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"Education of moral qualities in children before school age»

Introduction

Chapter I. Psychological and pedagogical foundations of moral education

qualities in preschool children

Chapter Summary

2.2 Using ethical discourse for moral education

Applications

Introduction

Modern student-centered education is viewed as a multilevel space, as a complex process that creates conditions for the development of a personality. Its main task is to create new system values that contribute to the formation of a child's moral culture, the formation of a humanistically oriented personality.

Problem moral development preschool children gains relevance, connection with the current situation in modern society. The resulting value vacuum, lack of spirituality, caused by the alienation of a person from culture as a way of preserving and transmitting values, leads to a transformation of the understanding of good and evil in the younger generation and puts society in front of the danger of moral degradation.

Moral education of preschool children is one of the the most difficult tasks education in a modern preschool educational institution. It is moral education that is the most important task of almost all programs. preschool education... With all the variety of these programs, teachers note an increase in children's aggressiveness, cruelty, emotional deafness, isolation on themselves and their own interests. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent. In this regard, the selection and rational use of various methods of upbringing the moral qualities of a person is currently one of the main tasks pursued by teachers of preschool educational institutions. The issues of moral education, the improvement of the child have always worried society at all times. According to many teachers (L.S.Vygotsky, D.B. Elkonin, L.I. Bozhovich, A.V. Zaporozhets, Ya.Z. Neverovich, etc.) it is preschool age. In the process of moral education of a senior preschooler, the accumulation of knowledge about the norms and requirements of morality becomes important. In this regard, it is obvious that it is necessary to organize moral education of kindergarten pupils, to form their moral norms and morality. The need to organize a special work of the teacher to clarify the essence of moral norms, moral relations of a person to society, the team, work, to the people around him and to himself is also obvious. Therefore, in the upbringing of any moral quality, various means and methods of upbringing are used. V common system moral education, an important place is occupied by a group of means aimed at the formation of judgments, assessments, concepts, at the education of moral convictions. This group also includes communicative communication, and in particular - ethical conversations.

Thus, an obvious contradiction arises between the rich accumulated theoretical and empirical material of moral education and the current situation of insufficient development and assimilation of moral norms and ideas by preschool children. This determined the choice of the topic of our work: the formation of moral qualities in preschoolers through communicative communication.

The aim of the research is to study the techniques and methods of upbringing moral qualities in preschool children through communicative communication. Our goal was achieved by solving the following tasks:

1) to analyze the psychological and pedagogical literature on the problem of morality in preschoolers;

2) choose methods and techniques for the education of moral qualities in children;

3) define a program for the education of moral qualities in preschoolers;

Research object: moral qualities of preschool children. moral quality preschool education

Subject of research: the process of upbringing moral qualities in preschool children through communicative communication.

The theoretical basis of the study was the work of such authors as: L.I. Bozovic, R.S. Bure, A.M. Vinogradova, T.P. Gavrilova, G.N. Godin, V.A. Gorbachev, S.A. Kozlova, T.S. Komarova, V.K. Kotyrlo, A.D. Kosheleva, T.A. Kulikova, A.I. Lipkin, B.C. Mukhina, V.G. Nechaeva, S.V. Peterina, E.V. Subbotsky, E.O. Schastnaya, T.N. Titarenko, V.G. Tsukanova, O.A. Shagraeva, E.K. Yaglovskaya, S.G. Jacobson et al.

The fundamental principles of Russian psychology were used as methodological approaches in the work: the principle of development; the principles of the unity of consciousness and activity and the following approaches: axiological, within the framework of which a person is considered in the aggregate of the values of society and the goals of social development in itself; personality-activity, requiring the transfer of the child into the position of the subject of cognition, activity and communication; a systematic approach focused on the holistic study and formation of the personality.

The research consists of three stages: ascertaining, formative and control. The main research methods were: pedagogical experiment, diagnostics, play therapy. To confirm the conclusions, the method of mathematical statistics (Student's t-test) was used.

The structure of the course work includes: introduction, two chapters, conclusion, guidelines, bibliography, applications.

Chapter I. Psychological and pedagogical foundations of upbringing moral qualities in preschool children

1.1 Moral education of preschool children

The process of moral education is a set of consistent interactions between the educator and the team, aimed at achieving the effectiveness and quality of pedagogical activity and the proper level of moral education of the child's personality.

Morality is an integral part of an integrated approach to personality education "The education of morality is nothing more than the translation of moral norms, rules and requirements into knowledge, skills and habits of personality behavior and their unswerving observance." ...

Morals are those standards and norms that people are guided by in their behavior, in their daily actions. Morals are not eternal and not immutable categories. They are reproduced by the force of habit of the masses, supported by the authority of public opinion, not legal provisions. At the same time, moral requirements, norms, and rights receive a certain justification in the form of ideas about how to behave in society.

Moral norms - This is an expression of certain relationships prescribed by the morality of society to the behavior and activities of an individual in different spheres.

Moral education is a purposeful process of forming a high consciousness, moral feelings and behavior in the younger generation in accordance with the ideals and principles of morality.

The main function of moral education is to form in the younger generation a moral consciousness, stable moral behavior and moral feelings that correspond to the modern way of life, to form an active life position of each person, the habit of being guided in their actions, actions, relationships by feelings of social duty. ...

In modern science, moral education is considered one of the most important aspects of the general development of preschoolers. It is in the process of moral education that a child develops humane feelings, forms ethical ideas, cultural behavior skills, social and social qualities, respect for adults, a responsible attitude to the fulfillment of assignments, the ability to evaluate their own actions and the actions of other people.

Over time, the child gradually masters the norms and rules of behavior and relationships accepted in the society of people, appropriates, that is, makes his own, belonging to himself, the ways and forms of interaction, the expression of attitude to people, nature, to himself. The result of moral education is the emergence and affirmation of a certain set of moral qualities in the personality. And the more firmly these qualities are formed, the fewer deviations from the moral principles accepted in society are observed in a person, the higher the assessment of his morality by others.

As you know, preschool age is characterized by increased susceptibility to social influences. The strength and stability of a moral quality depend on how it was formed, what mechanism was used as the basis for pedagogical influence. Let's consider the mechanism of the moral formation of the personality.

The child should have a desire to master a moral quality, i.e. it is important that motives arise for acquiring an appropriate moral quality.

But knowledge and feelings give rise to the need for their practical implementation - in actions, behavior. Actions and behavior take on the function of feedback, allowing you to check and confirm the strength of the quality being formed.

Thus, the mechanism of moral education emerges: (knowledge and ideas) + (motives) + (feelings and attitudes) + (skills and habits) + (actions and behavior) = moral quality. This mechanism is objective. It always manifests itself in the formation of any (moral or immoral) personality trait. ...

main feature the mechanism of moral education lies in the absence of the principle of interchangeability. This means that every component of the mechanism is important and cannot be eliminated or replaced by another. In this case, the action of the mechanism is flexible in nature: the sequence of components can change depending on the peculiarity of the quality (on its complexity, etc.) and on the age of the object of education.

The first group of tasks of moral education includes the tasks of forming its mechanism: ideas, moral feelings, moral habits and norms, and practice of behavior.

Each component has its own characteristics of formation, but it must be remembered that this is a single mechanism and therefore, when forming one component, the influence on other components is necessarily assumed. Education is of a historical nature, and its content changes depending on a number of circumstances and conditions: the needs of society, economic factors, the level of development of science, the possibilities of the age of the educated. Consequently, at each stage of its development, society solves different problems of educating the younger generation, i.e. he has different moral ideals of a person.

So, the second group of tasks of moral education reflects the needs of society in people with specific, today demanded qualities.

New traits appear in children in relationships with adults and peers. Children are actively interested in meaningful communication with adults. The authority of an adult, his value judgment, continues to play a serious role in behavior. The growing independence and awareness of behavior lead to the development of the ability to be guided in actions by the learned moral norms. Internal “ethical instances” appear, which begin to determine the actions of the older preschooler. Children show an active desire to communicate with peers in various activities, as a result of which a “children's society” is formed. This creates certain prerequisites for the development of collective relationships.

The unity of the education of the moral consciousness and behavior of A.S. Makarenko gave great importance, believing that children should be armed with a theory of morality. At the same time, he argued that the cultivation of the habit of correct behavior is much more difficult than the cultivation of consciousness.

The upbringing of moral behavior is the formation of moral deeds and moral habits. An act characterizes a person's attitude to the surrounding reality. In order to induce moral actions, it is necessary to create the appropriate conditions, to organize the life of the pupils in a certain way. A moral habit is the need to perform moral deeds. Habits can be simple, when they are based on the rules of community, culture of behavior, discipline, and complex when the pupil has a need and readiness to perform activities that have a certain value. For the successful formation of a habit, it is necessary that the motives with which children are encouraged to take action are significant in their eyes, so that the attitude towards the performance of actions in children is emotionally positive, and that, if necessary, children are able to show certain efforts of will to achieve a result.

1.2 Education of moral qualities in preschool children

In senior preschool age, the upbringing of the moral qualities of the individual and the habits of cultural behavior is actively continuing. Content pedagogical process at this stage is the upbringing of respect for family and friends, attachment of respect to educators, a conscious desire to please elders with good deeds, a desire to be useful to others. In children of the older group, it is necessary to actively and consistently form friendly relationships, the habit of playing and studying together, the ability to obey requirements, in their actions to follow the example of good people, a positive, heroic character of famous works of art. ...

In the behavior of an older preschooler, the connection of moral qualities and personality traits with intelligence, cognitive and interesting, attitudes towards the world around, towards activities, towards adults and peers, towards oneself appears brighter. A child in the process of communication can already be restrained, knows how to act in the interests of a partner or a group of peers, while showing volitional sufficient efforts. But, of course, this is only the beginning of a skill that needs to be developed and consolidated. ...

The main thing in the purposeful educational activity of a teacher at the stage of senior preschool age continues to be the organization of the child's life and activities, corresponding to the experience of meaningful communication, the formation of a benevolent attitude towards peers and others. ...

An effective method for clarifying the systematization of the moral ideas of older preschoolers is ethical conversation. Such conversations should organically be included in the system of diverse methods of education.

Ethical conversation as a method of moral education is distinguished by its essential originality. The content of ethical conversations consists mainly of truly life situations, the behavior of the people around them and, above all, the pupils themselves. The teacher gives a description of the facts and actions that the child observed or performed in communication with peers and adults.

Such characteristics form in children objectivity in assessing events, help the child to navigate in a particular situation and act in accordance with the rules of moral behavior.

Ethical conversations are planned, prepared and organized classes, the content of which is determined by the requirements of the "Kindergarten Education and Training Program". But, turning to the programmatic tasks of upbringing, the teacher must concretize them, work out the rules and norms of behavior, the upbringing of which must be strengthened in this group, taking into account the adults and the individual characteristics of children.

It should be remembered: the main goal of ethical conversations is to form moral motives of behavior in the child, which he could be guided by in his actions. And such conversations should be based, first of all, on genuine events and phenomena that are abundantly provided by the child's life and activity in the circle of peers.

Preparing for such a conversation, the teacher must analyze what was the subject of the most vivid impressions of the children, how they perceived what they saw, how they experience it.

If the educator considers it necessary to include excerpts from a particular work of art in an ethical conversation, he must necessarily subordinate their content to the educators' functions.

If the content of the conversation is accessible and interesting to children, then interested questions, vivid emotions, sincere assessments follow: the child's inner world is revealed to the teacher. This allows you to reasonably determine how the kids perceived the idea, the morality of the work, and makes it possible to further tactfully correct the behavior of children. And the fact that the children with the whole group jointly discuss the facts of behavior and various situations, causes empathy, the emotional influence of children on each other, contributes to the mutual enrichment of their feelings and ethical ideas. ...

The behavior of pupils of older groups convincingly indicates that at this age (5-6 years) there is a gradual transition from the perception of the content of individual actions to enriched concepts of good behavior. Through ethical conversations, the educator connects disparate ideas into a single whole in the minds of children - the basis of the future system of moral assessments. It is the assimilation of ethical concepts in a certain system that helps the older preschooler to understand the essence of the concepts of good, common good, and justice that forms the initial concept of human dignity. ...

The influence of the moral consciousness of the older preschooler on the self-regulation of his behavior is not yet great. But at this age, the child is still able to evaluate his behavior on those around him. Therefore, the topics of ethical conversations must necessarily include concepts that are leading for this age group. "My mother", "My family", "Kindergarten", "My comrades", "I'm at home" and many others. etc. It is important that the content of the listed leading and complementary topics must be linked to the entire content of the pedagogical process. Without which, the effectiveness of moral education cannot be ensured, and they also help to systematize and generalize the ideas about morality that children acquired while in previous groups.

Ethical conversations, their results should be directly manifested in the practice of behavior, actions of children in various situations. This is very important for the consolidation of the results of pedagogical influence.

Chapter Summary

Preschool age is a period of intensive formation of the psyche based on those preconditions that developed in early childhood. All the lines mental development neoplasms of varying severity appear, characterized by new properties and structural features. They occur due to many factors: speech and communication with adults and peers, various forms of cognition and involvement in various activities. Along with new formations in the development of psychophysiological functions on the basis of the individual organization, complex social forms of the psyche arise, such as the personality and its structural elements, the subject of communication, knowledge and activity and their main components - abilities and inclinations.

Thus, considering the theoretical aspects of moral education and the formation of a culture of behavior, I came to the conclusion that the problem of the moral formation of an individual has existed for a very long time and many discoveries have been made in this area. The process of moral education has its own specifics and difficulties in the organization, however, having mastered the necessary psychological and pedagogical knowledge, an adult is able to influence a child and purposefully form moral ideas and a culture of behavior.

The preschool period (from 3-4 to 6-7 years) is associated with the origins of the moral development of children, when, against the background of directly motivated activity, sprouts of voluntary positive directed behavior first appear.

In older preschool age, during the period of the actual moral development of children, their moral sphere undergoes further changes. Play as a leading type of preschooler's activity is now being replaced by the child's performance of various educational duties, which creates the most favorable conditions for deepening his moral consciousness and feelings, strengthening his moral will.

At the same time, even the highest level of moral development of an older preschooler has its own age restrictions. At this age, children are not yet capable of sufficiently fully developing their own moral convictions. Learning this or that moral requirement, the younger student still relies on the authority of teachers, parents.

2.1 The state of the problem in the practice of the institution of preschool education

On the basis of the group of the kindergarten of the State Educational Institution "Stolpnyanskiy kindergarten", two groups of children of 6 years old were formed - experimental and control. The total number of subjects was 20 children.

In the experimental group (5 girls and 5 boys), the effectiveness of the impact of ethical conversation on the formation of moral qualities during the experiment was tested.

The program for the experimental part of my work includes three main stages:

1) ascertaining;

2) formative;

3) control.

The ascertaining stage of the research is an approximate study of the question of the influence of ethical conversation on the education of moral qualities in older preschool children.

For the ascertaining stage of the study, two groups of ten people were identified, one of which later became experimental, and the other remained a control.

To identify the level of development of moral qualities in older preschoolers, it was necessary to clarify the categorical structure of morality.

Therefore, at the very beginning of the work, it was necessary to answer the question: which categories in the moral consciousness are basic? In Plato, Socrates, Aristotle we find such categories as “good”, “evil”, “wisdom”, “courage”, “moderation”, “justice”, “happiness”, “friendship”. In the Middle Ages, the concept of "mercy" appears, in a later historical era - "duty" (I. Kant), "wine" (Hegel). Thus, 10 categories were identified.

I asked older preschoolers to explain how they understand the words presented to them. The survey was conducted individually.

The statistics of the answers of preschoolers is presented in table No. 1 (see Appendix A), from which it can be seen that not a single child could explain all the concepts, but a sufficiently large number of explanations (10-11 concepts) were given by 4 children, two from the experimental group and two from the control. Of the total number of subjects (20 children), a small number of explanations were given by 10 people (5 from the experimental and 5 from the control), which indicates the low development of morality of these children.

From table No. 2 (see Appendix A), which displays the distribution of the answers of children in both groups, it is possible to single out the concepts that received the largest and the smallest number of explanations.

So, it was easiest for preschoolers to explain what “friendship”, “evil”, “good”, “courage”, “happiness” and “freedom” are, and more difficult, “mercy”, “wisdom”, “duty”, “ justice "and" moderation ".

Expanding the meaning of the category "friendship", the children said that it was "people are friends with each other." Very rarely in the answers there were specific manifestations of friendship, such as “never quarrel, respect each other”, “understand each other”, “help each other”, “when children do not fight and play together”. Often, students gave only an emotional assessment: "this is good," "this is fun."

In the interpretation of "evil", three groups of answers can be distinguished. The first, the most numerous, is associated with action - “when they beat”, “when they kill”, “when a person does something bad”, “when everyone is fighting”. The second group of answers is associated with the characteristics of another person ("this is an evil person") or oneself ("this is me when I am bad"). The third group again presents only an emotional assessment of the phenomenon: "this is bad."

“Good” in the view of the respondents - “when doing good deeds”, “helping everyone”, “protecting everyone”, “when not fighting”, “when you yield to everyone”, “when you are kind”. However, there are significant differences in the responses of girls and boys. For the first, "good" is associated primarily with help ("this is when a person wants to help in trouble", "this is when they help"), for the second - with the absence of external conflicts ("this is when no one fights", "no one offends anyone") ... Some preschoolers have included "good" in the dichotomy: "good is when there is no evil." There were no responses related only to the emotional assessment of the presented category.

Comparison of the level of development of morality of the two groups, I reflected in the diagram (see Appendix A).

2.2 Using ethical discourse for moral education

In children of the older group, it is necessary to actively and consistently form friendly relationships, the habit of playing and studying together, the ability to obey requirements, in their actions to follow the example of good people, a positive, heroic character of famous works of art.

In the moral upbringing of the older preschooler, the upbringing of a culture of communication continues to occupy an important place. The formation of respect for others, benevolence, strong-willed qualities, restraint occurs in a team of peers. The team plays an increasing role in the life of children, the relationship of children is becoming more complicated.

In the upbringing of any moral quality, various means of upbringing are used. In the general system of moral education, an important place is occupied by a group of means aimed at the education of moral convictions, judgments, assessments and concepts. This group includes ethical conversations.

To form moral qualities in the children of the experimental group, I used a cycle of ethical conversations. The main part of the cycle consisted of conversations to discuss fairy tales and stories. Appendix B contains a list of fairy tales taken from the book of M.S. Kutova. "Tales from tears: we save the nerves of parents."

In addition, thematic ethical conversations were held, a list of which is also in Appendix B. I considered it necessary to highlight the course of several conversations in my work (see Appendix C).

The conversation on the topic “Hurry to do good” was conducted with children from the experimental group: with Anya, Vika, Dasha, Denis, Ira, Sergei.

Children from the experimental group took part in the conversation based on the story of Y. Ermolaev “Visited”: Vanya, Sasha, Sveta, Zhenya.

To improve the effectiveness of ethical conversations during classes, I observed the following conditions:

1) the need for a problematic nature of the conversation, the struggle of views, ideas, opinions. Questions should be non-standard, it is important to provide assistance in answering them;

2) provide children with opportunities to say what they think. Teach them to respect the opinions of others, to patiently and reasonably develop the correct point of view;

3) avoid lectures: an adult speaks, children listen. Only frankly expressed opinions and doubts allow the experimenter to direct the conversation so that the children themselves come to a correct understanding of the essence of the issue under discussion. Success depends on how warm the nature of the conversation will be, whether the guys will open their souls in it;

4) to select material for the conversation close to the emotional experience of the pupils. Only by relying on real experience can conversations be successful;

5) not to ignore anyone's opinion, this is important from all points of view - objectivity, justice, culture of communication;

6) the correct leadership of ethical conversation is to help the pupils independently come to the correct conclusion. To do this, the experimenter needs to be able to look at events or actions through the eyes of the pupil, to understand his position and the feelings associated with it.

Ethical conversations with children took place in a relaxed atmosphere. They were not moralizing in nature, they contained edification, reproaches and ridicule. Children expressed their opinions, freely shared their impressions.

In the course of the conversation, with the help of questions, vivid examples, convincing remarks, clarification of the statements of children, the activity of the children was ensured and the consolidation of correct judgments and assessments.

The sequence of questions led the children to deduce a moral rule that must be followed when communicating with other people and fulfilling their duties.

There were elements of amusement in ethical conversations with older preschoolers. For this, the content of the conversations included various situations that contain a moral problem. It is very important that the positive actions of preschoolers are the object of public opinion. The development of public opinion took place by introducing new and adjusting existing moral concepts, teaching children the rules for discussing and evaluating the events of collective life, the actions of individual children. The developed rules for the life of the children's collective acted as criteria for moral assessment.

Summarizing the results of the conversation, vivid statements were cited so that the conversation would penetrate deeper into the consciousness and feelings of schoolchildren. The categories that constituted the purpose of the conversation were clearly distinguished.

With the help of the experimenter, the guys learned to fairly evaluate the actions of their peers, and sometimes adults, they learn to understand what is possible and what is not, what is good and what is bad.

The aesthetic background for my studies was created by poems, riddles, songs, included both in the main part and in additional work with children. Literary material is indispensable in the moral education of a child, since it is easier for children to evaluate the behavior and actions of others than their own. For comprehensive development personality, I included children in various activities related to fiction. For example, the guys created drawings based on fairy tales and stories. An exhibition was organized.

The manifestation of the behavior, actions of children in various situations of moral qualities in practice - this is the expected result of the conducted formative stage.

After the end of the cycle of ethical conversations with the children of the experimental group, a repeated diagnosis of the level of moral development of the children of both groups was carried out, the results of which were entered in tables No. 3 and No. 4 (see Appendix D).

Comparison of the level of development of morality of the two groups, I reflected in the diagram No. 2 (see Appendix D).

From table No. 3 (see Appendix D) it can be seen that the children of the experimental group who have completed the course of ethical conversations, the level of moral development has increased.

As a result of the diagnosis, it was found that a child appeared in the experimental group, who explained all the concepts without experiencing difficulties, and the number of children who know the meaning of almost all concepts (10-11 concepts) also increased, from 2 people to 7. The number of children decreased. those who find it difficult to give a definition from 11 to 4.

In the control group, insignificant changes occurred during the period of the cycle of classes in the experimental group.

The children were monitored throughout the experiment. There have been changes in the actions and actions of the children who have gone through the cycle of classes on the development of moral qualities. In the process of forming morality, children developed a sense of their own dignity, pride and remorse - this “inner judge”, “controller” of thoughts, actions and actions. The children began to show empathy, empathy and compassion. Parents also noticed a change in behavior. According to them, children have become more friendly, caring and affectionate, worried if someone has offended, sincerely, independently ask for forgiveness.

Thus, the work carried out on the moral upbringing of children of the older group, with the help of ethical conversations, made it possible to raise its level to high levels, which allows us to speak about the effectiveness of ethical conversations as a method of forming moral qualities.

Conclusion

A child is not born either evil, or kind, or honest, or immoral. What he will become will depend on the conditions in which he is brought up, on the direction and content of the upbringing itself. For a child, moral education is very important, it is a part of his life, world outlook.

The formation of moral education in children occurs under the influence of the objective conditions of life, education and upbringing, in the process of various activities, the assimilation of universal culture and will be effectively carried out as an integral process of pedagogical, corresponding to the norms of universal morality, the organization of the child's life, taking into account their age and individual characteristics ... Therefore, educational work should include moral ideas and be carried out in various and effective forms, meaningfully and with due emotional saturation.

Ethical knowledge is necessary for a child so that he can navigate social phenomena, be aware of his behavior, and foresee the moral results of his actions. Although moral concepts and ideas do not fully determine the appropriate behavior of preschoolers, they are an important prerequisite for it. The moral relations arising in the process of activity affect the assimilation of moral norms. Moral qualities cannot arise outside of activity. Therefore, it is very important that children have a sufficient volume of independent socially useful work and other types of activity in which their knowledge of the norms and rules of morality could be realized.

The moral formation of the child's personality is greatly influenced by situations of choice, i.e. situations in which the child must make a choice of action, guided by a moral norm known to him. The situation should be difficult enough for the child, require him to strain his thoughts, analyze his personal experience.

The effectiveness of ethical education depends on how much it is aimed at the moral development of children. Determining the content of ethical conversations, developing a methodology for their conduct, the educator should focus on qualitative changes in the personality of the child, on the prospect of his moral, intellectual and emotional-volitional development. The effectiveness of ethical conversations also depends on how skillfully the teacher worked on the feelings of the children.

The control stage of the study made it possible to come to the conclusion that the work carried out on the moral upbringing of children of the older group, with the help of ethical conversations, raised its level to high levels, which allows us to speak about the effectiveness of ethical conversations as a method of forming moral qualities.

The children were monitored throughout the experiment. There have been changes in the actions and actions of the children who have gone through the cycle of classes on the development of moral qualities. In the process of forming morality, children developed a sense of their own dignity, pride and remorse - this “inner judge”, “controller” of thoughts, actions and actions. The children began to show empathy, empathy and compassion. Parents also noticed a change in behavior. According to them, the children have become more friendly, caring and affectionate, they worry if someone is offended, they sincerely ask for forgiveness on their own.

The core and indicator of a person's moral upbringing is the nature of his relationship to people, nature, to himself. Studies show that this attitude can develop in children as early as preschool age. The foundations of the moral education of preschool children are laid at a time when kids learn to communicate with their peers, their activities expand significantly, and knowledge about the world around them is constantly growing. This process is based on the ability to understand the other, to transfer the experiences of the other to oneself.

Children's relationships are governed by moral rules and norms. Knowledge of the rules of behavior and relationships makes it easier for the child to enter the world of his own kind, the world of people.

Interest in the problem of upbringing spiritual and moral qualities, its acuteness never weakened. In the moral upbringing of modern children, negative tendencies have been outlined: books have faded into the background, their place has been taken by the TV screen, from which the characters of fairy tales, cartoon characters, who are not always distinguished by sincerity or moral purity, now constantly enter the child's life. In the education of preschool children, more attention is paid to cognitive development preparing children for school. Parents buy colorful encyclopedias for their children. They are taken to additional classes with teachers-tutors, not sparing either time or money for training. But there is no free time left for reading books together, making gifts for loved ones, for walks, joint games and so on. And who will give him moral lessons? Who will teach him, first of all, to be kind, sensitive, honest, fair? This means that we, teachers, need to fill the gap in the education of children's moral feelings and involve parents in this. And without the development of moral values in a child, the upbringing of patriotic feelings is impossible.

The problem of the formation of patriotic feelings in preschool children is relevant and significant. Patriotism is the most important moral quality of any person, expressed in deep conscious love for the native land, city. Arising at an early age, patriotic feelings are extremely important for the further formation of a personality.

In the moral education of preschoolers, the formation of humane relations between children is very relevant. In educating the moral qualities of a person, many different activities should be carried out: conversations on ethical topics, reading fiction, discussing the positive and negative actions of children. A necessary condition for the formation of the child's moral sphere is the organization of joint activities of children, contributing to the development of communication and relationships of children with each other, in the process of which the child learns socio-historical experience.

When drawing up thematic planning on the upbringing of the moral qualities of the personality of children, it should be taken into account that short-term interests, unstable attention, and fatigue are characteristic of a preschool child. Therefore, repeated appeal to the same topic only contributes to the development of attention in children and the long-term preservation of interest. Taking into account the age characteristics of children requires a wide use of play techniques, which are important both for increasing the cognitive activity of children and for creating an emotional atmosphere for the class. Thus, each topic is reinforced various games, productive activities (making collages, crafts, albums, thematic drawing). The results of the work on the topic uniting the knowledge of children are presented during common holidays and family entertainment.

The main goal of this work is to create conditions for familiarizing preschool children with moral values, as well as fostering readiness to follow them.

It is important to maintain and develop in children an interest in the adult world, to induce a desire to follow what is worthy of imitation, and to objectively evaluate inappropriate behavior and activities. Foster interest, respect and friendly attitude to people, their activities, culture, life; to form an idea about the Earth and the life of people on Earth, about their country; foster a sense of citizenship, patriotism, a tolerant attitude towards the inhabitants of the Earth.

Raising a child, raising a person in him, a personality is not an easy task, very responsible, but grateful.

List of used literature

1. Alyabyeva E.A. Moral and ethical conversations and games with preschoolers. M .: Education, 2003 .-- 202 p.

2. Bogdanova O.S., Kalinina O.D. Content and methodology of ethical conversations. Moscow: Education, 1985.275 p.

3. Bolotina L.R. , Komarova TS, Baranov SP Preschool pedagogy: a textbook for students of secondary pedagogical educational institutions. 2nd ed .. M: Academy, 1997. - 315 p.

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11. Communication and optimization of joint activities. Ed. Andreeva G.M. and Yanousheka Ya.M .: Moscow State University, 1987 .-- 264 p.

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17. Eismont-Shvydkaya G.N. Moral education of preschoolers M .: Education, 1993. - 243 p.

Application

Table No. 1. Statistics of answers of preschoolers in the experimental and control groups at the ascertaining stage

Experimental group	Control group
	Number of concepts explained	% of all concepts		Number of concepts explained	% of all concepts

2. Sveta H.			2. Anton V.
3. Denis O.



7.Sergey B.
			8. Artyom R.

10. Vanya V.			10. Luda O.

Table 2. Distribution of answers of preschoolers in the experimental and control groups at the ascertaining stage

	Number of replies
	Experimental group	Control group
1. Happiness
2. Freedom
3. Wisdom
4. Courage
5. Moderation
6. Fairness



10. Mercy

Diagram No. 1. Comparative diagram of the total percentages of explained concepts at the ascertaining stage

List of used tales and stories at the formative stage

1) "Ladoshka"

2) "Quiet"

3) "It is impossible - it means it is impossible!"

4) "Kind Kuf"

5) "Fearless, fear nothing"

6) "Gift for grandfather"

7) "Visited"

List of thematic conversations at the formative stage

1) "Always be polite"

2) "What is good, what is bad and why"

3) "Your good deeds"

4) "How can you please mom"

5) "What is friendship?"

6) "Who do people call brave"

7) "Hurry to do good"

Summary of the conversation "Hurry to do good"

Purpose: to form in children the desire to do good deeds, to awaken good feelings, the desire to change the world for the better.

1) teach to reflect on the moral essence of actions;

2) make children feel that goodness is a joy for others and for oneself;

3) cultivate kindness and mercy, respect for each other, others, the desire to help;

4) draw the attention of children to the fact that kind words must certainly be combined with kind deeds.

Course of the lesson:

I. Ethical charge.

Guys, I am very glad to see your kind faces, radiant eyes! Let's give a piece of our good mood to each other. Smile!

II. Introductory conversation.

Our today's meeting is dedicated to goodness, kindness (good words and good deeds), it is called “Hurry to do good”. Kindness ... What does this word mean? (Anya, Vika, Dasha, Denis, Ira, Sergey gave the following definition to this word: “When they do good deeds,” “you help everyone,” “you protect everyone,” “when they don’t fight”, kind").

Sergey Ozhegov gave the following definition to this word: “Kindness is responsiveness, emotional disposition to people, the desire to do good to others”. And he noted the qualities that determine kindness: virtuous, good-natured, benevolent, kind-hearted, respectable, conscientious.

Probably a truly kind person, he has all these qualities.

So guys, please remember any situation when you, your close friend (girlfriend) or relative was offended by someone? (Children talk).

Tell me, what feelings gripped you at that moment? (Children describe their condition). Do you think you were treated fairly? (Answers of children).

Now tell us, please, have there been such cases in your life when you yourself have offended someone? (Answers of children).

Now, mentally put yourself in the place of the one offended by you and think: would you want to be treated the same way? (Children may not answer, but remain silent).

There is one very important rule: "Always act as you would like them to act in relation to you."

Guys, let these golden words define all your actions in life. Each of us living on earth wants the people around us to love us, take care of us, treat us with understanding and respect.

Man is born and lives on earth in order to do good to people.

One a famous person(F.P. Gaaz) said these words a long time ago: "Hurry up to do good." Let these words become the rule, the motto of your life.

Only to the polite, well-mannered, kind person the people around you are always kind. Only such a person is loved and respected by everyone. And only such a person has loyal, reliable friends.

Guys, please tell me, is it difficult to be attentive, polite, kind to each other? (Answers of children).

Yes, I think it's not at all difficult to give up a seat on the bus to an elderly person or a woman with a child, to be the first to say hello, to be polite to parents and friends.

Let everyone now say what a good deed, an act you can do today in the kindergarten or at home, or maybe on the way home. (children answer)

Please promise me that you will definitely do a good deed today.

Sh. Generalization.

I am sure that you will always, in any situation, speak polite words, do good deeds, do good deeds.

Remember that without good deeds there is no good name, life is given for good deeds. In memory of our meeting today, I give a small heart - a symbol of a piece of my heart.

IV. Reflection. The song “If you are kind” sounds.

Children are invited to stand in a circle and talk about what feelings they had in class today, what they remember and why.

Summary of the conversation based on the story "Visited"

Purpose: to form the ability to fairly evaluate the actions of their peers.

Tasks: to teach to reflect on the moral essence of actions.

The experimenter expressively reads the story "Visited" by Y. Ermolaev.

What do you think of the boys Alik and Kostya? (the children's answers are different: “they came to visit the sick Tolik”, “they did not think about the sick Tolik at all”, “they were late for school, so they went to see Tolik”).

Did the guys come to visit a friend out of good feelings? (children's answers: “no, not of the kind,” “they were afraid that they would be scolded for being late to school,” “they decided to deceive the teacher, say that they were with a sick comrade”).

What offended Tolik? (Children's answers)

What can you call the act of Alik and Kostya?

Did the guys feel that they offended Tolik? (in one of their answers the word "insensible" sounds)

You correctly said "insensitive." And what else can you call them? (Children find it difficult to answer, the experimenter tries to help them, introduces them to the synonym for this word - "indifferent").

When a person is indifferent to another person's grief, how do they say about him? (children's answers)

So, children, you said that Kostya and Alik turned out to be insensitive, dishonest, cowards. Why does the author of the story compare boys with empty ears of wheat among ripe wheat? (The experimenter concretizes his thought, invites the children to imagine a field with ripe wheat, ears of grain poured with grain, and among them are several empty ears.)

Think, children, do people need empty ears. (children's answers)

What conclusion will you make in connection with the discussion of the story you have read? (children's answers)

The experimenter summarizes the children's utterances. Then the children are asked the question: "What is important in friendship, which must always be remembered?"

We must always help a comrade.

You have to be empathetic.

One cannot be indifferent to the grief of a comrade.

Be honest in friendship and sincere.

You can't brag about good deeds.

No need to change friends.

One must be constant in friendship.

During the conversation under the guidance of the experimenter, the children were able to draw the correct moral conclusion from the story they had read.

Table 3. Statistics of answers of preschoolers in the experimental and control groups at the control stage

Experimental group	Control group
	Number of concepts explained	% of all concepts		Number of concepts explained	% of all concepts

2. Sveta H.			2. Anton V.
3. Denis O.



7.Sergey B.
			8. Artyom R.		...

"Formation of moral qualities of the personality of senior preschoolers"

“… Of all the sciences that a person can and should know, the most important is the science of how to live, doing as little evil as possible and as much good as possible; and of all arts - the most important is the art of being able to avoid evil and do good ... ”. L. N. Tolstoy

Today you have seen the game leisure "Travel from the Land of Good". The purpose of which is to form children's ideas about moral qualities; to cultivate the desire to do good deeds; foster feelings of mutual help, mutual respect; to acquaint with the norms of Christian ethics; to awaken in them the desire to acquire good habits.

The problem of the moral development of preschool children is gaining relevance in connection with the current situation in modern society. The resulting value vacuum, lack of spirituality, caused by the alienation of a person from culture as a way of preserving and transmitting values, leads to a transformation of the understanding of good and evil in the younger generation and puts society in front of the danger of moral degradation.

A child is not born either evil, or kind, or honest, or immoral. What he will become will depend on the conditions in which he is brought up, on the direction and content of the upbringing itself.

Moral education of preschool children is one of the most difficult tasks of upbringing in a modern preschool educational institution. It is moral education that is the most important task of almost all preschool education programs. With all the variety of these programs, teachers note an increase in children's aggressiveness, cruelty, emotional deafness, isolation on themselves and their own interests. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent.

In this regard, the selection and rational use of various methods of upbringing the moral qualities of a person is currently one of the main tasks that teachers of preschool educational institutions observe. The issues of moral education, the improvement of the child have always worried society at all times. According to many teachers (L. S. Vygotsky; D. B. Elkonin; L. I. Bozhovich, A. V. Zaporozhets; Ya. Z. Neverovich, etc.) it is preschool age. In the process of moral education of a senior preschooler, the accumulation of knowledge about the norms and requirements of morality becomes important. In this regard, it is obvious that it is necessary to organize moral education of kindergarten pupils, to form their moral norms and morality. The need to organize a special work of the teacher to clarify the essence of moral norms, moral relations of a person to society, the team, work, to the people around him and to himself is also obvious. Therefore, in the upbringing of any moral quality, various means and methods of upbringing are used.

Thus, an obvious contradiction arises between the rich accumulated theoretical and empirical material of moral education and the current situation of insufficient development and assimilation of moral norms and ideas by preschool children. This determined the choice of the topic of my work: the formation of moral qualities of the personality in older preschoolers.

If in the pre-existing practice of preschool institutions, moral education was determined by ideological standards and was limited to acquaintance with some moral norms (rules of politeness, etiquette, and the methods of moral education were based on external influence on the child (the method of persuasion, suggestion, ethical conversations, then today the dominant guidelines in determining the content of moral education should be such universal values as goodness, justice, humanism on the basis of active forms of interaction between the child and the outside world.

It is very important that the moral formation of a child presupposes not only the assimilation of knowledge and ideas about moral norms and rules of behavior, the development of the habit of observing these rules and the upbringing of moral feelings, but also the development, accumulation and enrichment of moral experience in all aspects of its manifestation.

The desire to earn praise and approval from adults, to establish and maintain good relationships with people is one of the most significant motives for interpersonal behavior for a child in older preschool age. Another equally important motive is the desire for self-affirmation. V role-playing games children, it is realized in the fact that the child seeks to take on the main role, to lead others, is not afraid to enter into competition and at all costs seeks to win in it.

In accordance with the FGT, I used the following forms of organizing children: directly organized educational activities, joint activities of children and adults, independent children's activities, additional education children under the Kind World program.

GCD included various forms of work with children:

Familiarization with folklore

Theatrical performances

Conversations of spiritual and moral content

Orthodox holidays

Children's art exhibitions

Excursions around the city and to the Temples

Project activities.

Role-playing games.

Individual work with children (situational conversations).

The formation of the spiritual and moral qualities of the preschooler's personality runs like a red thread in the content of all educational areas:

Socialization:

Formation of moral ideas about the norms of social relations and models of behavior,

Formation of family citizenship, education of patriotic feelings.

Cognition:

Introducing children to the origins of Russian folk culture

Acquaintance with the history of the hometown

Acquaintance with Orthodox holidays

Ethical conversations.

Reading fiction:

Acquaintance with folklore (fairy tales, epics, etc.)

Artistic creation:

Acquaintance with folk crafts, creativity

Acquaintance with folk music

Physical education:

Acquaintance with folk games.

In the general system of moral education, an important place is occupied by a group of means aimed at the formation of judgments, assessments, concepts, at the education of moral convictions. This group also includes communicative communication, and in particular - ethical conversations. The software for the "Good World" program and the work program "Let's live in harmony" are of great help to me in the selection of materials for ethical conversations.

The attempts made to date to educate the spiritual and moral personality of the child show that the most weak point in this activity is the family. Many parents simply do not know that it is in the preschool age that social norms, moral requirements and behavior patterns are learned on the basis of imitation. Therefore, it is necessary to help parents realize that, first of all, moral and spiritual customs should be preserved and transmitted in the family.

The family is traditionally the main educational institution. What the child acquires in the family in childhood, he retains throughout his subsequent life. The importance of the family as an institution of upbringing is due to the fact that the child is in it for a significant part of his life, and in terms of the duration of its impact on the personality, none of the institutions of upbringing can compare with the family. It lays the foundations of the child's personality, and by the time he enters school, he is already more than half formed as a person.

The positive impact on the personality of the child is that no one except the people closest to him in the family - mother, father, grandmother, grandfather, brother, sister, treats the child better, loves him and does not care so much about him.

Results of the work done.

Work on this topic has been underway for the second year.

During the period of work on spiritual and moral education, the process of spiritual and moral education of children has been activated in close cooperation with the families of pupils. At this time, various activities were carried out to familiarize our children with the cultural and historical heritage of the country and the formation of the spiritual and moral qualities of the personality of older preschoolers.

Much attention was paid to the peculiarities of the formation in children of knowledge and ideas about the norms and rules of behavior in society; emotional-value attitude to these norms and rules; experience of morally directed actions and creativity in solving moral problems, choosing a method of action in various life situations. We used problem situations, conversations, games, exercises aimed at the formation of value orientations and various components of the spiritual and moral education of preschoolers.

We are constantly working on this topic. Previously, the children were engaged in several classes, additional texts of literary works were read, and many ethical conversations were held.

www.maam.ru

Fairy tale as a means of forming moral qualities in children of primary preschool age

Presentation speech

(Slide 1) Dear colleagues! Today I will present to your attention the theme of my creative work "Fairy tale as a means of forming moral qualities in children of primary preschool age."

Today, the issue of upbringing the personality of the younger generation is very acute. The reason for this is a sharp decline in morality and ethics in society, the disappearance of positive attitudes and guidelines. Influenced by far from moral cartoons, children's ideas of moral qualities are distorted: about kindness, mercy, justice.

The number of preschoolers in whom teachers and parents report behavioral disorders in the form of anxiety and hyper-activity has increased. Observing four-year-old children, sometimes you can observe a certain tendency towards hostility, unwillingness to share toys, to help a friend in a difficult situation. The skills of compassion and empathy are poorly developed in children.

Therefore, it is so important to lay the foundations of morality, to educate moral values from the very early age when the character is formed, the attitude to the world, to the people around. After all, from birth, a child is aimed at the ideal of good. The importance of this task is obvious. It is in the preschool age that the basic ethical instances are formed, the foundations of the personality and attitude towards other people are formed and strengthened.

At the same time, the methods of such upbringing are far from being so obvious and present a serious pedagogical problem.

(SLIDE 3) Analysis of scientific literature shows that the problem of moral education of children was the subject of close attention of many famous classics of foreign and Russian pedagogy: you can see these famous names on the slide. J. A. Comensky, J. J. Rousseau, J. Locke, I. F. Herbart, I. P. Pestalozzi, N. I. Pirogov, K. D. Ushinsky, L. N. Tolstoy, A. S. Makarenko, V.A. Sukhomlinsky and others.

At the same time, the available material on the problem of the formation and development of morality must be subject to comprehension from the point of view of modern socio-economic transformations taking place in society.

Many modern scientists - teachers and representatives of the pedagogical community pointed out the great role that the fairy tale plays in the formation of the personality of a preschooler. (SLIDE 4) In their opinion, all the most valuable, polished over many centuries, can and should be used in the educational work of kindergartens. The tale shows a person's life in society, the features of relationships between people. The transfer of moral behavior in them occurs not through abstract concepts, but through the actions of real heroes, whose behavior is significant for the child.

A fairy tale forms the moral baggage of a child and is a powerful, effective means of moral education of children.

In the practice of the preschool educational institution, there are many different programs to familiarize children with fiction, which solve the problems of developing speech, and the problem of forming moral qualities in children is almost not solved. Such a narrow use of the work, which is reduced to a mechanical transmission of the content of the text, deprives the child of the opportunity to realize, feel and correctly evaluate their moral essence.

In addition, there is no system of work on the effective use of fairy tales in the formation of moral qualities, moral stability of the personality of a preschooler; the pedagogical conditions for the effective use of fairy tales in the moral education of children have not been identified.

Thus, a contradiction arises between the enormous potentialities of a fairy tale in the moral development of preschoolers and the insufficient development of methods for the formation of moral qualities in children in the process of familiarizing themselves with a fairy tale.

The highlighted contradiction indicates the problem of developing a system of work aimed at the formation of moral qualities in the process of familiarization with the fairy tale.

This problem determined the theme of the creative work "Fairy tale as a means of forming moral qualities."

The methodological basis of my work is the methods and developments presented on the slide (SLIDE 6) Vinogradova A.M., Penkovskaya L.A., Vodovozova E.N., Bure R.S., Ushakova O.S., Gurovich L.M., Professor Natalia Nikolaevna Svetlovskaya "Fundamentals of the Science of the Reader", methods of working on the expressiveness of Lyudmila Petrovna Strelkova; the program "Education by a fairy tale" by Larisa Borisovna Fesyukova.

Based on the foregoing, as well as the analysis of scientific literature, the object and subject of research were identified and the goal and objectives were formulated. You can see them on the slide (slide 7) (You can read the goal)

(Slide 8) The stages of work are also defined. There are three of them, these are preparatory, transformative and reflexive-generalizing. At each stage, certain tasks are set. You can see them on the slide.

(SLIDE 9) When creating a unified pedagogical space, we identified areas of work with children and parents of pupils. In each direction we have set ourselves tasks that solve the implementation of creative work. This (you can read it or not read it from the slide)

Having studied the methodological and pedagogical literature on the issue of moral education of preschoolers, we identified (Slide 10) the mechanism of moral education in general. Following the statements of the psychologist E.M. Grunelius about the patterns of the formation of moral concepts in a child, which are formed according to the scheme from image to desire, then the formation of feelings and the formation of thoughts, we identified the main stages of work on a fairy tale.

(SLIDE 11) Stage 1 is an acquaintance with a fairy tale, which solves the problem of developing an emotional attitude to the actions and heroes of the fairy tale, through reading, telling, conversations and questions about the content, considering illustrations, videos. Stage 2 - children's emotional perception of a fairy tale. At this stage, the task is solved to consolidate the content of the fairy tale and understand how the children understood the essence of the fairy tale and what attitude arose to the heroes, events and phenomena, through the children retelling the content of the fairy tale, table theater, outdoor games with the characters of fairy tales.

(SLIDE 12) Stage 3 is a reflection of the child's attitude to the characters, events, phenomena of the fairy tale in productive activity. The purpose of which

develop the skills of empathy, sympathy for the fate and actions of the heroes of the fairy tale, expressing their attitude to the heroes and embodying their experiences in productive activity, through productive activities. And stage 4 is preparation for independent activity when playing out stories from fairy tales, games of dramatizations, theatrical, creative games

which contributes to the development of sympathy and understanding of the moral lessons of the tale, the ability to evaluate the actions of the heroes and the people around them.

(SLIDE 13) At the first stage of working with a fairy tale, we identified the generally accepted classification of fairy tales. This (you can read the slide).

According to this classification, they compiled a card index of fairy tales corresponding to the peculiarities of the upbringing of moral qualities in children of primary preschool age.

(SLIDE 14) Education of moral qualities in early preschool age has its own characteristics. Children of younger preschool age are characterized by great emotional responsiveness, imitativeness is a specific feature, social need begins to be clearly expressed. Children are very attentive to the words of an adult, especially if this is motivated by an action, a process, a desire to earn praise. But, nevertheless, for children of primary preschool age, concreteness of thinking is characteristic, therefore, the implementation of instructions can depend on the situation. Children do not know how to correlate ideas about the moral standard with their actions. This age is experiencing a crisis of three years, therefore, children show self-will, negativism, and with incorrect communication with a child, it can result in aggressiveness.

According to these features, we analyzed the tasks of moral education younger preschoolers according to the Verax program.

(SLIDE 15) For example, you see how one of the tasks of moral education becomes more complicated at each age stage of younger preschool age (read the slide tracing the complication of the task)

These tasks for the formation of moral qualities are solved at the subsequent stages of working with a fairy tale. (SLIDE 16) On this slide you can see the moral qualities that are formed in the process of working with a fairy tale.

For the emotional perception of fairy tales by children, we have created conditions that meet all the requirements of children's perception of works of art: (SLIDE 17) This is a corner of the book with a selection of colorful books and illustrations based on fairy tales.

(SLIDE 18) Selected different types of theaters.

(SLIDE 19) Given the availability of the location of the subject-developing environment for theatrical activities, children have the opportunity with a teacher and independently play stories of fairy tales using different types of theater.

(SLIDE 20) Also, in order to fully understand the essence of the fairy tale and express our attitude towards heroes, events and phenomena, we have compiled a card index of active, creative games and sketches.

(Slide 21) Starting work on a creative topic, we believe that the moral education of younger preschoolers will be more effective when using a fairy tale as a pedagogical tool, if the work is carried out purposefully in accordance with the planned plan, taking into account the individual and age characteristics of children.

(Slide 22) Thank you for your attention!

Attached files:

	prezentacija-jatchenko-v-v_di2gt.ppt \| 5588 Kb \| Downloaded: 329

Work in this plan is planned through all sections of the activity: management, methodical work, work with parents and children.

In order to develop an integral preschool educational institution management system and implement an innovative activity plan, the author constantly carried out control and analytical activities, which included:

Analysis and control of the professional competence of teachers;

Analysis and control of diagnostics of children on the topic;

Analysis and control of work with parents;

Analysis and control of the organization of events.

The results of this activity were considered at pedagogical councils, planning meetings, production meetings and general parent meetings.

As a result of the author's control and regulatory activity system, both positive and negative results were revealed through all types of control, which made it possible to quickly navigate in the further choice of the content of forms and methods of work.

As a result, on the implementation of the plan for innovative activities in the preschool educational institution, the author presented the analysis and materials:

At the scientific and methodological council of the Oktyabrsky District Education Committee;

At the methodical regional exhibition on the topic: "The system of innovative activities in the district preschool educational institution", where they were highly appreciated.

Conditions created at the MDOU for the moral education of preschoolers

In order to improve the theoretical and practical level of teachers in creating conditions for the moral education of children, the author organized methodological work through the following forms:

Thematic consultations on creating conditions in groups;

Methodical exhibition of literature and manuals;

Workshop on the development of projects of moral centers in age groups;

Review-competition of conditions for the upbringing of moral qualities of preschoolers.

In the course of this work, the teachers, under the guidance of the author, developed the author's models of the developing space as a single moral center. The allocation of the moral aspect takes place in all areas of children's activity through the rules of behavior, memos, drawings - diagrams, card indexes, stories-collisions.

The author's corners are decorated: "Hello, I have come", "The tree of good deeds", "The rules of our group", "I am the most, the most", "Congratulations", "My birthday". They are aimed at stimulating the development of moral and ethical qualities in children, correct self-esteem, highlighting their “I” in society and striving to do positive deeds and actions.

Equipped and equipped with the necessary teaching material:

Methodological study: programs and novelties of methodological literature on moral and patriotic education of preschoolers; advisory and recommendation material for working with teachers, parents, children; information material for parents; visual and demonstration material, posters;

The offices of the teacher - psychologist and the head of the physical education center, "musical living room". The Musical Lounge contains a library of classical and children's music, musical fairy tales to form the emotional sphere and a sense of beauty; card index of musical and didactic games for the development of moral qualities of character. Equipped with a wardrobe for theatrical activities.

Music and sports hall - aesthetically designed, which creates psychological comfort for every child.

As a result of this activity:

The level of teachers' competence in creating psychologically comfortable conditions for each child has increased;

A subject-developing environment for all age groups has been created that meets modern requirements and is aimed at developing the inner potential of self-improvement and character development in children;

Projects of the subject-developing environment of groups have been developed, taking into account the age characteristics of children.

Methodical work with teachers to improve the theoretical level and motivation to work on the moral education of preschoolers

In order to improve the theoretical level and motivate the formation of moral qualities of preschoolers with teachers, methodical work was carried out through the following forms:

- "School of the teacher" - to familiarize with the structure of the program "The main thing is character". The activity at this event was built through a cycle of classes aimed at studying the goals and objectives of this program, practical and methodological applications; studying the experience of other preschool educational institutions in the city.

Workshop-workshop on the topic: "Moral education of preschoolers, taking into account modern programs and techniques" and practical classes, which are aimed at systematizing and deepening theoretical knowledge, at understanding their own pedagogical experience, at mastering modern technologies; a review of the methodological literature revealing the relevance of work in this direction;

Thematic consultations: "Psychological foundations of moral development of preschool children", "Development of the moral sphere and communication skills in older preschool children", "Formation of relationships between children", "Formation of a feeling of love for nature in the process of walking preschoolers", etc .;

Open viewing of events by teachers - trainees for young educators,

- "Round table" - the purpose of this event: improving the system of planning the work of teachers with children on moral education, developing a strategy for interaction between specialists and educators, identifying effective work experience in this area;

- "Creative group" - whose members took part in the development of an innovative activity plan, in the development and drawing up of long-term plans for children and parents, in the selection effective methods cooperation with parents;

Individual work aimed at advising in problem situations, analyzing one's own activities, getting to know the results of the analysis;

The result of work in this direction was the following:

the level of pedagogical competence and motivational
readiness among 73% of preschool teachers;
as a result of the implementation of the integration system, the level of competence of specialists in matters of interaction has increased,
promising work plans for all age groups on the moral education of preschoolers in joint activities with the teacher have been introduced and are effectively used;
a long-term plan of work with parents on the topic "Moral education of preschoolers" was introduced.
the experience of the preschool educational institution in this area is presented at the regional methodological week for educators " Educational work preschool institutions in conditions of polyprogramming and variability ";
the developed and compiled summaries of practical activities, card indexes: didactic and story games, situations, conversations and rules;
developed and decorated: didactic games: "What to do", "The Tower of Trust", "You Can - Not", "Good - Bad", "The World of Good"; manuals: "The tree of good deeds", "Piggy bank of good deeds", "Board of moods", "Good deeds of the master", "I, you, we!" and etc.

The use of modern effective forms and methods of working with teachers allowed:

To improve the culture of interpersonal interaction of children in a group;

To increase the general social maturity of children, to reduce their aggressiveness, to educate ways of effective interaction with people.

results diagnostics of children showed:

Fostering a culture of behavior: 72% 83% 79.5%

Peer relationships: 68% 79% 78.5%

Relationship with adults: 79% 77% 81.5%

Moral character traits: 71% 84% 75%

Behavior in environment: 85%

The general indicator of the moral qualities of children in 2009 showed the level of formation in 73% of children, in 2010 the level increased by 8%, and in 2011 the level decreased by 1%.

Since when conducting diagnostics in 2011, the emphasis was mainly on the application and use of the existing knowledge of children in practice

The system of interaction between kindergarten and school in matters of moral education of children

In the course of the formation of experience, the author solved the problem of creating conditions for the formation of professional competence of all participants in the educational and educational process in matters of upbringing the moral qualities of preschoolers as an important aspect of preparing for school.

The author and the teachers of the kindergarten on this issue closely interact with the school-gymnasium №74. The joint work of pedagogical collectives is aimed at the unity of requirements in the work on the moral education of children, taking into account the goals and content of education at the age stages of the child's development. The author held a "Round Table" - at which, in the process of practical activity, a long-term plan for joint work on the topic was developed, as well as a comparative analysis of the programs of M. Vasilyeva "Education and training in the kindergarten" and LB Zankov "First class "Under the section" Moral education ", which are aimed at ensuring sustainable positive results in work.

To implement work experience, to improve the theoretical and practical level of teachers in this direction, the author compiled and developed:

Thematic consultations: "Formation of moral qualities - as the most important aspect of preparing for school"; "The need to educate moral qualities in preparation for schooling", etc .;

School of a young teacher: "Communication skills in the work of a teacher with children";

Round table on the interaction of specialists: "Joint activities of specialists, educators and teachers in matters of moral education of children."

The following were organized: a tour of the kindergarten for primary school teachers in order to familiarize themselves with the conditions for the upbringing of the moral qualities of preschoolers; methodical exhibitions of novelties of literature and accumulated materials for teachers and parents.

The result of this activity was:

Increasing the level of motivational readiness in the interaction of teachers and teachers on this topic;

Developed a plan of joint activities to educate the moral qualities of children;

Organization of a "patron pair" between a teacher and students of grade 4, a teacher and children preparatory group, which contributes to the quality of joint holidays, promotions, excursions, sports relay, and most importantly, it leads to a decrease in stress factors during the transition of a child to schooling;

Conducting on the basis of the preschool educational institution, under the guidance of the author, the regional "Pedagogical workshop" for senior educators, teachers and school teachers of the Oktyabrsky district on the organization of successively promising relations between the kindergarten and the school in matters of moral education and solving problems on this topic; "District school of the senior educator on the topic:" Formation of moral qualities - as an important aspect of preparing for school ";

The materials of the work of the kindergarten on continuity with the school were presented by the author at the methodical exhibition of the district, where they were highly appreciated.

Interaction with the families of pupils

The main tasks of joint work are:

Study of the family for the purpose of consistency of educational influences on the child; a differentiated approach to each family;

Implementation of effective forms of interaction between kindergarten and family in matters of moral education into practice.

Raising the conscious attitude of parents to the fact that they are a source of moral ideas for the child.

The author's system of work with his family is based on the active practical activities of children and adults. It has become a tradition to hold joint holidays and entertainment, excursions, creative family contests, projects and actions, and especially favorite forms of communication are: thematic meetings, "Mother's Day", "Christmas gatherings", which create a positive psychologically favorable microclimate and contribute to the formation of compensatory social skills.

In order to implement the tasks of moral education, the author successfully organizes the work of the club for parents "Me and My Family", the purpose of which is to increase the moral culture of parents, to help in understanding the process of forming a child's personality and the formation of his character.

In order to increase parental competence, as well as to study the family, the author uses active forms of work: non-traditional parental meetings, open days, thematic exhibitions, information centers, questionnaires. Parental hours are organized - this form is based on individual requests of parents, where they have the opportunity to ask questions of interest to the specialists of the preschool educational institution, as well as invited specialists.

To improve the image of the preschool educational institution and disseminate experience on this topic among parents in the magazine "Nasha Zvezdochka", articles were published: "Little games in great happiness", "We give a piece of heart!"

As a result of an informal approach in working with families of pupils:

The level of psychological and pedagogical culture and parental competence increased in 63% of parents;

The number of parents who are ready for productive interaction with kindergarten teachers has increased;

Parents became active participants in events for children / exhibitions, competitions, concerts, etc. / held in the preschool educational institution, district, city.

The complexity of the experience

The complexity of the experience lies in the systematization of the plan of innovative activities, the use of innovative technologies, in the creation of an appropriate methodological base and the choice of effective forms of methodological work that contributes to the improvement of the psychological and pedagogical competence of teachers; in organizing a creative group among preschool teachers; in organizing open events and master classes among teachers.

Targeted focus

This experience in their activities can be used by senior educators, methodologists and heads of preschool educational institutions.

Perspective

Business game for teachers "It's fashionable to be healthy"

Business game for teachers

"It's fashionable to be healthy"

Purpose: to systematize the knowledge of teachers on the issues of non-traditional health improvement of preschoolers.

to direct the efforts of teachers in the right direction, to unite them in an effort to acquire new knowledge and skills, improve professional qualities, use in practice the obtained in the process business game knowledge and skills.

Business game principles:

The principle of simulation of the situation;

The principle of problematic content;

The principle of role interaction in joint activities;

The principle of dialogical communication;

The principle of two-dimensionality of play educational activity.

Rules for participants in a business game:

Full immersion and involvement of everyone in business issues

games and the atmosphere of creativity;

Respect for what others say, even when

when they do not coincide with their own point of view;

Self-expression, when each participant in the game tries to express himself

and make a personal contribution to solving the problem;

Adaptation of knowledge and skills acquired during a business game into

practical work with children.

Criteria for evaluating activities in a business game:

Participants' activity level;

Pedagogical excellence;

Ability to find the optimal or the most simple and effective

A creative approach to solving game problems.

Business game progress:

Good afternoon, dear friends and dear colleagues! Today in our hall we are holding a meeting, which we dedicate to one of the important topics of our days - “Childhood is the foundation of health! "

Human health is the main value in life. You can't buy it for any money!

Being sick, you will not be able to make your dreams come true, you will not be able to devote your strength to overcoming life's tasks, you will not be able to fully realize yourself in the modern world, and you will also not be able to raise your children healthy and cheerful.

Therefore, our today's meeting will be held under the motto “We are for a healthy lifestyle! "(Slide 1)

It's good when in the morning

The game begins!

Laughter, fun, running around,

When the kids play.

You will envy the kids:

Both girls and boys.

Adults want to play

Yes, you need to comply with the measure.

But today is a special day

We got together for a reason.

Both adults and adults,

The game begins!

Educators are offered unfinished proverbs about health. Assignment: finish the proverbs. (slide 2)

Cleanliness - (a guarantee of health)

Health is more expensive (gold)

To live purely - (to be healthy)

Health is fine - (thanks charging)

If you want to be healthy - (temper)

In a healthy body healthy mind)

Keep your head cold, stomach hungry, and (feet warm)

What is good for a Russian is (death for a German)

Bow from (seven ailments)

To develop successfully

You need to play sports

From physical education

There will be a slender figure (Slide 3)

Competition - Crossword. Riddles about sports are made, one by one to each teacher, the presenter fills in the crossword puzzle.

1. Get up early in the morning,

Jump, run, push up

For health, for order

Everyone needs ... (Exercise)

2. He always follows the field,

Was to play fair! (Judge)

3. I have no time to get sick, friends,

I play football, hockey.

And I am very proud of myself,

What gives me health (sport)

4. He is with you and me

I walked with steppe stitches.

A marching friend behind the back

On belts with buckles. (Backpack)

5. The mesh is tightly stretched,

The goalkeeper is standing by

What is this place

Where is the blow directed? (Gates)

6. On a clear morning along the road

Dew glistens on the grass.

Legs ride along the road

And two wheels are running.

The riddle has an answer:

This is my ... (Bicycle)

7. Both boys and girls

They love us very much in winter,

They cut the ice with a thin pattern,

They don't want to go home.

We are graceful and light

We are curly. (skates)

8. To be big

become an athlete,

There is a lot to know.

Will help you here

skill

And of course ... (training)

Next competition

1. Is the cough familiar to Eskimos? (no, there are no bacilli beyond the Arctic Circle)

2. Who is the cough brother? (runny nose)

3. Is shyness a disease? (No)

4. Dirty hands disease. (dysentery, hepatitis (jaundice, tuberculosis, gastrointestinal diseases)

5. What diseases are fraught with a drink of water from a river or lake? (cholera, dysentery, hepatitis, helminths)

6. How to avoid sunstroke? (wearing a hat, drinking plenty of fluids, less exposure to the sun)

7. Notes understandable only to the pharmacist. (recipe)

8. The doctor of the spoken genre. (speech therapist)

9. Specialty of Aibolit. (veterinarian)

10. Who has pressure always on top? (hypertensive patient)

In the morning you temper

Pour cold water on.

You will always be healthy.

There is no need for further words.

The next contest "Barrel Troubles"

Participants take out barrels with numbers and answer questions:

1. The daily duration of a walk for children is ...

2. What should be done in the middle of the session?

(physical education)

3. How many times a week are physical education classes held with children 3-7 years old?

(3 times a week)

4. What is the duration of the session in the senior group?

(no more than 25 minutes)

5. How many minutes are there between classes?

(at least 10 minutes)

6. How long does sleep last for children 1, 5 - 3 years old?

(at least 3 hours)

7. What is the duration of the session in the middle group?

(no more than 20 minutes)

Competition (slide 4)

We work not only with children, but also with parents. I suggest you come up with forms of work with parents for the headings:

"Health Day"

"Useful and harmful"

"Health tree"

"Note to mothers"

"Healthy break"

"Useful little things"

"Color, light to health"

There is an image on the slides, answer: "What kind of healing does it reflect"

1) a pad with grass - herbal medicine (slide number 5)

2) disk - music therapy (slide number 6)

3) orange - aromatherapy (slide number 7)

4) soap bubbles - breathing games (slide number 8)

5) doll - art therapy (slide number 9)

6) glove - finger gymnastics (slide number 10)

7) flower - color therapy (slide number 11)

Play-Fairy Tale "Turnip" (prepared in advance (slide number 12)

Leading -

Attributes: turnip mask, shovel, purple beret, soap bubbles, vitamins, balls with thorns, "Health" mat.

There is a vegetable garden near the house. Grandmother with her granddaughter at the gate. A bug - a tail in a ringlet, dozing under the porch. Grandfather comes out onto the porch, he is dressed in a large sheepskin coat. Music can be heard from the open window to Grandfather: “Start charging, start charging! "

My health is good.

I'd better plant a turnip!

He takes a shovel and goes to the garden.

And the grandmother has no charge,

Thank God everything is in order!

The mouth opens - it yawns sweetly.

Drives the poor to sleep!

I'll start on Monday.

He sits on the bench and braids a plait.

Let's play hide and seek!

We'll do without charging!

The bug is behind the Cat, the Cat is in the window. The Mouse comes out in sports pants, a T-shirt on the body, in the legs of dumbbells.

One and two! And three or four!

I will become the strongest in the world!

I will perform in the circus -

Raise the hippopotamus!

Runs, jumps, jerks with paws.

Oh, I got tired in the morning ...

Yes, and it's time for me to bake.

Dawn is breaking. Grandfather is on the porch again. He sees a turnip in the garden and doesn't believe himself. He stood near the turnip - the turnip is higher than the cap. The same music is heard from the open window.

Eh, a bulldozer would be here,

Without it, it’s quite a disaster!

I became old and I became gray.

Decreased immunity.

It will help to raise immunity -

Purple beret! / grandfather puts on, takes, pulls the turnip /

Pulls-pulls - cannot pull.

Grandfather. Grandma!

I am now!

Oh, yes, the turnip was a success!

I read it for a long time in a smart book,

To become healthy, strong.

We must breathe correctly! / takes out soap bubbles blowing /

Grandma for Grandpa, Grandpa for a turnip. Pull-pull - cannot pull.

How to pull? Which side?

Come out, Granddaughter, to help!

It hurts my back, my hands ache!

There is only one way out:

There is more vitamin! / gets vitamins and treats Grandfather and Grandma /

Granddaughter for Grandma, Grandma for Grandpa, Grandpa for a turnip. Pull-pull - cannot pull.

No, you can't do it without the Bug!

The bug. / on the Bug's chest there is an inscription: Chow-Chow /

I'm not a simple dog

She was born a long time ago in China.

I'll tell you about SUJOK!

This is not a pie for you.

Handles / distributes balls with spikes heroes massage /

Legs / walk on the spiked rug / one, two, three!

And you have become stronger.

A bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather. Pull-pull - can't pull it out.

You will have to wake up the Cat -

Let him work a little!

So that you do not worry

Brought a bouquet of flowers.

Their healing scent

Relieve stress, give excitement! / lets you smell a bunch /

A cat for a bug, a bug for a granddaughter, a granddaughter for a grandmother, a grandmother for a grandfather.

Pull-pull - can't pull it out.

The mouse would be clicked on the yard.

Call the mouse! What a disgrace!

So far we ourselves, it seems, with a mustache!

Here Mouse jump from the mink!

She grabbed the horizontal bar.

Than to trample the garden bed uselessly -

Get started charging!

To get down to business,

We need to gain strength!

Everybody comes out in order

Do exercises together!

/ all the heroes are doing exercises together to the music /

Stand up! Exhale, inhale!

Now it's time to pull!

The mouse for the Cat, the cat for the bug, the bug for the granddaughter, the granddaughter for the grandmother, the grandmother for the grandfather, the grandfather for the turnip. Pull-pull - pulled out the turnip!

And the moral is this: Together we will solve the problem.

And we will strengthen our health!

Our strength is in the team

Health is an invaluable wealth in the life of any person. Each of us has a desire to be strong and healthy, to maintain mobility, vigor, energy as long as possible and achieve longevity. No wonder they say: "You will be healthy - you will get everything." So be healthy everyone! (slide number 13)

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