are also elements of folk humor. The space of the game itself gives 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 are formed, which develops a creative approach to phenomena. real life and contributes to the formation of national identity.

The structure of the classes may vary, while maintaining:

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

It is advisable to use slow smooth circle 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 peoples 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 reward 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, how he himself expresses reciprocal love. The emotional memory of the child, associated with these vivid and deep experiences, is preserved for life, becoming fertile ground for the formation of national identity.

Thus, the pedagogical impact should be comprehensive, permeate all types of children's activities, be carried out in Everyday life and in outreach activities. It largely depends on the adult what the child is interested in, what he asks about. Therefore, the active position of the educator, his desire and ability to form in children the need to participate in activities for the benefit of the people around them and wildlife, to help them recognize themselves as an integral part of their small Motherland, a citizen of Russia, is especially important.

Yudenko Olga Nikolaevna

Features of national self-consciousness of preschoolers and its formation in the conditions of specially organized activities

GENERAL DESCRIPTION OF WORK

The relevance of research. The study of human self-consciousness is a fundamental problem of psychological science. The close interest of scientists in this problem is explained by its great importance in the context of solving those problems that are associated with the development of a general theory of personality. In domestic and foreign psychology, there are many scientific works in which the origin and essence of self-consciousness are considered in detail (B.G. Ananiev, S.L. Rubinshtein, A.N. Leontiev, L.I. Bozhovich, I.S. Kon, A. G. Spirkin, P.R. Chamata), its structure (W.James, K.Rogers, A.Maslow. E.Erickson, R. Berne, V.S. Merlin, K.K.Platonov, V.V. Stolin), emotional and value characteristics of self-consciousness (V.N. Myasishchev, I.I. Chesnokova, M. Rozenberg, I.S. Kon) and other aspects.

Much attention in the scientific literature is also paid to the problem of national self-consciousness, as one of the most important components of a person's self-consciousness. This problem is considered in philosophical, historical, ethnographic and psychological studies in line with the study of nations and national relations, national characteristics of self-consciousness, characteristics of ethnic self-consciousness, interethnic perception and understanding. people of each other, the formation of national character and national psychology (L. Gumilyov, D.S. Likhachev, A.F. Dashdamirov, Yu.V. Bromley, G.V. Starovoitova, V.R. Filippov, E.A. Bagramov , I. S. Kon, M. V. Kryukov, A. A. Leontiev, A. P. Okoneshnikova, A. D. Karnyshev, R. D. Sanzhaeva and others)

At the present stage of development of interethnic relations, which is characterized by the aggravation of ethnic contradictions both in Russia and in some other countries, the problem of studying and forming national self-consciousness is of particular relevance. Life shows that, under certain conditions, the growth of national consciousness can play a destructive role and deepen interethnic conflicts and contradictions. On the contrary, timely identification of negative aspects in the formation of national consciousness can help prevent them.

Unfortunately, we have to state that in the scientific literature there are almost no works devoted to the development of national self-consciousness in the process of ontogeny. There are only a few publications (A.P. Okoneshnikova, I.A. Snezhkova, G.V. Zalevsky), which deal with the issues of ethnic stereotypes in children, the age characteristics of the national self-consciousness of schoolchildren, interethnic perception and understanding of each other by adolescents. There are also scientific and methodological developments on individual components of the manifestation of national self-consciousness (children's attitude to the Motherland and native land, their understanding of national symbols, etc.), but a holistic picture of its formation and age dynamics is not traced in these works.

Particularly little attention is paid to the preschool age in works on the development of national self-consciousness. Meanwhile, this age, as you know, is such a period in the formation of a person when the prerequisites for civic qualities are laid, respect and understanding of other people, regardless of their social origin, national

belonging, language and religion, as well as the child's self-awareness is intensively formed. It is at preschool age that raising children from the standpoint of national spiritual and moral values ​​can prevent the possible alienation of children from domestic and national ideals.

The relevance of studying the content and opportunities for the development of national self-consciousness in preschool age, the insufficient development of this problem in educational psychology served as the basis for choosing the topic of our dissertation research.

Purpose of the study- to study the content and dynamics of national self-consciousness among preschoolers.

The object of research is the national identity of the individual.

Subject of study- features of the national self-consciousness of preschoolers and its formation in the conditions of specially organized activities (a targeted system of teaching and playing activities according to the program developed by us).

Research hypotheses:

1. National self-consciousness in preschool children has its own specific features, which manifest themselves in varying degrees of severity of its content and structural components.

2 The inclusion of children in specially organized activities has a positive effect on the process of formation of national identity.

Research objectives"

1 To study the state of the problem of national self-consciousness in modern psychological, pedagogical, philosophical and ethnographic literature.

2. To develop methods and procedures for experimental research of national self-consciousness in preschool age.

4. To investigate the influence of specially organized activities on the process of development and formation of national self-consciousness of preschoolers.

The theoretical and methodological basis of the study was the general scientific principles of Russian psychology, in particular, the cultural-historical theory of the development of the human psyche (L.S. Vygotsky); the principle of the activity approach (A.N. Leontiev, S.L. Rubinshtein); socio-psychological theory of personality (G.M. Andreeva, A. V. Petrovsky). We also relied on the theoretical concept of ethnos (Yu.V. Bromley) and the main provisions of pedagogical and developmental psychology (D.B. Elkonin, L.I. Bozhovich, V.S. Mukhina).

Research methods. In accordance with the objectives of the study, the following methods were used in the work: theoretical analysis of psychological, pedagogical, philosophical, sociological, ethnographic literature; projective methods, conversation, analysis of activity products. In addition, we have developed and modified a set of diagnostic methods, with the help of which we studied the content components that characterize the development of self-knowledge and the emotional and value attitude of preschoolers towards themselves. When processing the obtained data, methods of mathematical statistics were used, as well as a qualitative analysis of the results of the study.

Research base. The work was carried out during 1996-1999 on the basis of preschool educational institutions NN 49, 120, 140 in Krasnoyarsk. The total sample size was 143 children aged 5 to 7 years. The study took place in three stages. At the first stage (1996-97), a theoretical analysis of psychological, pedagogical, philosophical, sociological and ethnographic literature on the research problem was carried out. The available methods have been selected and author's methods have been developed for studying the selected components of national self-consciousness. At the second stage (1997-98), the features of the national self-consciousness of preschool children and its formation in the conditions of specially organized activities were studied, diagnostic procedures were corrected, and the main study was carried out in senior and preparatory groups of kindergartens. At the third stage (1998-99) the results of the study were summarized and the text of the dissertation was drawn up.

Reliability of results and conclusions The study was supported by a set of initial methodological and theoretical provisions of domestic psychology, a set of scientific methods and techniques adequate to the tasks and hypothesis of the study, approbation of the study results in practice, and also by checking the statistical significance of the data obtained.

Scientific novelty and theoretical significance. The study clarifies the concept of "national identity". It is seen as an awareness of one's belonging to a certain ethnic community, one's position in this ethnic community and the system of social relations, as well as an understanding of national interests and the relationship of a given ethnic group with others. The substantive components of preschool children's national self-consciousness have been identified and characterized: national identification, national stereotypes, community of the historical past, territorial community, state community, cultural and spiritual values.

It was found that children at the age of 7 (compared to children of 5 years) show more adequate ideas and a more conscious emotional and value attitude to the essential manifestations of national self-consciousness, which indicates a higher level of its development. The positive possibilities of the influence of specially organized activities on the development of national self-consciousness of preschool children are revealed. This influence is expressed in the development in 7-year-old children of generalized, conscious, motivated ideas and emotional and value attitudes towards their own and other ethnic communities that characterize national self-consciousness.

The practical significance of the study. The author's and modified methods for studying national self-consciousness in preschool children developed in the dissertation can be used in the courses of pedagogical and developmental psychology, in the system of advanced training of children's workers preschool institutions. The main results and conclusions of the study were used by the author to develop a "Psychological Workshop", which is held in the lyceum classes of school No. 27 in Krasnoyarsk. In addition, they formed the basis of the special course "Formation of National Self-Consciousness", read for students of the preschool faculty of the Krasnoyarsk State Pedagogical University.

The following provisions are put forward.

1. At preschool age, opportunities open up for the purposeful formation of the national identity of children, although there are some age restrictions. This is due to the fact that in older preschool age, the existing attitude towards one's personality ceases to correspond to new ideas and a new emotional attitude to national values ​​arises.

2. The substantive components of national self-consciousness identified in the study (national identification, national stereotypes, common historical past, territorial community, state community, cultural and spiritual values) can be rightfully considered as indicators of its formation among preschoolers,

3. The dynamics of national self-consciousness is characterized by uneven development of content components and different levels of their manifestation in children. In preschool institutions, where specially organized activities for the formation of national identity are carried out, its formation and development is more successful.

Approbation of the research results. The course and results of the study were repeatedly discussed at the meetings of the postgraduate seminar of the Department of Psychology of the Krasnoyarsk State Pedagogical University The research materials were tested at the republican scientific and practical conferences "Education and socialization of the individual in modern society"(1997 and 1999); at the conference "Youth and Education" of the Siberian Institute of Business, Management and Psychology (1999). Based on the materials of the dissertation, 6 scientific papers were published.

Dissertation structure. The work consists of an introduction, three chapters, a conclusion, a list of references, including 120 sources, and two appendices. The volume of the dissertation is 172 pages of typewritten text. The work contains 13 tables and one diagram.

MAIN CONTENT OF THE WORK

In the introduction the relevance of the chosen research topic is substantiated, its goals, object, subject, hypothesis, tasks are determined, the base, methods, stages of theoretical and experimental work, as well as the scope of approbation of the results obtained are indicated.

In the first chapter "The problem of national self-consciousness in modern psychological, pedagogical, philosophical, ethnographic and historical research" reveals theoretical approaches to solving this problem. In foreign psychology, there are several directions in its research. So, within the framework of the psychoanalytic concept (S. Freud, K. Jung, etc.), self-consciousness and consciousness act as a certain sphere of the psyche, different from the unconscious. According to Z. Freud, consciousness and self-consciousness are not clearly distinguished from each other and occupy a secondary place in relation to the unconscious sphere, which, in essence, controls them. Proponents of behaviorism (B. Skinner, J. Bruner), emphasizing the influence of external environment on the mental activity of a person, generally eliminated

consciousness and self-consciousness from the sphere of mental life. They abandoned these concepts as unscientific, reducing all mental activity to the mechanically interpreted reactions of the organism to external stimuli. In humanistic psychology (K. Rogers, A. Maslow, G. Allport, R. Burns, etc.), self-consciousness is considered as the central construct of personality, which is denoted by the concept of "I-concept". It should be noted that foreign scientists have made a significant contribution to the study of the structure and content of this psychological education.

Domestic psychology considers self-consciousness as a special, qualitatively unique form of the mental, closely linking it with consciousness, but not identifying it with the latter. At the same time, three main points of view on the relationship between consciousness and self-consciousness were distinguished. The first consists in recognizing that the simplest self-consciousness in the form of a vague feeling of one's own existence in the development of a child precedes consciousness (V.M. Bekhterev). The second point of view (L.S. Vygotsky, S.L. Rubinshtein and others) is expressed in the fact that self-consciousness is a stage in the development of consciousness, prepared by the development of voluntary movements, speech and the growth of individual independence. The third point of view, which we also adhere to, is that self-consciousness arises and develops simultaneously with consciousness, when sensations that arise under the influence of external objects are "mixed" with sensations caused by the body's own activity (I.M. Sechenov).

Considering the question of the structure of self-consciousness, domestic psychologists distinguish different aspects in it: cognitive, emotional and volitional components (G.A. Urunayeva); self-experience self-knowledge, the level of claims and self-esteem (K.K. Platonov); awareness of one's own "I", one's mental properties and a certain system of social and moral values ​​(V.S Merlin); well-being, self-knowledge, self-esteem, self-criticism, self-control and self-regulation (L.D. Oleinik).

In our work, we adhere to the concept of I.I. Chesnokova, according to which three components are distinguished in the structure of self-consciousness: self-knowledge, emotional and value attitude towards oneself and self-regulation of personality behavior. The first of these components is the process of gaining knowledge about one's personality (by comparing oneself with others, projecting one's qualities onto others, directing attention to another and putting oneself in his place) with a gradual complication of ways to study one's own world. As a result, at first separate aspects of the idea of ​​one’s “I” are formed, and then an understanding of the requirements of society and one’s own requirements for oneself. The second component is the emotional experiences of a person, reflecting different levels relation to what he learns about himself. In the process of forming an emotional-value attitude towards oneself, there is an awareness of the value and meaning of one's own attitudes towards one's personality. And, finally, the third component is the process of including in behavior the results of self-knowledge and a person's emotional and value attitude towards his personality. The maturity of this component of self-consciousness is expressed in the expansion of cognitive and emotional-value spheres, the appearance of one's own assessment of behavior, in the adequacy of conscious behavioral reactions, actions and actions.

The considered structural components of self-consciousness - self-knowledge, the emotional-value attitude of the individual to himself and self-regulation of behavior act in a deep internal unity, thereby creating the unity of existence "of the self-consciousness of the individual. The chapter traces the main line of development of self-consciousness in the unity of its three sides within the framework of preschool age. Shown that the peculiarity of the development of self-knowledge is manifested in the fact that the child cognizes himself, starting with the cognition of the external world, other people, their relationships and their own relationships with others. self-sensations (at first purely organic) to self-perception, self-representation, opinions and concepts about oneself.

At the beginning of its development, self-knowledge is realized only as an external, visible side of one's own actions and deeds. Delimitations of oneself from the outside world are not yet clearly fixed. In the future, as a result of comparing oneself with other people and generalizing what the child delimits from, there is an allocation of one's own "I". A certain stage in the development of a child's self-knowledge is the emergence of his ability to move independently in space. This gives rise to new forms of relationships with adults and deepens awareness of oneself as an independent subject. With the emergence and development of the child's speech, the scope of his relationships with people expands significantly.

The development of an emotional-value relationship occurs depending on the emotional sphere of the child and his emotional experience in general. At first, the child's emotions are situational and shallow. However, gradually expanding, the emotional sphere of the child begins to more adequately reflect the connection between individual emotions and objects of experience; which ultimately leads to the formation of an emotional-valuable attitude towards one's personality. Since attitude is more inert than knowledge, it gradually begins to lag behind in its development concrete ideas and knowledge, which are constantly updated. There comes a period when the affective side ceases to correspond to the cognitive one, which leads to a certain conflict between them, which is resolved with the help of the emergence of a new content of self-consciousness.

Child's ability to generalize own experiences, according to L. S. Vygotsky, reaches a fairly high level of development by the age of 6-7, which leads to the formation of the regulative function of self-consciousness. This function develops in connection with self-knowledge and emotional-value attitude and finds its expression in the formation of the child's voluntary behavior. If in the early stages of development, voluntary behavior was mediated through the role performed by the child, then by the age of 6-7, he begins to regulate his behavior through his attitude towards himself and his capabilities. Voluntary behavior based on awareness of one's capabilities and including various forms of mental activity is a sign of the regulative function of the child's self-awareness.

Thus, in the senior preschool age, all the prerequisites for the development of national self-consciousness arise, namely: in the sphere of self-knowledge, knowledge about oneself and one's capabilities is accumulated, one's own “I” is distinguished, the boundaries of the child's relations with the outside world expand; in the sphere of self-relationships, the circle of communication increases significantly, the general emotional experience of the child expands and an emotional-value attitude towards oneself is formed; in the sphere of self-regulation, there is an awareness of one’s capabilities, their correlation with the conditions for the implementation of one’s actions, the regulation of one’s behavior through the attitude towards oneself and one’s capabilities is strengthened, the ability to plan and perform actions in the internal plan develops.

Further, the chapter examines the essence and content of national self-consciousness. The term "national identity" appeared in connection with the research of national psychology, which exists in the form of specific features of the national character, national feelings and moods, national interests, orientation, traditions, habits, etc. (B.F. Porshnev, A.F. Dashdamirov, N.D. Dzhanildin).

Scientists of antiquity tried to penetrate into the essence of national psychology, starting with Herodotus and Tacitus, Hippocrates explained the physical and psychological characteristics of different nations and peoples through the specifics of their geographical location and climatic conditions. Great interest in the study of national psychology began to manifest itself in the era of capitalism, when the old national isolation was replaced by a comprehensive connection and dependence of nations on each other.

In studies of the first half of the XX century. the development of scientific ideas about the essence of national psychology was strongly influenced by the American "ethnopsychological school" (A. Kardiner, R. Linton, E. Sapir, R. Benedict, I. Hollowell), within which the features of the formation of a national character, specific national psychological characteristics of representatives of various peoples and nations, the formation of the personality of a representative of a particular national community.

In the 1950s and 1960s, the theory of a “modal personality” became widespread, that is, a personality that in an abstract general form expresses the main characteristics of the psychology of a particular people (Daker, Snyder) Based on this theoretical model, in the 70s and 90s gg. In the West, extensive research has been launched, which has recently taken the form of a cross-cultural study of the psychology of representatives of various national communities in the process of their communication and interaction with people from other ethnic communities.

In Russia, national psychology has become an object of scientific interest, starting with the works of M. V. Lomonosov, and later N. I. Novikov, D. I. Fonvizin, N. M. Karamzin, A. N. Radishchev. Slavophiles (D.V. Venevitinov, A.S. Khomyakov, and V. Kireevsky) argued that the formation of national identity is the way to achieve national identity, create one's own culture and art. Westerners (A.I. Herzen, N.P. Ogarev, V.G. Belinsky, N.G. Chernyshevsky, N.A. Dobrolyubov and others) saw the beginning of the true development of Russia in the Petrine transformations, linking together national and public self-consciousness .

By the beginning of the XX century. in Russia, a number of independent scientific studies appeared (V.V. Ivanovsky, P.I. Kovalevsky, V.V. Mavrodin), in which national self-consciousness is interpreted as self-consciousness of the people, nationality or nation, the unity of their interests and mental warehouse. A significant stage in the study of national self-consciousness was the discussion on the theory of ethnos and the theory of the nation (60-70 years). In the materials of the discussion (V.I. Kozlov, P.I. Kushner, K.V. Chistov, etc.), different approaches to solving this problem appeared: scientists adhering to the so-called functional-research approach focused on the empirical study of psychological features of representatives of various national communities, formulating specific theoretical and methodological provisions based on the findings obtained (Yu.V. Bromley, S.I. Korolev, G.U. Ktsoeva). Adherents of a different approach (theoretical-analytical) studied this issue from the point of view of the theoretical level of knowledge of social phenomena (S.A. Arutyunov, L.M. Drobizheva, A.F. Dashdamirov, etc.).

Based on the available research, in our work we consider national self-consciousness as an awareness of one's belonging to a certain ethnic community, one's position in this ethnic community and the system of social relations, as well as an understanding of national interests and relationships of this ethnic group with others. In the structure of national self-consciousness, as well as. in the structure of self-awareness of the individual, the main components are: self-knowledge of one's ethnicity, emotional and value attitude towards this belonging and self-regulation of the individual's behavior in the conditions of one's ethnic community. The analysis of these studies served as a basis for us to make the assumption that the national self-consciousness of older preschool children is in its infancy and highlight the following content components: national identification, national stereotypes, awareness of the commonality of the historical past, territorial and state community, cultural values. The results of these studies also made it possible to conclude that it is possible to develop national self-awareness in older preschool age.

In the second chapter "Organization and analysis of the results of the study of the psychological characteristics of the development of national self-consciousness of preschoolers" sets out the initial provisions, methods, procedures and results of the study of the features of the development of national self-consciousness in preschoolers

In developing the program and research methods, we relied on the fundamental provisions of the activity approach formulated in domestic psychology. The procedure for examining children was as follows. They were asked to draw a series of drawings on a certain topic, perform a special game task, answer questions posed by adults, and so on. At the end of the tasks, each child had an individual purposeful conversation. The children's answers were recorded in a written protocol and on tape. The received materials were then processed. The presence or absence in the children's responses of adequate ideas about certain substantive components of national self-consciousness was chosen as the main unit of measurement. All methods used were aimed at identifying the level of development of such components as national identification, national stereotypes, common historical past, territorial and state commonality, cultural and spiritual values.

The results obtained showed that in the identification series, national identification, i.e. preschool children's ideas about their ethnicity are almost not manifested. In the self-consciousness of children, only gender and family affiliation are represented, and the expression of the first is much stronger. When studying national stereotypes, the presence of ideas about one's own and other ethnic groups was revealed, but such a component as differentiation of attitudes towards one's own and other ethnic groups, as well as their assessment, is still missing.

The commonality of the historical past is manifested in children's ideas about historical events, about great people and in a positive attitude towards them. They also have quite complete ideas about the territorial community, the size of their country. Preschoolers well define and differentiate the concepts of "Motherland", "Native land", "country"; they manifest an emotional and value attitude to these concepts, Preschoolers also develop separate individual ideas about the basic concepts that characterize the state community, however, there are still no clear ideas about state symbols. As for cultural and spiritual values, the fact that in the senior at preschool age, they are mainly formed under the influence of foreign culture, and the national layer of culture is often shifted away from Russian reality.

Generalized data on the dynamics of the development of individual components of national self-consciousness within the framework of preschool age are presented in Table 1. It shows the distribution of children according to the level of development of self-consciousness. The first level was determined by us on the basis of the presence in the children's answers of signs that are adequate to the essence of the content components, the second - by the presence of non-essential signs and the third - in the absence of both essential and non-essential signs in the children's answers.

As can be seen from the table, 19% of children reached the first level of development of national self-consciousness at the age of 5 years. At the age of 7, the number of such children is almost twice as high - 36% A significant number of children (41%) are at the second level of development both in the senior and preparatory groups The number of children at the third level of development among seven-year-olds is almost two times less than at the age of 5 years,

A qualitative analysis of the content and dynamics of national self-consciousness has shown that the development of its main content components is expressed in the formation of a personally positive attitude and enrichment of ideas. So, the process of national identification goes along the line of strengthening the perception of external, constitutional features of representatives of different ethnic groups, the ideas of preschoolers about the historical past of the country are enriched and expanded; in children of 7 years, in comparison with children of 5 years, differentiation is manifested in the definition of basic concepts (motherland, native land, country), as well as awareness of their significance.

Thus, the level-by-level quantitative and qualitative characteristics of children of different age groups made it possible to conclude that the majority of 5-year-old children do not yet have adequate ideas about the essential features of national self-consciousness. On the contrary, 7-year-old children already show significant progress in the development of the cognitive component of national self-consciousness.

Table 1

Distribution of preschool children according to the level of development of national identity (in%)

Components	Indicators
National identification	Ident. row
	Antrop. recognition
	Qualities
National stereotypes	Ideas about their ethnicity. gr.
	Ideas about others. This gr.
	Different. Submissions
Common historical past	Country age
	History events
	Great people
	Monuments
Territorial community	country size
	Spaces, views
State community	Ideas about the flag
	Represented about the coat of arms, the anthem
	Patriotism
Cultural and spiritual values
	cartoons
	Choice motives
Average magnitude

Its dynamics is characterized by the process of the emergence of national identification, the expansion of ideas about different ethnic groups, the enrichment and expansion of children's ideas about the historical past of the country, the manifestation of differentiation in the definition of basic concepts. The emotional and value attitude of seven-year-old children to their ethnic community is also developing, and this development is background of a positive attitude towards their own and other ethnic communities.

In the third chapter "Formation of national self-consciousness of preschoolers in conditions of specially organized activities" presents an experimental program for the formation of national self-consciousness of preschoolers and outlines the results of work on this program in conditions of specially organized activities

In theory and practice preschool education the most famous programs are "Rainbow", "Kindergarten - the house of joy", "Development", "Origins", "I am a man", "Native land", "Heritage". Some of the concepts on which they are built were taken into account by us when developing our own experimental program. In addition, we adhered to the position that the formation of national self-consciousness among preschoolers should be based on a close combination of a sense of national pride and respect for other peoples, because. the composition of most kindergartens in our country is multinational. We also proceeded from the fact that the program should provide for familiarization of children with work, life, art, history, geography of the peoples inhabiting the country, region or region in which children live, and lead them to an understanding of the significance of interethnic ties.

The program developed by us was aimed at testing the working hypothesis of the study about the positive impact of specially organized activities on the formation of national self-awareness of preschool children. Its content was aimed at developing the main structural components of national self-consciousness (self-knowledge and emotional and value attitude towards oneself). Accordingly, the program included four sections. The first section "Specially organized classes" is devoted to the formation of a child's ideas about his own and other nationalities: their historical, geographical, state, cultural characteristics. The second section "Holding folk holidays dedicated to the culture, life of different nationalities" is aimed at fostering interest and respect for people of their own and other nationalities, their activities, culture, life; development of a sense of citizenship, patriotism; the formation of ideas about their country and their region. The third section "Introduction to Literature and Folklore of Different Ethnic Groups" was intended to introduce children to traditional Russian culture and the culture of other peoples, by introducing them to the values ​​of national culture through fiction and musical works. And, finally, the fourth section "Formation of some skills of folk crafts" was devoted to introducing children to the elements of arts and crafts and crafts.

The content of the program was implemented on the basis of information from ethnography, literature, art, geography, and history that preschoolers could understand. The work was based on the material of national culture, diverse in scope and significance. Have been developed teaching materials to different sections, holiday scenarios and forms of work with children. It also provided for the organization of children's life in the classroom, in a variety of unregulated activities and in their free time. At the same time, a combination of individual and joint activities was carried out in its various types (game, modeling, fine arts, music, etc.). To test our hypothesis, a study was conducted in two kindergartens in Krasnoyarsk, where the pilot program was implemented. The results obtained in these kindergartens before the program was implemented were compared with the results obtained after it was implemented.

Diagram 1

Representation of content components of the structure of national self-consciousness among preschoolers before and after the implementation of the experimental program.

As can be seen from the diagrams. As can be seen from Table 1, children in designated kindergartens, under the influence of specially organized activities, develop much more successfully all components of national self-consciousness. The only exceptions are national stereotypes. The identification series noticeably increases along with gender and family ties, an indication of their nationality appears. high-quality content, children not only “recognize” great people and call them, but also treat them as great, based primarily on their inner qualities. (however, ideas about the main state symbols and generalized images characterizing the state community remain the same) The study and comparison of cultural and spiritual values ​​did not reveal any differences

An analysis of the levels of development of national identity in these kindergartens also confirms positive influence specially organized activities. Table 2 shows that in the directed kindergartens the number of children with the first (higher) level of development of national self-consciousness increased significantly after the pilot program. This means that the activities in which the children of directed kindergartens were included ensured the formation of more generalized and differentiated ideas about their personality and ethnic groups, and also contributed to the development of a conscious motivated emotional and value attitude to the phenomena that characterize national self-consciousness.

Distribution of preschool children by levels of development of national identity before and after the implementation of the experimental program (in %)

table 2

Components	Indicators	After the program			Before the program
National identification	ID row
	quality
Common historical past	knowledge of monuments
	put up a monument
	Motivation
Territorial community	Representation spaces
	relation to the motherland
states community	Patriotism
cultural spiritual values
	cartoons
	choice motives
Average magnitude

In custody dissertation summarizes the results of the work performed, prospects for further research are outlined and the following are made

conclusions.

1 The theoretical analysis of the studied scientific literature made it possible to clarify the essence of the phenomenon of self-consciousness. We consider its emergence as a result of the accumulation of a person’s active experience in the knowledge of the external and internal world that arises and develops simultaneously with consciousness. In accordance with this, we define the concept of “national self-consciousness” as awareness of one’s belonging to a certain ethnic community of their position in this ethnic community and the system of social relations, understanding of national interests and relationships of this ethnic group with others

2 The structure of national self-consciousness corresponds to the structure of the integral self-consciousness of the individual (self-knowledge, emotional and value attitude towards oneself, self-regulation of behavior) It is realized through the following content components national identification national stereotypes, common historical past, territorial and state community, cultural and spiritual values

3 V Within the studied age period, there is a significant difference between five and seven year old preschoolers. In seven-year-old children, the structural components of national self-consciousness are characterized by a fairly high level of development of national identification, an expansion of ideas about different ethnic groups and their historical past, a manifestation of differentiation in the definition of basic concepts (Motherland. Native land, country), awareness of their significance, as well as the formation of an adequate essential attitude towards different ethnic groups.

4 The data obtained as a result of the study confirmed the hypothesis that specially organized activities have a positive effect on the process of forming the national self-consciousness of preschoolers. This influence is expressed in the accelerated development in children of more generalized, conscious, motivated ideas and emotional and value attitudes towards their own and other ethnic groups.

5. The author's and modified methods used in the dissertation can be assessed as sufficiently informative and adequate for studying the peculiarities of the national self-consciousness of preschool children. These techniques can be applied in other similar studies.

6 The conducted approbation of the dissertation research gives grounds to say that its results and conclusions can be used in the practice of the work of preschool institutions

The main content of the dissertation is reflected in the following publications:

1. To the formulation of the problem of self-consciousness in preschool age. // Ways to improve the party leadership in the implementation of perestroika: experience and problems: Abstracts of reports and reports of the regional scientific and practical conference. - Krasnoyarsk: Publishing house of KSPI, 1989.

2. The influence of the analysis of the actions of fairy tale characters on the development of self-esteem of preschoolers. // Humanization and democratization of the educational process in educational institutions different type: Abstracts of the conference. - Krasnoyarsk Publishing house of KSPI, 1992.

3. To study the psychological readiness of children to study at school. // The problem of updating the educational process in educational institutions different types: Abstracts of the conference. - Krasnoyarsk: Publishing house of KSPU, 1995,

4. Methodological developments for seminars and laboratory studies in social psychology. - Krasnoyarsk: Publishing house of KSPU, 1996.

5. On the question of the structure of national self-consciousness. // Education and socialization of personality in modern society: Proceedings of the republican scientific-practical conference. Part 1. - Krasnoyarsk: KSPU publishing house, 1997.

6. The influence of specially organized activities on the development of national self-consciousness of preschoolers. // Education and socialization of the individual in modern society: Abstracts of the scientific-practical conference. - Krasnoyarsk: Publishing house of KSPU, 1999.

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

The main forms of familiarization of preschoolers with their native land are games, activities, complex classes, excursions, targeted walks, matinees, holidays.

The most effective teaching methods that are used in the classroom are: an interesting start; self-assessment by children of events, phenomena; game techniques; questions of the educator to the children and children to the educator; creating problem situations; reliance on the personal experience of children; guessing 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 clothes, native nature, native language, traditions. Rites, children's literature, paintings, albums, slides, etc. Didactic games and exercises, quizzes, role-playing games are used. Great opportunities have pictorial and labor activity children.

Practical work on the formation of national identity in preschool children

I began my work on patriotic education, first of all, by compiling perspective plan based on the following tasks:

1. To educate the foundations of the socio-moral sphere of feelings, ideas, relationships.

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

3. Awaken in children love for their native land, native city.

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

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

The formation of a citizen, a patriot of one's Motherland begins with the manifestation of love for one's parents, for one's family. Homeland, as mentioned earlier, begins for a small child from the immediate environment: from the house, from the street on which he lives and where the kindergarten is located. Therefore, I began to introduce children to kindergarten, because most of the time they are here. First, I had a conversation about our kindergarten, introduced the children to what it is called, on which street it is located. Then she organized a sightseeing tour of the kindergarten, introduced the children to the premises that we have, talked about the work of people working in our kindergarten. After the tour, we designed a photo album "Our favorite kindergarten."

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

Of particular importance in solving the problems of patriotic education is close contact with the family of the pupil. Everyone is well aware 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 the work of getting to know the family with conversations, with looking at pictures about the family. I connected my parents to the work, together with whom they designed the album “My Friendly Family”.

At the next stage, we visited the museum of our kindergarten, where I introduced children to the life of the Chuvash, showed the Chuvash national costume, household utensils, explained the purpose of certain items, emphasizing the beauty and skill of human hands. The 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 passed on the knowledge gained during the game in drawing, appliqué and modeling classes, they happily responded to learning Chuvash songs and lullabies.

At the next stage of my work, I introduced the children to the Chuvash folk traditions and customs. Every year in our kindergarten, the holiday of Zgvarni (Maslenitsa) is held. It is customary to play at Shrove Tuesday folk games, dance, bake pancakes and burn a scarecrow (“zgvarni karchgke”). Children always have a lot of impressions after such a holiday. Through conversations, she introduced the children to the Akatuy holiday (plow wedding). Then it became interesting to me whether there are any traditions in the families of children, for this I conducted a survey with parents, which showed what traditions exist in the family. Acquaintance of children with the culture, language, traditions, rituals of the Chuvash people strengthens the connection between generations, develops a sense of belonging and respect for the Chuvash people, the history of the Chuvash region.

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

The work on this topic made it possible to achieve the following results: the children's vocabulary expanded, the children began to compose longer and more consistent stories, memory improved, and knowledge about their hometown expanded.

One of the tasks of moral education is the education of love for the motherland, the formation of the foundations of patriotism, citizenship, national identity - this is a subjective reflection of the objective factor of a person's belonging to a national community, awareness of differences from other peoples. The complexity of solving this problem is primarily due to the age of the children.

The tasks of forming the foundations of national self-consciousness of preschoolers:

1. Raising in children an interest and an emotionally positive attitude towards the world around them, love for relatives and friends, nature, their native land, an interest in the customs and traditions of their people.

2. Formation in children of a system of knowledge about their native land, a desire to deepen them.

3. Involving children in practical activities to use and process the acquired knowledge, enrich the experience of an active attitude to the world around them, to form the desire to benefit people.

The for-e national self-ia also provides for equipping children with certain skills and abilities: to take care of relatives and friends; conscientiously fulfill their duties, use their knowledge in creative activities, etc.

The main forms of familiarization of preschoolers with their native land are games, classes, complex classes, excursions, targeted walks, matinees, holidays.

The most effective teaching methods that are used in the classroom are: an interesting start; self-assessment by children of events, phenomena; game techniques; questions of the educator to the children and children to the educator; creating problem situations; reliance on the child's personal experience; guessing riddles; use of proverbs and sayings; use of products of children's activities, household items, architecture of Belarusians, etc. Means of education: Belarusian folklore, state heraldry, Belarusian ornaments, national clothes, native nature, native language, traditions. Rites, children's literature, paintings, albums, slides, etc. Didactic games and exercises, quizzes, role-playing games are used. The visual and labor activities of children have great potential.

Various types of organization of gaming activities have been selected.

1. Role-playing games based on modeling the social content of activities, traditions of holidays and ceremonies: "Grandma's Padvorak", "Kalyadnya Vechary", "Holy Belarusian Festivities".

2. Outdoor games reflecting national rites, holidays: “Lyanok”, “Millet”, “Garlachykі”, “Mlynok”, “Shepherd and Statak”, “Workers”, “Poppy”, “Zaplyatsіsya, Plyatsen”.

3. Dramatization games based on Belarusian songs and fairy tales: “Winter over the years of summer, good health trying”, “Damavik”, “Like a varona jumped”.

4. Travel games: "City tour", "Travel around Belarus (Mound of Glory, Khatyn, Brest Fortress)", "Trip to Minsk", "Journey along the rivers and lakes of Belarus", "Azeri native land", "Reki mother of the land”, “Rampant Garadas of Belarus”, “Forestied meats of Belarus”.

5. Didactic games: “Select pictures showing animals found in our forests”, “From what tree is a leaf”, “Secrets of the forest reserve”, “Souvenir shop”, etc.

Using a role-playing game to introduce children to various professions

awareness of social values, children begin to be proud of the professional success of their parents, their place in society. At the same time, as psychologists note, in children of senior preschool age, socially important motives prevail over personal ones.
According to scientists, already at the end of preschool age, the child is able to realize both himself and the place that she currently occupies in life.
In the scientific developments of A. Kononko, the role and place of self-consciousness in the life of a preschooler is determined. Emphasizing the importance of the emergence of self-consciousness in him precisely during this period, the researcher notes that he (a child of preschool age - I.G.) is conscious of his behavior, feelings, thoughts; masters the elementary ability to make emotional and semantic assessments of their capabilities. . . He forms a certain idea of ​​himself as an individual and a social being.”
Despite the fact that during the period of senior preschool age, the formation of those character traits that determine the personality, as well as the foundations of consciousness and self-awareness, takes place, we believe that this age is of exceptional importance for the formation of the foundations of national identity in children. According to I. Matyusha, already "... from the first days of their lives, children absorb the national and social spirit, which forms in them typical personality traits and qualities inherent in their own, and not other people"
The implementation of the program of national education in preschool educational institutions requires taking into account the age characteristics of preschool children. In accordance with this, the educational process should be organized and carried out. It is here that various theoretical provisions on the continuity, phasing and succession of the educational process developed by domestic and foreign scientists come to the rescue.
A. Vishnevsky distinguishes three stages in the process of the formation of a national consciousness. The first of these he calls the stage of early ethnic-territorial self-awareness (ethnization). During this period, according to the scientist, "the roots of patriotism" are laid. We believe that there is every reason to qualify this process as the formation of the fundamental principles of national self-consciousness. According to the theory of A. Vishnevsky, it is during the first stage that the child becomes aware of his ethnicity. Already from the first days of life, the child is formed under the influence of the mother's language, lullaby, grandmother's fairy tale. Growing up, she participates in folk holidays and rituals, learns folk songs, gets involved in the process of folk art, etc. Preschool children are active participants in folk life events (carols, congratulations, haevkas, Easter eggs, nativity scenes, etc.). Traditions, customs and rituals have a profound influence on education, and not only national, as they are always supported by the power of public opinion and are periodically repeated. In the family and school, children learn a respectful attitude towards outstanding Ukrainian historical and cultural figures, respect for the ideals for which they fought, participate in honoring their memory.