Games for the development of strong-willed character traits. A selection of games for the development of communication and moral and volitional qualities of younger preschoolers. Who is more likely to collect
Babies behave differently until they get used to kindergarten... Some quickly get used to a new environment, others are confused, frightened or aggressive for a long time, others openly resist the instructions of an adult, shout and be capricious, demanding the fulfillment of their desires.
Such outwardly dissimilar deviations in behavior indicate the underdevelopment of the moral and volitional sphere of the individual. Most often this happens when in the family, the child is either constantly taken care of, or allowed to do whatever he wants, or, conversely, fettered freedom with endless prohibitions and threats of punishment. No less harmful are the conflicting demands on the child from different family members.
An important task for teachers is to overcome these negative manifestations and organize the child's activities in such a way that his behavior is gradually rebuilt. Moreover, activities that would bring pleasure to the baby, helped in his upbringing much more than direct demands to improve, to obey adults.
The leading activity in a child before school age is a game. There are many games aimed at developing communication and moral and volitional qualities of a preschooler. At a younger preschool age, these qualities include the following:
The desire for communication,
The ability not to be intimidated by difficulties
Ability to mobilize your efforts to achieve a goal,
Ability to follow the order without disturbing others,
Ability to share toys and do something pleasant for peers,
Ability to help peers.
Each of these games teaches children the coherence of movements, which are a means of achieving a play goal. Conditions are created under which the child can evaluate the behavior of all participants in the game, including his own. This allows teachers to form friendships among children in a group.
Didactic game "Weather Forecast"
Target: Teach children to convey information using emotions, facial expressions and pantomime.
Equipment: cards with pictures or sketches of weather conditions.
Game progress: The child - "TV announcer" - sits down at the table, in front of him is a drawing or card with a schematic representation of the state of the weather (clear sunny weather, hot weather, it will be cloudy, severe frost, wind, heavy rain, thunderstorm, snowfall, etc.). He was supposed to acquaint viewers with the weather forecast, but suddenly the sound disappeared. How to communicate information without words, only with the help of emotions, facial expressions and pantomime? The announcer transmits the weather forecast without words. The rest of the children - "viewers" - try to guess it. Who will do it better?
Outdoor game "Catch-catch"
Target: Raising children's courage, the ability to mobilize and avoid danger.
Game progress: There are two "zones" on the floor - the house for the tag and the house for the rest of the guys. There is free space between them. Children join hands, line up and walk together from the line with the words: “We are funny guys, we love to run and jump, well, try to catch up with us! "- with the last words of the text, but not earlier, everyone turns their backs to the tag and runs to their house, and the tag tries to catch up with them. a new driver is selected.
Game "Be attentive"
Target: Learn to distinguish the emotions of another person, analyze, evaluate them and explain the reason for their origin.
Game progress: Offer the child to portray certain emotions with the help of movements, voice changes. You can use forfeits in the game, which will help you choose a child for showing.
Outdoor game "Empty space"
Target: Formation of volitional qualities and mastery of their behavior.
Game progress: All participants, with the exception of the driver, stand in a wide circle facing the middle. The distance between the players should be about half a step. The driver walks from the outside of the circle and recites loudly:
“I go, I go, I go, but I will choose someone.
When I knock, I will run away
Whom I knock - I will overtake.
I just can't choose "
The driver touches one of the participants on the back and rushes to run along the circle in his original direction. The selected player runs in the opposite direction. The goal of everyone is to be the first to take the formed empty place... The loser becomes the driver. If the players come running at the same time, then both of them stand in a circle, and one of those willing goes to drive ... Or, if there are several people willing, they choose the leader using a counting rhyme.
: Unlike previous games, in this one, preschoolers are offered not an imaginary situation, but a specific task, the solution of which requires the child to mobilize his efforts. The child must choose a partner for himself, thus getting the opportunity to express sympathy to one of his peers. The element of competition contained in it forces the child to be very attentive, collected, and also, not breaking the rules of behavior in joint activities.
Plot - role-playing game"Fox and Geese" (version of the folk game)
Features of the game and its educational value: This game contributes to the upbringing of organization in children, the ability to manage their behavior in a team. But its main goal is to arouse a desire to help another child. The task of the child is not only to avoid danger himself, but also to help out the one who is caught by the catcher (fox). Thus, play is essential for the moral education of children, as it instills in them the conviction that no one should be left in trouble, that one should not laugh at someone's awkwardness, because it can happen to anyone.
The course of the game and methods of its conduct... The whole group takes part in the game. A child is selected for the role of a fox, which will catch geese. The rest of the children depict geese, the owner of which is an adult (educator, parent)
An adult draws two lines on the ground at a distance of 25-30 steps. Behind one of them is the house of the owner and the geese, and behind the other is a meadow where geese graze. The circle represents the fox's hole. The game begins.
The owner escorts the geese to the meadow. Birds walk freely for a while, nibble the grass (good to use musical accompaniment). At the call of the owner, who is in the house, the geese line up at the line (border of the meadow), and the following dialogue takes place between them:
Master Geese-geese!
Geese Ha-ha-ha.
Master Do you want to eat?
Geese Yes Yes Yes!
Master Well, fly!
The last phrase is a signal: the geese run to the owner, and the fox catches them.
When the fox bites two or three geese (touches them with his hand), she takes them to her hole. The owner counts the geese, notes who is missing, and asks the children to help out the goslings in trouble. All participants in the game, together with the teacher, come to the fox hole.
Everything Fox-fox, give back our goslings!
A fox Will not give it back!
Everything Then we ourselves will take them away from you!
The teacher invites the children to stand behind him "in single file" and firmly grab each other by the waist. "Cling to me!" - says the owner. He walks up to the fox, takes her hands and says, addressing the geese: “Hold on tight. We pull - we pull. Wow! " All participants in the game, resting their feet and holding on to each other, make a movement with the body back under the words of the teacher "do it!" (two or three times).
As soon as the fox, under the pressure of this chain, takes the first step forward, the caught geese run out of the hole and return home.
Then a new fox is selected and the game starts over.
Rules of the game
- The geese run home, and the fox is allowed to catch them only after the words of the owner, "Well, fly."
- The fox should not grab the geese, it is enough just to grease the running child. The caught goose remains in place, and the fox takes him to his hole.
- All participants in the game are sent to the rescue of the caught geese.
- As soon as those helping out drag the fox (she takes a step forward), the caught geese are considered free and return to the owner.
Advice for an adult
Your behavior in this game will serve as an example for children. Try to play the game dynamically, cheerfully, arouse the desire in children to help out goslings in trouble, reveal to them the moral meaning of the actions they are taking.
When the children line up in a chain in order to stretch the fox, you need to show them how to maintain balance during the tug (spread your legs wide, put one leg slightly forward, put your hands on the partner standing in front of the waist).
If the first child holds on tightly to the adult, the chain will not fall apart. In order for the efforts of all children to be simultaneous, the adult pronounces the signal word: "Ta-ta-mute!" At the end of the game, when the fox is defeated, you need to summarize. Explain to the children that they helped their friends out because they acted together, all together.
The role of the "Boss" can also be played by a school-age child if the children play with their parents on the playground. Preschoolers even more interesting game with older children. Unfortunately, this continuity of children's ages in play activity has now been lost.
An outdoor game "Blow Up, Bubble!"
Target: Mastering by children the skills of establishing contact with peers, showing mutual attention and respect.
In this game, children acquire a new motor experience for them. On the one hand, this is a typical circle formation for a round dance, on the other hand, it is the execution of rhythmic movements subordinate to the figurative word. All play actions are performed together and by all children in imitation of an adult and each other. The game is fun and enjoyable.
Game progress: The game begins with the fact that the teacher invites all children to sit on the chairs arranged in a semicircle, and approaches one of them with the question: “What is your name? Say it out loud for everyone to hear! " The child calls his name, and the teacher loudly and affectionately repeats it: "Masha, let's go play," takes the child by the hand and goes to the next one with him, asking his name, then invites him to join them and give Masha a hand. Now the three of them are going to invite the next one. This is how all the children are invited in turn. At the same time, it is better to first approach those who express a desire to get involved in the game as soon as possible, and invite constrained, shy children last - watching how everyone willingly agrees to play, they gradually become infected with the desire to join the game. If someone still refuses to play, do not insist on it.
After all the children are invited, a long chain is formed. The teacher gives his hand to the last child and closes the circle. “Look how many of us are there! What a big circle! Like a bubble! Now let's make a little circle. " Together with the teacher, the children become a tight circle and “inflate the bubble”: tilting their heads down, the children blow into their fists, placed one under the other, as if into a tube. They straighten up, take in air, and then bend over again, blow out the air and say "f-f-f-f." These steps are repeated two to three times. Each time they inflate, everyone takes a step back, as if the bubble had inflated a little. Then everyone joins hands and gradually expands the circle, moving back and saying the following words:
Blow up, bubble
Blow up big ...
Stay that way
Don't burst !!!
Towards the end of the text, a large, elongated circle forms. The teacher enters the circle, touches each pair of joined hands, stops somewhere and says: "The bubble has burst!" Everyone claps their hands, pronounces the word "Clap!" and run into a bunch (to the center). After that, you can start the game from the beginning, i.e. inflate the bubble again. You can end the game like this. When the bubble burst, the teacher says: "Little bubbles flew, flew, flew, flew ...". Children scatter in different directions.
Rules of the game
- When the bubble inflates, move backward, and hold hands towards the end of the text.
- On the word "Clap!" the arms come apart, and everyone runs to the center.
- Give a hand to anyone who is near.
- When conducting this game, it is very important to follow the movements of the children, adhering to a leisurely and optimal pace for them.
- It should be remembered that, pronouncing the sound "f-f" when inflating the bubble, children master the correct articulation. This is a good exercise for developing sound pronunciation.
- In this game, adults often face conflicting relationships between children: some of them do not want to give a hand to a neighbor, run from one place to another, etc. Children especially often quarrel because everyone wants to stand next to an adult. Reminding children of the third rule, which is necessary for a friendly game, should not dwell on these conflicts. It is best to resolve disputes quickly and tactfully.
Outdoor game "Carousel"
Target: Develop children's balance in movement, running skills, increase emotional tone.
Game progress... The teacher invites the children to ride the carousel. He holds a hoop in his hands (being in the middle of the hoop) with multi-colored ribbons tied to it. Children take up the ribbons, the teacher moves with the hoop. Children walk and then run in circles. The teacher says:
Barely, barely, the merry-go-rounds spun,
And then, and then all run, run, run!
Hush, hush, don't run, stop the carousel,
One and two, one and two, that's the end of the game!
The children stop.
Game "Look and Tell"
Target: develop the ability to evaluate their actions, foster trusting relationships between children.
Game progress: Children take turns performing actions with toys, while others observe and evaluate.
Game "I give you a gift"
This game instills in children the desire to do something pleasant for another, for example, to give him something that he likes himself. This aspiration is the basis of a humane attitude towards people and is extremely important for the moral development of a child.
The game situation is such that the child himself chooses to whom he wants to give a gift and what exactly to give. Thus, children learn to make decisions on their own, which is quite difficult for a three to four year old child.
Introduction
Theoretical aspects of the development of will in preschool children
1. The concept of "will"
2. Development of volitional action through games in preschool age
2. An experimental study of the formation of volitional qualities in preschoolers and the influence of outdoor games on their development (on the example of older preschool children)
1. Description of the research progress
2. Experimental results and their discussion
List of sources used
Application
INTRODUCTION
In modern psychology, childhood is assigned the role of the most important period in a person's life, during which the foundations for the further development of his personality are laid, the main potential and direction of this development are revealed. Numerous studies define preschool age as developmentally sensitive mental functions, which become a kind of foundation for the further development and formation of a person. That is why the study of factors and stages in the development of a child's personality during preschool childhood is especially important for modern psychological science (Elkonin D.B., 1957, 1966; Piaget J., 1966, 1970, 1975; Bozhovich L.I., 1968; Wenger L.A., 1974; Bugrimenko E.A., 1978; Vygotsky L.S., 1982, 1983, 1984; Zaporozhets A.V., 1986; Lisina M.I., 1983, 1997; Kravtsova E.E. , 1991; Kozharina L.A., 1992; Nepomnyashchaya L.I., 1992; Kravtsov G.G., 1994; Nemov R.S., 1997; Mukhina V.S., 1999; Smirnova E.O., 1990 , 2003, 2004).
The strong-willed qualities of a preschooler's personality are best formed in the leading types of activity. This is play, learning, communication and work, with the dominance of play over other types of activity in the psychological development of the child.
Therefore, it is very important at preschool age to create all the necessary and favorable conditions for improving strong-willed character traits in different games, requiring perseverance and will on the part of the child to achieve the goals set in the game.
A positive role in the development of will in preschool age is played, for example, by games - the child's competition with other children and with adults.
Object of research: the development of will in preschool children.
Subject of research: the role of outdoor games in the development of volitional qualities in older preschool children.
The purpose of the work is to study the influence of outdoor games on the development of volitional qualities in older preschool children.
In accordance with the object, subject, purpose of the study, the following research objectives were set:
· consider the concept of "Will";
· to characterize the features of the development of volitional action through games in preschool age;
· to conduct an experimental study of the formation of volitional qualities in preschoolers and the influence of outdoor games on their development (using the example of older preschool children).
Hypothesis: the use of outdoor games has a beneficial effect on the development of volitional qualities in older preschool children.
Research methods:
· study and analysis of psychological and pedagogical literature;
· survey and diagnostic methods;
· experimental methods (pedagogical experiment);
· methods of mathematical and statistical data processing.
The experimental part of the work involved 29 children of kindergarten №71 (aged 5-6 years). At the first stage of our study, we studied volitional manifestations in children. Preschoolers were offered an outdoor game "Pulling in pairs", as well as five series of various exercises. At the second stage of the experiment in the system of outdoor games, we used relay games such as “Two Frosts”, “Wolves in the Moat”, “Geese-Swans”, “Who approached”, “Whose team is faster”, “Fight of roosters”.
The practical significance and novelty of the work: lies in the purposeful study of the influence of outdoor games on the development of volitional qualities of preschoolers of senior school age.
The structure of the work: the work consists of an introduction, two chapters (corresponding to the objectives of the study), a list of used literature.
THEORETICAL ASPECTS OF WILL DEVELOPMENT IN PRESCHOOL CHILDREN
1 CONCEPT OF "WILL"
In the history of philosophy and psychology, the problem of will is presented in two main versions: as a problem of self-determination and a problem of self-regulation (V.A. Ivannikov). Within the framework of the problem of self-determination, the concept of will is used to explain behavior that is determined not by actual, actual situational factors, but by abstract, ideal, speculative representations of the subject, that is, activity coming from the person himself (Aristotle, L.I. Bozhovich, G.F. V. Hegel, W. James, K. Levin, S. L. Rubinstein, V. I. Selivanov, D. N. Uznadze, A. Schopenhauer, N. Ach). The second approach in the psychology of will, associated with the problem of self-regulation, considers the will as a form of mental regulation of actions and various mental processes and states (M.Ya.Basov, A.V. Bykov, L.M. Vekker, L.S. P. Ilyin, V. K. Kalin, T. I. Shulga). Thus, the concept of will is one of the most general and indivisible concepts in psychology, in which the problems of determination of behavior, choice and generation of actions, their implementation, overcoming external and internal obstacles, regulation of actions and various mental processes and states are merged.
Also, will is understood as a person's conscious regulation of his behavior and activities, expressed in the ability to overcome difficulties in achieving a goal.
Will is a form of mental reflection of reality, allowing a person to overcome obstacles, achieve a subjectively set goal, allowing a person to regulate his actions and mental processes, to realize the ability to volitional regulation.
Will is a property of a person, which consists in his ability to consciously control his psyche and actions. It manifests itself in overcoming obstacles that arise on the way to achieving a consciously set goal. The positive qualities of will, the manifestation of its strength, ensure the success of the activity. Will is a person's conscious regulation of his behavior and activities, expressed in the ability to overcome external and internal difficulties in the performance of purposeful actions and deeds. Will is the ability of a person to control his behavior, to mobilize all his strength to achieve his goals. Will is a person's conscious actions based on his personal worldview. Will is the ability of a person to act in the direction of a consciously set goal, overcoming internal obstacles (i.e., their immediate desires and aspirations).
In general, as you can see, will can be understood in different ways. Firstly, the will is general, which prompts for any action, that is, in principle, a conscious desire. (It should be noted that the will is not quite a desire. R. May wrote that "it is only half of the truth to say that will is a product of desire; ... desire will never manifest itself in full force, except in conjunction with the will") secondly, will can be viewed as something that allows a person, on the contrary, to control his desires, to translate them into reality. "Will is the subject's conscious regulation of his activity and behavior, which ensures the overcoming of difficulties in achieving the goal ...". This understanding of will is associated with the concept of self-control, which, in turn, is associated with a system of motives and goals. Will is necessary to keep the subject active, or to suppress it. Consideration of will in this perspective is close to the concept of freedom in existential psychology in the sense that a person who "applies" the will must, as it were, break away from the momentary situation and either turn to his attitude towards himself, his values, or turn to imagination, logic and simulate the consequences of the intended action. In a more general understanding, will is presented by S. L. Rubinstein. It probably includes both the first and second meanings of will. Rubinstein writes: "actions governed by a conscious goal and the attitude to it as a motive - these are volitional actions." This definition allows us to clearly limit the concept of will from the concept of desire, the concept of motivation. In this definition, there is a separation from the momentary situation in the form of an attitude towards the goal, its awareness. The relationship between motive and goal is also important. In the case when the goal and motive coincide, at least in the consciousness of the subject, the subject consciously completely controls his activity, it is not spontaneous, there is a will in the activity. "Will is the ability of the system to set a goal and make efforts to achieve it."
As the basic concept describing the range of volitional phenomena, most Russian psychologists use the concept of volitional action (V.A. Ivannikov, E.P. Ilyin, V.K. Kalin, A.N. Leontiev, V.I. Selivanov, P. V. Simonov).
A significant contribution to the development of the problem of will in Russian psychology was made by V.I. Selivanov, who assigned the leading role in the formation of will to the social environment in which the life of the individual takes place. A unified line of research into the development of volitional regulation from junior preschool to student age is presented in the works of T.I. Shulgi and A.V. Bykov. In their studies, the authors consider volitional regulation as a complex, hierarchically organized functional structure formed by three links: motivational-incentive, performing and evaluatively effective. Each link of the functional structure of the volitional regulation of the personality is formed by a specific set of components and has its own sensitive periods of development. A significant amount of research in Russian psychology is devoted to the study of the development of individual volitional qualities in the process of mastering various types of activity (educational, professional, portable, etc.).
In Russian psychology, volitional qualities are understood as the volitional properties of a person as stable characteristics of his activity and relations with the real world (V.A. Ivannikov). E.P. Ilyin proposed a three-level vertical structure of volitional qualities, which includes neurodynamic personality traits, volitional effort, and motivational factors. In the studies of E.P. Ilyin and his colleagues paid special attention to the neurodynamic prerequisites for the formation of various volitional qualities: courage (N.D. Skryabin), determination (I.P. Petyaykin), patience (E.P. Ilyin, E.K. Feshchenko), etc.
The essential components of volitional action are the emergence of motivation, awareness and struggle of motives, decision-making and execution. Volitional action is generally characterized by purposefulness, as a conscious focus of a person on a certain result of activity. The first stage of volitional action is associated with initiative ", expressed in setting one's own goals, independence, manifested in the ability to resist the influence of other people. Decisiveness characterizes the stage of the struggle of motives and decision-making. Overcoming obstacles in achieving goals at the stage of execution is reflected in a conscious volitional effort, involving the mobilization of one's strength.
The most important acquisition of preschool age is the transformation of the child's behavior from “field” to “volitional”. The main characteristics of the "field" behavior of a preschooler are impulsivity and situationalism. The child acts without thinking, under the influence of spontaneously arising experiences. And the goals and content of his activity are determined by external objects, components of the situation in which the baby is. So, having seen the doll, the child starts feeding it. If a book comes into his field of vision, then he immediately throws the doll and begins to enthusiastically examine the pictures.
About 3 years in connection with the development of personal action and self-awareness, the preschooler has personal desires that cause his activity, which are expressed in the form: "I want" or "I do not want". Their appearance marks the beginning of the formation of will, when the situational dependence in behavior and activity is overcome. Now the child gets relative freedom from the situation, the ability to "stand" over it. Behavior and activity in preschool age change not only in content, but also in structure, when their more complex organization takes shape.
2 DEVELOPMENT OF WILL ACTION THROUGH PLAYING IN PRESCHOOL
In preschool age, the formation of volitional action takes place. The child masters goal setting, planning, control. Volitional action begins with setting a goal. The preschooler masters goal-setting - the ability to set a goal for an activity. Elementary purposefulness is already observed in the infant. He reaches for the toy that interested him, looks for it if it goes beyond his field of vision. But such goals are set from the outside (by the subject). In connection with the development of independence in a child, already in early childhood (at the age of about 2 years), a desire for a goal arises, but it is achieved only with the help of an adult. The emergence of personal desires leads to the emergence of "internal" purposefulness, conditioned by the aspirations and needs of the baby himself. But in a preschooler, purposefulness is manifested rather in setting than in achieving a goal. Under the influence of external circumstances and the situation, the baby easily abandons the goal and replaces it with another.
It is worth noting that the volitional qualities of a preschooler's personality are best formed in the leading activities. This is play, learning, communication and work, with the dominance of play over other types of activity in the psychological development of the child.
Note that play is one of the most remarkable phenomena of life, an activity that seems to be useless and at the same time necessary. Involuntarily charming and attracting to itself as a life phenomenon, the game turned out to be a very serious and difficult problem for scientific thought. Various researchers and thinkers heap one theory of the game on another - K. Gross, F. Schiller, G. Spencer, K. Buhler, S. Freud and others. Each of them seems to reflect one of the manifestations of the multifaceted, iridescent phenomenon of the game.
Play, since we are talking about the games of a person and a child, is a meaningful activity, i.e. a set of meaningful actions, united by the unity of motive. The widespread notion that play is only a functioning arises from the inherently indisputable fact that game action it is not done for the sake of the practical effect it has on the object being played. Yet human play is not just the functioning of systems that have matured in the body and not a movement that occurs only because an excess of unspent energy has accumulated inside the body. Play is an activity; this means that the game is an expression of a certain attitude of the individual to the surrounding reality. The play of an individual is always closely connected with the activity on which the existence of a given species is based. In animals, it is associated with the basic forms of instinctive life, by means of which their existence is maintained; in man, "play is a child of labor."
It is also worth noting that play is of great importance for the development of will in preschool children. Therefore, in preschool age, it is most important to create favorable conditions for improving volitional character traits in various games that require persistence and will on the part of the child to achieve the goals set in the game.
A positive role in the development of will in preschool age is played, for example, by games - the child's competition with other children and with adults.
In a preschooler, goal-setting develops along the line of independent, proactive goal setting, which also change in content with age. Younger preschoolers set goals related to their personal interests and momentary desires. And the elders can set goals that are important not only for them, but also for those around them. As Vygotsky emphasized, the most characteristic of volitional action is the free choice of a goal, of one's behavior, which is determined not by external circumstances, but motivated by the child himself. The motive, prompting children to take action, explains why a particular goal was chosen.
From about 3 years of age, the child's behavior is increasingly motivated by motives, which, replacing each other, are reinforced or come into conflict.
In preschool age, the ratio of motives to each other develops - their subordination. The leading method is highlighted, which separates the behavior of the preschooler, subordinating other motives to itself. Let's emphasize; that the system of motives is easily violated under the influence of a strong emotional impulse, which leads to a violation of well-known rules. For example, a kid, hurrying to see what gift his grandmother brought, forgets to say hello to her, although in other situations he always greets adults and peers. Based on the subordination of motives, the baby has the opportunity to consciously subordinate his actions to a distant motive. For example, make a drawing to please mom at the upcoming holiday. That is, the child's behavior begins to be mediated by the ideal represented model (“How happy the mother will be when she receives the picture as a gift”). The connection of motives with the idea of an object or situation makes it possible to attribute the action to the future. The subordination of motives occurs on the basis of their struggle. In early childhood, the struggle of motives and, therefore, their subordination is absent. The preschooler simply obeys a stronger motive. An attractive target directly triggers action in him. The preschooler realizes the struggle of motives as an internal conflict, experiences it, realizing the need to choose.
Let's give an example. Sometimes a nanny comes to Dasha N. (5 years 3 months). The girl treats her well, always greets her with joy and does not forget to say goodbye. Once, when the nanny was leaving, Dasha did not go out to see her off, hid, looked out into the corridor and ran away again. When the nanny left, mother asked Dasha why she hadn’t said goodbye to the nanny. The girl explained: “I pushed Rosa Vasilievna. I was ashamed to go up to her. And now I’m ashamed ... I’m ashamed that I didn’t say goodbye to her. ”
The subordination of motives in a preschooler, as shown by the studies of A.N. Leont'ev, initially takes place in a direct social situation of communication with an adult. The ratio of motives is set by the requirement of the elder and is controlled by the adult. And only later the subordination of motives appears when objective circumstances require it. Now the preschooler can strive to achieve an unattractive goal for the sake of something else that is meaningful to him. Or it can give up something pleasant in order to achieve something more important or to avoid something undesirable. As a result of this, the individual actions of the child acquire a complex, as it were, reflected meaning.
Pasha N. (5 years 7 months), running past, pushed Maxim D. (6 years). Maxim caught up with Pasha and pushed him too. In another situation, Maxim D. saw that Seryozha D. (6 years 7 months) was beating the baby. He went up to the offender, began to push, repeating: "Don't touch the little ones!"
Thus, the child's behavior turns into a non-situational personal one, loses its immediacy. It is guided by the idea of an object, and not by the object itself, that is, an ideal motivation appears, for example, a moral norm becomes a motive.
The pre-preschooler's motives are impulsive and unconscious. They are mainly associated with object-oriented activities and communication with adults.
Expanding the boundaries of a preschooler's life leads to the development of motives affecting the spheres of attitude to the world around, other people and oneself. The motives of the preschooler are not only becoming more varied, they are recognized by children and acquire different motivating forces.
Children 3-7 years old have a pronounced interest in the content and process of new types of activity: drawing, work, construction, and especially play. Play motives retain a significant incentive throughout the preschool age. They imply the child's desire to "enter" an imaginary situation and act according to its laws. Therefore, in the didactic game, knowledge is acquired most successfully, and the creation of an imaginary situation facilitates the fulfillment of the requirements of an adult. In preschool childhood, children develop an interest in new, more important, more "adult" types of activity (reading and counting) and the desire to fulfill them, which is caused by the formation of the prerequisites for educational activity. At the age of 3-7 years, cognitive motives develop intensively. According to N.M. Matyushina and A.N. Golubeva, at 3-4 years old children often replace cognitive tasks with play ones. And in children 4-7 years old, persistence is observed when solving mental problems, which gradually increases. In older preschoolers, cognitive motives are increasingly separated from play motives. The consciousness of a preschool child, especially one who has reached the senior preschool age, is already sufficiently developed. Therefore, starting from this age, it is important to ensure that volitional behavior and, accordingly, volitional qualities of the child are formed and strengthened on a completely reasonable basis. In the opposite case, it may happen that the will actually turns into stubbornness or intractability, into the capriciousness of the child.
In the senior preschool age, in the didactic game, cognitive motives come to the fore. Children receive satisfaction from solving not only a game, but also a mental task, from the intellectual efforts with the help of which these tasks were solved. In the sphere of relations with oneself, the preschooler's striving for self-affirmation and recognition sharply increases, which is due to the need to realize his personal significance, value, and uniqueness. And the older the child, the more important it is for him to recognize not only adults, but also other children.
Let's give an example. Maxim D. (5 years 11 months) was sledding down a hill. Having rolled down again, he stopped about two boys 7-8 years old. Those, seeing Maxim, smiled, and one of them said: "Look, what kind of loaf came to us." Maxim immediately jumped up, ran to his mother and began to hastily say: “Let's get out of here. I don't want to ride anymore! " "Why do you want to leave?" Mom asked. “They called me a bun,” the boy replied with resentment in his voice. The motives associated with the child's claim to recognition are expressed (at the age of 4-7 years) in competition, rivalry. Preschoolers want to be better than other children, always achieve good results in activities.
For example, children draw. The teacher takes Oli's drawing (5 years 4 months) and says: "Look how beautiful Olya's drawing is!" "Beautiful", - confirms Ksyusha O. (5 years 6 months) and continues: "Only she copied my Christmas tree."
By the age of 6-7, the child begins to relate more adequately to his achievements and see the successes of other children. If the motives associated with the child's claim to recognition among adults and children are not satisfied, if the child is constantly scolded or not noticed, give offensive nicknames, do not take into the game, etc., he may manifest asocial forms of behavior leading to violation of the rules ... The child seeks to attract the attention of other people with the help of negative actions.
Let's show with an example. Serezha P. (5 years old) has recently been attending a kindergarten and is not yet able to do many things. He especially fails at drawing. The boy chooses the combination of colors beautifully, but he lacks technical skills. During five lessons, the teacher, analyzing children's work, emphasized Serezha's failures and constantly praised the drawings of Lena, who was sitting next to him. Once, after another positive assessment of Lenin's drawing, Seryozha said: "So what, I can do that too!" - and sharply pulled the drawing towards him. The drawing was torn.
Older preschoolers strive to maintain positive peer relationships and to perform common activities. Moreover, the motives for communicating with comrades in children 5-7 years old are so strong that the child often abandons his personal interests in order to maintain contacts, for example, agrees to an unattractive role, refuses a toy.
Let's give an example. Maxim D. (5 years 4 months) made friends with Oleg V. (6 years old). The children played together constantly. Once they were joined by Oleg's brother Vanya (8 years old). He tried to attract the attention of the younger ones, showed them various toys and, in the end, began to pour water over Maxim. Maxim, after several attempts to dodge the stream of water, sprayed Vanya himself. Vanina's mother saw this, made a remark to Maxim and took the brothers to another play area. Maxim was approached by his mother. "Maxim, have you had a fight?" she asked. The boy replied: "Vanya was the first to drench himself ... But I will still go and apologize." - "But it's not your fault!" - “So what, what’s not to blame. I'll apologize anyway. I want to be allowed to play with Olezhka. "
The preschooler's interest in the world of adults expands, more clearly than in early childhood, the desire to join it, to act like an adult is manifested. These undoubtedly positive motives can lead to a violation by the child of the rules of behavior, to actions that are condemned by their elders.
For example, the father of five-year-old Gosha A. painted the window. Without finishing his work, he went to another room to talk on the phone, and when he returned, he saw that Gosha had “painted” not only the window sill, the battery, the wall next to the window (“To be beautiful”), but also himself.
Given the high incentive power of the motives associated with the desire to be like an adult, it is necessary to show the child where and how to show his "adulthood", to entrust him with some harmless, but serious and important matter, "which no one can do well without him." ... And when evaluating his act, which at first glance is obviously negative, it is necessary first of all to find out the motive that caused him.
Throughout the preschool age, the motives of encouragement and punishment, which are associated with. the desire to maintain a positive relationship with adults "to be good", make effective pedagogical assessment. For children 3-4 years old, these motives are most effective. Older preschoolers successfully overcome their own personal aspirations, not only for the sake of receiving encouragement or avoiding punishment, but also for moral attitudes.
The most important acquisition in the motivational sphere of preschoolers, along with the subordination of motives, is the development of moral motives. At 3-4 years of age, moral motives are either absent, or only slightly affect the outcome of the struggle of motives. At 4-5 years old, they are already characteristic of a significant part of children. And at the age of 5-7 years, moral motives become especially effective. By the age of 7, moral motives become decisive in terms of their motivating power. That is, social requirements turn into the needs of the child himself. But throughout the preschool age, the following features of the struggle of motives persist. As before, the child performs many impulsive actions under the influence of strong emotions. For an older preschooler, it is possible to suppress affect, albeit with difficulty. It is difficult to overcome the motives associated with organic needs, the conflict arises most clearly between social and personal motives, the choice between them is acutely experienced by the child.
A preschooler is able to make volitional efforts to achieve a goal. Purposefulness develops as a strong-willed quality and an important character trait.
EXPERIMENTAL STUDY OF THE FORMATION OF WILL-BEING IN PRESCHOOLERS AND THE INFLUENCE OF ACCOMMODATION PLAYING ON THEIR DEVELOPMENT (ON THE EXAMPLE OF ELDER PRESCHOOL CHILDREN)
1 DESCRIPTION OF THE STUDY PROCESS
Improvement of volitional regulation of behavior in older preschoolers is associated with their general intellectual development... Therefore, it is practically impossible to educate a child's will in isolation from his general psychological development. A significant role in the psychological development of the personality, in the formation of its properties and the enrichment of its internal content, as well as moral and volitional qualities, is assigned to the game. It is known that the age-related feature of a preschooler is a general lack of will. Therefore, a correctly organized play activity of a child contributes to the formation of such volitional qualities as responsibility, perseverance, perseverance, decisiveness, endurance.
Experimental work on the formation of volitional qualities of a personality in the process of playing activity was carried out with a group of preschoolers from kindergarten No. 71 in Kazan. There are 29 people in the group.
The research consisted of several stages.
At the first stage of our study, we studied volitional manifestations in children. Outdoor games were offered to preschoolers. This was done in order to create conditions that require certain volitional efforts from the child to achieve personal success. In addition, these games revealed the goodwill of children in relations with adults and peers. Each game helped to determine how well-developed children's coordination of movements, actions that are a means of achieving a game goal, as well as volitional qualities: endurance, perseverance, perseverance in children.
The game "Pulling in pairs".
The players were divided into two teams and were lined up near the center line, one team facing the other. For each team, another line was drawn two meters away. The players firmly grasped their right hands, the left one on the belt or behind their backs. On a signal, the participants pulled the players of the other team behind the line behind their backs. The game continued until all the players were pulled in one direction or another.
The winning team was the one that managed to outweigh.
The analysis was carried out according to the scheme:
Does the child know how to hold and achieve the goals set by the adult.
Is he able to independently set a goal and be guided by it in activities, achieve a result. The reasons why the goal is not achieved.
Does the child know how to restrain his emotions (not cry if it hurts) and immediate desires (help the attendants, the teacher when he wants to play; not shout out, but wait for his turn).
When choosing exercises, a number of generally accepted requirements were taken into account (compliance with age capabilities, accessibility for children, simplicity and clarity of the survey), as well as the presence of difficulties of an objective and subjective nature; correspondence of the results of the exercises fulfillment to the main features of the studied qualities of will. Such signs were considered the ability to focus for a long time on the achievement of the goal, the ability to mobilize their capabilities to overcome difficulties, the desire to achieve positive results. In this regard, the following results of performing various exercises were used as the main quantitative indicators of volitional qualities - the maximum duration, the number of repetitions, the height and length of the jump, the throw distance, etc.
To compare different exercises with each other (in terms of the effectiveness of assessing the studied qualities of will), the coefficient of variation was used), which is a dimensionless quantity and does not depend on the units of measurement.
The search experiment consisted of five series, in which 16 physical exercises of a different orientation were subjected to experimental verification. In the first series, a group of short-term and one-time exercises of a speed-strength nature, the implementation of which required short-term efforts from children (7 exercises), was tested and analyzed. In the second series, two short speed-strength exercises of varying degrees of complexity were considered. In the third series, two exercises of a static nature were analyzed. In the fourth series, the repetitive and long-term exercises of lifting a medicine ball, jumping over the ball, squatting, and running were studied. The fifth series was devoted to the analysis of one exercise of the previous series, in new conditions - in a competitive environment. Before performing all the exercises, the children were given a single instruction to do the exercise "to failure." The volume, duration and intensity of the exercise were determined by the child arbitrarily. The exercise conditions for all children were standardized.
Note that, based on the analysis carried out earlier, we can conclude that, in general, the system of work on the formation of volitional qualities of preschoolers through play is important to educate volitional qualities: independence, perseverance, responsibility. Successful schooling is impossible without them. These qualities are brought up not only in the classroom, but also in other activities. The ability to volitional tension is created through constant exercise. Household labor is an effective means of instilling will. The need for it arises in kindergarten and at home, its vital necessity is clear to the child. To participate in it, children must master certain skills, skills in handling tools, must understand its purpose, plan and control their actions, and make efforts. Thus, this work brings up the qualities necessary for a child in any activity, including educational.
A child of older preschool age can: participate in cleaning the apartment, wash and wipe toys, wash doll clothes, their own socks, iron small things, help adults prepare food, help set the table and clear the table, wash tea dishes. An older preschooler can learn to make his bed, and this will become his constant responsibility. He can take care of his clothes and shoes. With systematic work, the child quickly masters the skills necessary for the performance of this work. Household labor is rather monotonous. Therefore, many children, who at first were willing to do this work, soon lose interest in it. Sometimes parents claim that their children enjoy sweeping the floor. However, it turns out that they do not do it systematically, but when they want to do it. But if sweeping the floor becomes his constant duty, then not every child will be as willing to do it without reminders. And if a child remembers his responsibilities, diligently brings the matter to the end, then we can say that he has a sense of responsibility, that he can be persistent. Essential in characterizing the child's volitional actions is their motive: why does he show persistence, what prompts him to do the job? The motives can be different: both socially directed and selfish.
How should the work of children in the family be organized and how should it be directed so that it fosters perseverance and responsibility? First of all, as adults, you must determine what household chores your child will perform. If earlier he did not have responsibilities, then they must be introduced gradually. At first, it is better to do the work with the child. Then you can allocate part of the general work to him for independent execution. It is necessary to take into account the peculiarities of his nervous system and physical capabilities. When giving assignments to your child, explain to him the purpose of the upcoming work. Parents often make a mistake: having given a task, they do not indicate the final result of it. This complicates the possibility of self-control and evaluation of results, reduces the purposefulness of actions and a sense of responsibility in children. There is a need for systematic adult control over the child's activities, even if the child already has a good command of labor skills. Adult control affects the nature of the child's actions, prevents mistakes. The child is encouraged to overcome difficulties by the approval of the parents, the expression of joy at his success, praise, the manifestation of trust, support in case of failure, the provision of necessary assistance, a reminder of how well he coped with the difficulties. But you cannot praise the child too much. Responsibility is fostered by a discussion in the family circle about how the child worked, what he did well, what he did not succeed and why.
Children, starting a business, are not able to foresee the difficulties that may arise on their way, to assess their strengths, skills, knowledge. If they do not receive the necessary assistance in a timely manner, they may lose interest in the case and abandon their goal. Therefore, the task of adults is to provide the child with some help, to make him want to overcome difficulties and achieve results.
Therefore, in preparation for the second stage, we analyzed various outdoor games. Thus, the goal of the second stage was the formation of the following volitional qualities in preschoolers: discipline, independence, perseverance, endurance, decisiveness, perseverance, responsibility.
The program of outdoor games for the development of volitional skills in older preschool children is pre-set in Appendix 1.
As you can see from the table presented in the appendix, our program included three blocks:
Organizationally, the work looked like this game lessons were carried out 2 times a week for 40 minutes.
Outdoor games for the development of decisiveness, perseverance, perseverance, speed and dexterity were carried out running games ("Two Frosts", "Wolves in the Moat", "Geese-Swans"), in which children, after a fast run with dodging, jumping, jumping, could rest ... Games with rhythmic walking and additional gymnastic movements, which required organization, attention, endurance, and coordination of movements from the players, contributed to general physical development (for example, the game "Who came up"). Outdoor games require the participants to possess some playing skills and organized behavior, and also contribute to the formation of volitional qualities. It was held sports entertainment, which included relay races in pairs.
"Whose team is faster." The participants were divided into two teams. The players of each team formed pairs, standing with their backs to each other and grabbing each other with their elbows. At the signal, the couples ran to the turning stand, located 8-10 meters away, rounding it, and returning back. After the first pair crossed the starting line, the second started running, and so on. The first team to finish the relay won.
"Fight of the roosters". The players were divided into two teams and stood in 2 ranks one against the other. A circle with a diameter of 2 m was drawn between them. The captains sent one "rooster" into the circle. The "roosters" stood in a circle on one leg, bent the other, held their hands behind their backs. At the signal, the "roosters" tried to push the opponent out of the circle with their shoulder or force him to stand on both feet. Whoever succeeded - got a point for his team. When all the "roosters" took part in the game, the points were calculated. The team with the most points won.
With the help of relay games, children formed such strong-willed qualities as perseverance, perseverance, responsibility, decisiveness, independence, endurance, discipline. In the relay "Whose Team is Faster" some children could not show perseverance, perseverance while running in pairs with their backs to each other and grabbing each other with their elbows. They let go of their hands, pushed each other, did not reach the intersection of the start line. This couple was brought back, focusing on perseverance, determination, perseverance. In the relay, there were cases when they showed indecision, violated the rules of the game. Games have shown how important it is for children to have such qualities as perseverance and perseverance. We tried to create conditions under which the child could evaluate the behavior of all participants in the game, including his own. These games developed determination in children. If at the beginning of the game the children doubted, showed indecision, then in the end they could already on the contrary - show determination, take part in the game.
So, we have conducted a system of games aimed at developing the volitional qualities of the individual. Preschoolers were created such conditions that formed their ability not to be afraid of difficulties, the ability to mobilize their efforts to achieve the goal in the game; the ability to follow the order, without disturbing others, not shouting out and not breaking the rules of the game. The participation of children in the games we proposed contributed to their self-affirmation, developed perseverance, the desire for success.
2 EXPERIMENTAL RESULTS AND THEIR DISCUSSION
Comparison of exercises of all series showed that repeated long-term exercises of the fourth series were the most effective for assessing purposefulness and perseverance. If for the first group of exercises the coefficient of variation varied within 0.08-0.27, for the second - 0.28-0.41, for the third - 0.54-0.56, then for the fourth group it was significantly higher - 0 , 67-0.93. Although the coefficient of variation in the fifth bag of exercises also turned out to be relatively high 0.64-0.82, but in comparison with the previous group, due to additional motivation, the average values of indicators (for example, running time) significantly increased and the emotional arousal of children increased significantly, so the use of these the exercises in practice were more difficult.
The results obtained in the formative experiment made it possible to draw a conclusion about the greatest effectiveness of repeatedly repeated long-term exercises as control exercises, as well as the possibility of using similar exercises as the main means of developing purposefulness and perseverance in the process of motor activity in older preschoolers.
The results of the study were placed in table 1.
So, from table 1 it can be seen that in many children decisiveness and independence prevail, such volitional qualities as perseverance, perseverance, endurance are poorly developed.
Table 1
Results of the study of volitional qualities of preschoolers (discipline, independence, perseverance, endurance, decisiveness, perseverance, responsibility)
№ The name and surname of the child What volitional qualities are formed in the child 12345671234567891 Abramova Elena ++ _ ++++ 2Averchenko Dmitry _ ++ __ ++ 3Bogachev Ruslan +++ ___ + 4 Borisov Irina _ +++ __ + 5 Bortnikova Diana + _ + _ + _ + 6 Bragina Polina_ ++ ____ 7Burtseva Regina _ ++ ____ 8B. Anastasia + __ ++++ 9 Gudochkin Oleg + _ + _ +++ 10 Gudkov Alexander __ +++ _ + 11 Evstegneev Valentin ++++++ _ 12 Zharkov Alexander ___ + __ + 13 Zubarev Valery _ ++ _ +++ 14 Igonin Stanislav + _ + _ ++ _ 15 Krasnova Luiza + _ +++++ 16 Krasnova Diana _ + __ +++ 17 Lukina Anastasia ___ + __ + 18 Morozova Yulia +++ _ + __ 19 Morozov Dmitry _ ++ _ + _ + 20 Marakin Alexander ___ + __ + 21 Markina Alina ___ + ___ 22 + Odintsova +++++ 23Odintsov Denis _ + __ + __ 24 Pakhomov Alexandra _ + __ + __ 25 Paranina Victoria ++ ___ ++ 26 Farrukhov Eldar _ + _ + _ + _ 27 Khuzina Yvette ___ + ___ 28 Chursina Aneta + _ + _ ++ _ 29 Shchepetkov Evgeniy + __ +++ _
It should be noted that some children lack discipline and responsibility. So, we have identified the following levels of formation of volitional manifestations in children:
High level - the child independently sets a goal and is guided by it in activities, knows how to restrain his emotions and immediate desires. The child has formed such strong-willed qualities as discipline, independence, perseverance, endurance, decisiveness, perseverance, responsibility.
Medium - the child sets a goal on his own, but is not guided by it in his activity, does not know how to restrain his emotions and immediate desires. The child has formed only some volitional qualities: responsibility, endurance, independence.
The child does not know how to independently set a goal, be guided by it in activities, does not know how to restrain his emotions and immediate desires. The child has not fully formed volitional qualities.
We got the following: 4 children showed a high level of formation of volitional manifestations; 15 - average and 10 children - low level. high level - 14%; medium - 52%; low - 34%.
Various outdoor games were held with children in kindergarten.
After the second stage of the experiment, we carried out repeated diagnostics of preschoolers, which showed the following results:
· 16 - medium (previously 15);
Let's show it as a percentage:
· high level - 24%;
Medium - 55%;
· Low - 21%.
Thus, we see an improvement in the results of children with repeated diagnostics, which indicates that our experimental work was successful.
game strong-willed preschool purposefulness
Will characteristics:
1.Conscious mediation.
2.Mediation by the internal intellectual plane.
.Relationship with the "should" motive.
.Connection with other mental processes: attention, memory, thinking, emotions, etc.
The system of work on the formation of volitional qualities of preschoolers through play is important to educate volitional qualities: independence, perseverance, responsibility. Note that without these qualities, successful education at school is impossible, and accordingly, their development is of great importance for a preschooler.
The program developed by us in the course of work allows older preschoolers to form the ability not to be afraid of difficulties, the ability to mobilize their efforts to achieve the goal in the game; the ability to follow the sequence, without disturbing others, not shouting out and not breaking the rules of the game. That is, the participation of children in the games we proposed contributed to their self-affirmation, developed perseverance, the desire for success. Thus, the hypothesis was confirmed. Introduction of outdoor games into the system preschool education allows you to form discipline, independence, perseverance, endurance, decisiveness, perseverance, responsibility in older preschoolers.
CONCLUSION
Thus, volitional actions are deliberately controlled actions aimed at overcoming difficulties and obstacles in achieving the set goals. The key characteristic of volitional action is the struggle of motives. The characteristics of the will include: conscious mediation, mediation by the inner intellectual plane; relationship with the motive "should"; connection with other mental processes: attention, memory, thinking, emotions, etc.
The intensity of volitional effort depends on the following qualities (factors): personality outlook; moral stability of the individual; the degree of social significance of the goals set, etc.
Will can be understood in different ways. Firstly, the will is general, which prompts for any action, that is, in principle, a conscious desire.
"Will is the subject's conscious regulation of his activity and behavior, which ensures the overcoming of difficulties in achieving the goal ...".
In a more general understanding, will is presented by S. L. Rubinstein. It probably includes both the first and second meanings of will. Rubinstein writes: "actions governed by a conscious goal and the attitude to it as a motive - these are volitional actions."
A child without the help of an adult will never learn to control his behavior, to look at himself from the outside. He can become aware of his activity and himself in it only in communication and joint activity with an adult. The development of will takes place in all types of activity, where the child must restrain his obsession and achieve the set goal. So, when mastering physical culture and dance movements, one must strictly follow the pattern or example given by adults, suppressing unnecessary movements. Illustrative examples help your little one to act in accordance with the requirements. Arbitrariness also develops when children are given the task of inventing and showing a new movement.
Didactic and outdoor games are of great help to preschoolers in the ability to manage themselves. The rules become a fulcrum that helps the child to be aware, control and evaluate their actions. Didactic games more often proceed as joint. Therefore, in them, the baby has the opportunity to compare himself with his peers, to look at himself through their eyes, which greatly facilitates self-control, makes it meaningful. In games, children overcome momentary desires and even some internal difficulties. For example, despite the fear of being caught, the toddler does not run away before the signal sounds to allow him to run. Such games are especially important in the development of will and volition in younger and middle preschoolers, but they do not lose their importance even at an older age.
In the course of the experimental part of the work, we were convinced that the introduction of a system of outdoor games allows the development of volitional qualities in preschool children.
We have developed and proposed a program for the formation and development of volitional qualities in older preschool children, which included three blocks:
.Games for the development of determination, perseverance, perseverance, speed and dexterity (running games ("Two Frosts", "Wolves in the Moat", "Geese-Swans");
.Games with rhythmic walking and additional gymnastic movements for development: organization, attention, endurance, coordination of movements (which also contributed to overall physical development) - (Games: "Who approached", "Whose team is faster", "Fight of roosters";
.Relay games for the development of such qualities as: perseverance, perseverance, responsibility, decisiveness, independence, endurance, discipline (Relay "Whose team is faster."
Game lessons were held twice a week for 40 minutes. After the second stage of the experiment, we carried out repeated diagnostics of preschoolers, which showed the following results:
· 7 children showed a high level of formation of volitional manifestations (previously there were 4);
· 16 - medium (previously 15);
· 6 children - low level (previously 10 children).
Let's show it as a percentage:
· high level - 24%;
Medium - 55%;
· Low - 21%.
Thus, the hypothesis was confirmed. The introduction of outdoor games into the system of preschool education allows older preschoolers to form discipline, independence, perseverance, endurance, decisiveness, perseverance, responsibility.
Based on the work done, I formulated the following recommendations for the development of volitional qualities in preschool children.
Closely monitor how the child shows independence, notice and in every possible way support any of its signs.
2. If a child declares “I myself” and clearly claims to do something on his own, without interference from the people around him, then you should not actively interfere in his affairs, except, of course, in cases where the child can involuntarily harm yourself or spoil any valuable thing. But even in these cases, the adult's intervention in the child's affairs should be non-intrusive and, if possible, imperceptible to the child himself.
The independence of the child should be especially welcomed when the child tries to do something as best as possible, while showing initiative and perseverance, desire and readiness to overcome obstacles. Encouragement should take place even if the child tried to do something himself, but he did not succeed. The main thing is that in the consciousness of the child himself, the rewards he receives are associated with diligence, and not only and not so much with the high assessment of his abilities by adults.
In the practice of pedagogical communication with a child, rewards should dominate over punishments, which in turn plays an important role in the development of his volitional qualities. This practice of communication creates favorable conditions for strengthening the motive for achieving success, associated with will.
It should also be borne in mind that a truly developed will is based on the mind and consciousness of a person, i.e. is based not on a blind, unconscious, intellectually uncontrollable force such as stubbornness, but on conscious, reasonably made decisions. Even in a rational person, his decisions are implemented by an effort of will.
The consciousness of a preschool child, especially one who has reached the senior preschool age, is already sufficiently developed. Therefore, starting from this age, it is important to ensure that volitional behavior and, accordingly, volitional qualities of the child are formed and strengthened on a completely reasonable basis. In the opposite case, it may happen that the will actually turns into stubbornness or intractability, into the capriciousness of the child.
The latter circumstance is especially important to take into account when contacting a psychological counseling center for adolescents to strengthen their will. The not entirely reasonable practice of educating the will, which is widespread at this age, is often based only on strength and physical endurance and often leads to consequences that are very far from the real development of human will and from modern culture, such as increased aggressiveness, the cult of brute force, and ruthlessness.
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Annex 1
Program for the formation and development of volitional qualities in older preschool children
Direction of studies Form of conducting Number of hours 1. Games for the development of decisiveness, perseverance, perseverance, speed and dexterity Games-dash ("Two Frosts", "Wolves in the Moat", "Geese-Swans") 61. Games with rhythmic walking and additional gymnastic movements for development: organization, attention, endurance, coordination of movements. They also contributed to the overall physical development Games: "Who approached", "Whose team is faster", "Fight of roosters" 32. Relay games for the development of such qualities as: perseverance, perseverance, responsibility, decisiveness, independence, endurance, discipline. Relay "Whose team faster »7Total: 16
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Outdoor games as a means of developing volitional qualities of primary school age children
In games with rules, volitional behavior is brought up, but this process must be carried out more purposefully. For this, approximate additional tasks were introduced in outdoor games. For example, the game "Take it quickly, put it down quickly" (we set the task - not to be distracted during execution). The game "Whoever was named catches the ball" (task: to be restrained in behavior). The game "Catching monkeys" (task: to solve difficulties independently ).
We offer some games that will help children develop the ability to control themselves, their motor and emotional reactions, observation, perseverance, endurance, follow a given rule for a long time, as well as train memory, attention, thinking and imagination.
Game "Secret Word". The psychologist or teacher agrees with the players that they will repeat all words after them, except, for example, the names of plants or pets. Instead, when you hear the name of a plant or pet, you need to stamp your foot or clap your hands twice (whistle, jump, etc.) You can assign penalty points for mistakes (of course, when the children already understand the essence of the game well). It is very good if you start keeping a record of the number of points scored in each game so that the children will see how their result changes for the better every time.
The game "Turnip" (from 4 to 8 years old). The essence of the game is similar to the previous one. Children tell the tale "Turnip" one sentence one after another in a circle. In this case, the names and names of the main characters are replaced as follows: Turnip - two claps; Dedka - the words "khe-khe"; Grandma - "oh-oh"; Granddaughter - "la-la"; Bug - "woof-woof"; The cat is "mur-mur"; mouse - "pee-pee". The main thing here is not to make a mistake and not to miss the moment to say the right word... At the initial stage and for small children, not all characters should be replaced, but some, for example, a turnip and a mouse. Instead of the fairy tale "Turnip", you can take any other Russian folk tale("Kolobok", "Teremok").
The game "Scouts" (from 5 years old). The presenter hides (puts or puts in a conspicuous place) in the room some small object (toy) that the players will look for. They can walk everywhere and look in all corners, but not open the cabinets, since the toy is in a conspicuous place. Anyone who finds a toy must keep his find a secret, not give away his find with a laugh, a look, or a word. He just sits on the chair and silently watches as the rest of the children continue their search. The one who is the first to find a hidden toy and does not give away his find, next time hides it.
The game "Pirate's Treasures" (from 4 years old). A psychologist or teacher is a pirate. He sits in certain places in the game room, and next to him, at arm's length, is some small object (treasure). The "pirate" is asleep, the rest of the players slowly, on tiptoe, sneak up on him, trying to pick up the "treasure". If the “pirate” hears any sounds, he opens his eyes, and the players must immediately freeze so that they are not “noticed”. The one who did not have time to freeze takes a few steps back. The rest continue to move as soon as the "pirate" "falls asleep" again. The one who takes the "treasure" becomes a "pirate".
Game "Attentive Detective" (from 4 years old). Find a small sheet with fairly large letters in the text (2-3 lines). Give the children markers or felt-tip pens and tell them a story like this: “The letters were going to the holiday. The letter "A" wore a red dress and the letter "C" wore a blue suit. Find on the page all the letters "A" and put them in a red dress, and all the letters "C" in a blue suit. Complicate the task as the children know the alphabet.
Turtle Race game (from 5 years old) The game can be played both in the playroom and during a walk. Children line up and, upon a signal, begin to move forward very slowly (to an agreed reference point, for example, a table or line). The winner is the one who comes to the finish line last. How difficult it is for very active children!
Game "Thumbs up, whispering together" (from 6 years old). An adult asks a question (makes a riddle). The player who knows the answer silently raises his hand, folds his fingers into a fist, and raises his thumb up. When all the players guess and raise their thumbs up, the presenter starts counting: “One, two, three ...” On the count of “three,” all the players whisper an answer together.
In addition to the above games, any games in which you need to follow the rules are suitable for the development of volitional qualities of children. This is table games: "Dominoes", "Checkers", "Chess", various "walkers" with cubes and chips. Outdoor games like the old and almost forgotten "Classics", "Rubber bands" and "Bouncers".
When playing with a child, you do not need to try to succumb to him all the time. After all, one day he will play with other children, who may turn out to be more agile and more attentive. The ability to lose with dignity (and win, of course) is also one of the indicators of a high level of self-control.
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COURSE WORK
The development of will in children through play
Introduction
Will is an important factor in the moral development of the individual, the basis for the conscious observance of the rules of behavior, ensures the choice of a way of behavior in accordance with universal human moral norms, sometimes even contrary to one's own desires. In order to achieve the goal, to bring the entrusted work to completion, to abandon the perspective cherished in dreams in the interests of a friend, a person must discover not only knowledge, skill, personal culture, but also volitional efforts.
Personal morality is a consequence of such moral volitional qualities as independence, organization, purposefulness, perseverance, discipline, courage.
The development of will begins with the first consciously directed, voluntary actions. And voluntary behavior develops with the formation of initiative - the child's independence in choosing an action, making a decision that makes it possible for her to feel herself a source of action, and awareness - the ability to understand the meaning of her activity and the situation in which this activity takes place. The ability to set more complex tasks and overcome difficulties gradually develops, which gives the actions a truly strong-willed character. This process takes 3 to 7 years. The degree of volitional development is evidenced by the ability for purposeful behavior under circumstances that impede the achievement of the goal, overcoming various obstacles.
Course work is devoted to the development of will in preschool children through play.
1. Willed personality traits of a preschool child
preschooler game volitional quality initiative
Observations of the behavior of children show that the first clear signs of manifestation of volitional behavior in them can be found between the second and third years of life. This means that it is during this period that children already have a will and they can demonstrate it. But the question remains unanswered about when the corresponding personality traits are just beginning to form in a child: after all, they are definitely not there before the age of one, but between two and three years they already exist and are manifested. It is not possible to answer this question unambiguously and convincingly, based on precisely established facts, due to the above difficulties in the psychological study of will.
However, it can be assumed that the beginning of the formation of will refers to the time when the child has the first persistent actions aimed at overcoming obstacles, supported by adults watching the children. This usually happens between the first and second years of a child's life. Strictly speaking, these, the earliest in time of their appearance, actions of the child cannot yet be called completely volitional. They may represent a purely mechanical repetition by the child of some initially not entirely successful actions. However, they are also included in the composition of volitional actions independently carried out by a person, since any such action, if it is not performed or unsuccessfully performed, is necessarily repeated by a person. When the incentives to repeat the failed actions become no longer external (encouragement or support from the people around them), but internal (the pleasure received from the fact that they managed to overcome the obstacles that have arisen and achieve the set goal on their own), we are already dealing with a volitional action. A sign that the child begins to develop his own will and the pleasure associated with it appears in connection with the successful overcoming of an obstacle is the child's independent repetition of actions that were not entirely successful in achieving the goal. This behavior can be observed in some children from about 6-8 months. For example, a baby is trying to get hold of an object or toy. He does not immediately succeed in this, but he persistently repeats the corresponding action until it leads to success, and after that he experiences obvious pleasure.
The first signs of volitional behavior observed in children, related to the second or third year of life, indicate that the so-called primary volitional qualities have formed in children. In this case, we are talking, for example, about such qualities as perseverance and stubbornness, that is, about qualities that characterize a relatively low level of volitional development of a person. The beginning of the formation of the secondary volitional qualities of the personality can probably be said only from the time when the volitional behavior of the child acquires a reasonable and conscious character. This usually occurs between the ages of 5 and 6, or earlier in toddlerhood. At this time, many children in the types of activities available to them - games, as well as, in part, in communication, in learning and work, begin to show persistence, purposefulness, responsibility, that is, actually secondary volitional qualities of the individual. The will of a person actively continues to develop further during childhood. The adolescence period is especially important in this regard, since for many adolescents willpower becomes one of the most valuable personality traits and almost all children of this age begin to purposefully and actively develop their will.
By the end of adolescence and the beginning of adolescence, the basic volitional qualities of a person can be considered mature. In practice, this means the following. Firstly, if by this age the will of a person has turned out to be developed, then he can independently manifest it in all matters for which he undertakes. Secondly, if a person has no will, then after this age it is already difficult to deal with this deficiency. Thirdly, adolescents who have a will usually begin to develop personally from this age faster than adolescents who grew up weak-willed. Outside of adolescence, that is, after 25-30 years, the will, apparently, in a person no longer develops. If by this age a person has already become strong-willed, then he will most likely remain so, if by this age he turned out to be weak-willed, then, most likely, he will remain so in the future.
What has been said, however, does not mean that the will of a person after the indicated age and in the course of his psychological development (it undoubtedly continues) does not change at all. Those changes of a volitional nature that can occur, and sometimes do occur after 25-30 years, are manifested in the fact that the volitional behavior of a person becomes more and more reasonable, conscious and balanced. Before making volitional efforts to anything, a person thinks, weighs his chances, decides for himself whether it is worth doing what requires volitional efforts from him or not, and if, after much thought, he comes to the conclusion that it is it is worth doing, only then begins to show its will. In other words, the will of a person, in the course of his psychological development, ceases to be a blind, unreasonable force and becomes a conscious help to his mind.
The development of volitional qualities of a person at the stage of senior preschool age has its own characteristics. In the scientific work of L.I. Bozovic emphasizes that volitional qualities of a person are not innate. They are formed in the course of a person's entire life and, above all, under the influence of purposeful education. The specificity of volitional actions consists in the conscious self-regulation of one's behavior in difficult conditions, when it is necessary to make proactive conscious efforts in order not to deviate from the set goal, to achieve it. An age-related feature of an older preschooler is a general lack of will.
Thus, the formation of volitional qualities of a preschooler is one of the conditions for his development in learning. It is necessary to interact between teachers and parents according to the program for the formation of volitional qualities of children. Spontaneously developed volitional qualities can influence the appearance of the affect of inadequacy, self-will and deviant behavior. The formation of volitional qualities of older preschoolers in the process of playing activity is a complex, multifaceted and long-term process. It should involve teachers, psychologists, and parents of students.
2. Studying the formation of volitional qualities in preschoolers
Improvement of volitional regulation of behavior in older preschoolers is associated with their general intellectual development. Therefore, it is practically impossible to educate a child's will in isolation from his general psychological development. A significant role in the psychological development of the personality, in the formation of its properties and the enrichment of its internal content, as well as moral and volitional qualities, is assigned to the game. It is known that the age-related feature of a preschooler is a general lack of will. Therefore, a correctly organized play activity of a child contributes to the formation of such volitional qualities as responsibility, perseverance, perseverance, decisiveness, endurance.
Experimental work on the formation of volitional qualities of a personality in the process of playing activity was carried out with a group of preschoolers of kindergarten No. 68 in Chita. There are 29 people in the group. At the first stage of our study, we studied volitional manifestations in children. Outdoor games were offered to preschoolers. This was done in order to create conditions that require certain volitional efforts from the child to achieve personal success. In addition, these games revealed the goodwill of children in relations with adults and peers. Each game helped to determine how well-developed children's coordination of movements, actions that are a means of achieving a game goal, as well as volitional qualities: endurance, perseverance, perseverance in children.
The game "Pulling in pairs"
The players were divided into two teams and were lined up near the center line, one team facing the other. For each team, another line was drawn two meters away. The players firmly grasped their right hands, the left one on the belt or behind their backs. On a signal, the participants pulled the players of the other team behind the line behind their backs. The game continued until all the players were pulled in one direction or another.
The winning team was the one that managed to outweigh.
The analysis was carried out according to the scheme:
1. Does the child know how to hold and achieve the goals set by the adult.
2. Is he able to independently set a goal and be guided by it in activities, to achieve a result. The reasons why the goal is not achieved.
3. Does the child know how to restrain his emotions (not cry if it hurts) and immediate desires (help the attendants, the teacher when he wants to play; not shout out, but wait for his turn).
When choosing exercises, a number of generally accepted requirements were taken into account (compliance with age capabilities, accessibility for children, simplicity and clarity of the survey), as well as the presence of difficulties of an objective and subjective nature; correspondence of the results of the exercises fulfillment to the main features of the studied qualities of will. Such signs were considered the ability to focus for a long time on the achievement of the goal, the ability to mobilize their capabilities to overcome difficulties, the desire to achieve positive results. In this regard, the following results of performing various exercises were used as the main quantitative indicators of volitional qualities - the maximum duration, the number of repetitions, the height and length of the jump, the throw distance, etc.
To compare different exercises with each other (in terms of the effectiveness of assessing the studied qualities of will), the coefficient of variation was used), which is a dimensionless quantity and does not depend on the units of measurement.
The search experiment consisted of five series, in which 16 physical exercises of a different orientation were subjected to experimental verification. In the first series, a group of short-term and one-time exercises of a speed-strength nature, the implementation of which required short-term efforts from children (7 exercises), was tested and analyzed. In the second series, two short speed-strength exercises of varying degrees of complexity were considered. In the third series, two exercises of a static nature were analyzed. In the fourth series, the repetitive and long-term exercises of lifting a medicine ball, jumping over the ball, squatting, and running were studied. The fifth series was devoted to the analysis of one exercise of the previous series, in new conditions - in a competitive environment. Before performing all the exercises, the children were given a single instruction to do the exercise "to failure." The volume, duration and intensity of the exercise were determined by the child arbitrarily. The exercise conditions for all children were standardized.
Comparison of exercises of all series showed that repeated long-term exercises of the fourth series were the most effective for assessing purposefulness and perseverance. If for the first group of exercises the coefficient of variation varied within 0.08-0.27, for the second - 0.28-0.41, for the third - 0.54-0.56, then for the fourth group it was significantly higher - 0 , 67-0.93. Although the coefficient of variation in the fifth bag of exercises also turned out to be relatively high 0.64-0.82, but in comparison with the previous group, due to additional motivation, the average values of indicators (for example, running time) significantly increased and the emotional arousal of children increased significantly, so the use of these the exercises in practice were more difficult.
The results obtained in the search experiment made it possible to draw a conclusion about the greatest effectiveness of repeatedly repeated long-term exercises as control exercises, as well as the possibility of using similar exercises as the main means of developing purposefulness and perseverance in the process of motor activity in older preschoolers.
The results of the study were placed in table 1.
So, the table shows that for many children decisiveness and independence prevail; such strong-willed qualities as perseverance, perseverance, endurance are poorly developed. It should be noted that some children lack discipline and responsibility. So, we have identified the following levels of formation of volitional manifestations in children:
1. Tall - the child independently sets a goal and is guided by it in activities, knows how to restrain his emotions and immediate desires. The child has formed such strong-willed qualities as discipline, independence, perseverance, endurance, decisiveness, perseverance, responsibility.
2. Medium - the child sets a goal on his own, but is not guided by it in his activity, does not know how to restrain his emotions and immediate desires. The child has formed only some volitional qualities: responsibility, endurance, independence.
3. The child does not know how to independently set a goal, be guided by it in activities, does not know how to restrain his emotions and immediate desires. The child has not fully formed volitional qualities.
Table 1.
|
First and last name of the child |
What volitional qualities are formed in a child |
||||||||
|
A. Dmitry |
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|
B. Ruslan |
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|
B. Polina |
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|
B. Regina |
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|
V. Anastasia |
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|
G. Alexander |
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|
E. Valentin |
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|
J. Alexander |
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|
Z. Valery |
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|
I. Stanislav |
|||||||||
|
L. Anastasia |
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|
M. Dmitry |
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|
M. Alexander |
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|
O. Tatiana |
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|
P. Alexandra |
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|
P. Victoria |
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|
F. Eldar |
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|
H. Yvette |
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|
Sh. Evgeniy |
We got the following: 4 children showed a high level of formation of volitional manifestations; 15 - average and 10 children - low level. Let's show it in percentage terms: high level - 14%; medium - 52%; low - 34%.
After studying the volitional qualities of preschoolers, we compiled a system of games and exercises in order to form their volitional qualities.
3. The system of work on the formation of volitional qualities of preschoolers through play
An urgent task at the present time is the upbringing of moral and volitional qualities in preschoolers: independence, organization, perseverance, discipline. The formation of the moral and volitional sphere is an important condition for the comprehensive education of the child's personality. How a preschooler will be brought up in a moral and volitional respect depends not only on his successful education at school, but also on the formation of a life position. Underestimation of the importance of educating volitional qualities from an early age leads to the establishment of incorrect relationships between adults and children, to excessive care of the latter, which can cause laziness, lack of independence of children, self-doubt, low self-esteem, dependency and selfishness. In conversations with parents, we notice that adults are concerned about the problems of preparing children for school, and parents do not attach such qualities as independence, perseverance to education. of great importance... Therefore, we need to explain to the parents of preschool children the importance of timely education of moral and volitional qualities, to equip them with pedagogical knowledge and methods.
Your kids will go to school soon. Each of you would like your child to be as prepared as possible for school. Remember that it is not enough to be limited to just preparing children for literacy and math. It is equally important to cultivate strong-willed qualities: independence, perseverance, responsibility. Successful schooling is impossible without them. These qualities are brought up not only in the classroom, but also in other activities. The ability to volitional tension is created through constant exercise. Household labor is an effective means of instilling will. The need for it arises in kindergarten and at home, its vital necessity is clear to the child. To participate in it, children must master certain skills, skills in handling tools, must understand its purpose, plan and control their actions, and make efforts. Thus, this work brings up the qualities necessary for a child in any activity, including educational. What can a 6-7 year old child do in self-service and to help adults in household work?
An older child can: participate in cleaning the apartment, wash and wipe toys, wash doll clothes, their own socks, iron small things, help adults prepare food, help set the table and clear the table, wash tea dishes. An older preschooler can learn to make his bed, and this will become his constant responsibility. He can take care of his clothes and shoes. With systematic work, the child quickly masters the skills necessary for the performance of this work. Household labor is rather monotonous. Therefore, many children, who at first were willing to do this work, soon lose interest in it. Sometimes parents claim that their children enjoy sweeping the floor. However, it turns out that they do not do it systematically, but when they want to do it. But if sweeping the floor becomes his constant duty, then not every child will be as willing to do it without reminders. And if a child remembers his responsibilities, diligently brings the matter to the end, then we can say that he has a sense of responsibility, that he can be persistent. Essential in characterizing the child's volitional actions is their motive: why does he show persistence, what prompts him to do the job? The motives can be different: both socially directed and selfish.
How should the work of children in the family be organized and how should it be directed so that it fosters perseverance and responsibility?
First of all, as adults, you must determine what household chores your child will perform. If earlier he did not have responsibilities, then they must be introduced gradually. At first, it is better to do the work with the child. Then you can allocate part of the general work to him for independent execution. It is necessary to take into account the peculiarities of his nervous system and physical capabilities. When giving assignments to your child, explain to him the purpose of the upcoming work. Parents often make a mistake: having given a task, they do not indicate the final result of it. This complicates the possibility of self-control and evaluation of results, reduces the purposefulness of actions and a sense of responsibility in children. There is a need for systematic adult control over the child's activities, even if the child already has a good command of labor skills. Adult control affects the nature of the child's actions, prevents mistakes. The child is encouraged to overcome difficulties by the approval of the parents, the expression of joy at his success, praise, the manifestation of trust, support in case of failure, the provision of necessary assistance, a reminder of how well he coped with the difficulties. But you cannot praise the child too much. Responsibility is fostered by a discussion in the family circle about how the child worked, what he did well, what he did not succeed and why.
Children, starting a business, are not able to foresee the difficulties that may arise on their way, to assess their strengths, skills, knowledge. If they do not receive the necessary assistance in a timely manner, they may lose interest in the case and abandon their goal. Therefore, the task of adults is to provide the child with some help, to make him want to overcome difficulties and achieve results.
Outdoor games for the development of decisiveness, perseverance, perseverance, speed and dexterity were carried out by running games ("Two Frosts", "Wolves in the Moat", "Geese-Swans"), in which children, after a fast run with dodging, jumping, jumping, could rest ... Games with rhythmic walking and additional gymnastic movements, which required organization, attention, endurance, and coordination of movements from the players, contributed to general physical development (for example, the game "Who came up"). Outdoor games require the participants to possess some playing skills and organized behavior, and also contribute to the formation of volitional qualities. Sports entertainment was held, which included relay races in pairs.
"Whose team is faster." The participants were divided into two teams. The players of each team formed pairs, standing with their backs to each other and grabbing each other with their elbows. At the signal, the couples ran to the turning stand, located 8-10 meters away, rounding it, and returning back. After the first pair crossed the starting line, the second started running, and so on. The first team to finish the relay won.
"Fight of roosters"
The players were divided into two teams and stood in 2 ranks one against the other. A circle with a diameter of 2 m was drawn between them. The captains sent one "rooster" into the circle. The "roosters" stood in a circle on one leg, bent the other, and held their hands behind their backs. At the signal, the "roosters" tried to push the opponent out of the circle with their shoulder or force him to stand on both feet. Whoever succeeded - got a point for his team. When all the "roosters" took part in the game, the points were calculated. The team with the most points won.
With the help of relay games, children formed such strong-willed qualities as perseverance, perseverance, responsibility, decisiveness, independence, endurance, discipline. In the relay "Whose Team is Faster" some children could not show persistence, persistence while running in pairs with their backs to each other and grabbing each other with their elbows. They let go of their hands, pushed each other, did not reach the intersection of the start line. This couple was brought back, focusing on perseverance, determination, perseverance. In the "Fight of the Roosters" relay, there were cases when they showed indecision and violated the rules of the game. Games have shown how important it is for children to have such qualities as perseverance and perseverance. We tried to create conditions under which the child could evaluate the behavior of all participants in the game, including his own. These games developed determination in children. If at the beginning of the game the children doubted, showed indecision, then in the end they could already on the contrary - show determination, take part in the game.
Conclusion
So, we have conducted a system of games aimed at developing the volitional qualities of the individual. Preschoolers were created such conditions that formed their ability not to be afraid of difficulties, the ability to mobilize their efforts to achieve the goal in the game; the ability to follow the order, without disturbing others, not shouting out and not breaking the rules of the game. The participation of children in the games we proposed contributed to their self-affirmation, developed perseverance, the desire for success.
After the formative stage of the experiment, we carried out repeated diagnostics of preschoolers, which showed the following results: 7 children showed a high level of formation of volitional manifestations (previously there were 4); 16 - average (previously 15) and 6 children - low level (previously 10 children). Let's show it in percentage terms: high level - 24%; medium - 55%; low - 21%.
Thus, we see an improvement in the results of children with repeated diagnostics, which indicates that our experimental work was successful.
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Application
Sedentary games
1. "Make no mistake"
On sheets of cardboard, drawings were prepared with the image of a mill, a tree, a ball, a lumberjack, a bridge, a stork, a frog, a butterfly, a cat, a bear, an eagle, and a trolleybus. The players lined up or formed a semicircle.
The head of the game alternately showed the sheets with drawings, and the children depicted them in poses. For example:
Mill: one hand was raised, the other lowered and pressed to the body. Children showed how the mill works: they changed the position of their hands.
Ball: squatted, the back had to be round. The players started jumping. The soles of the legs were connected, the knees were raised high when bouncing.
Lumberjack: the players raised their hands up above their heads with
with joined toes, legs were straight. With a wide sweep, the guys imitated chopping wood.
The winners were those who completed the task more successfully than others.
Rules of the game: penalty points were awarded for each inaccurate execution.
2. "Three movements"
The players formed a semicircle. The game director showed three moves. First: bent arms at the elbows, hands at shoulder level; second: arms raised forward at shoulder level; third: raised his hands up. Showing one movement, he called the number of the other.
The players had to perform the same movements that corresponded to the named number, and not those shown by the teacher. The winner was the one who received the lower number of points. Thus, the ability to perform only those movements that corresponded to the named number contributed to the formation of such volitional qualities as independence, endurance. And the ability to avoid mistakes so as not to get a penalty point formed responsibility and self-control.
3. "To your flags".
The players were divided into groups of 6 - 8 people and stood in circles in different places of the site (hall). In the center of each circle there was a driver with a flag in a raised hand (flags were of different colors). At the first signal, everyone, except those holding the flags, scattered around the site, at the second signal, they squatted and closed their eyes, turning away from the drivers. Children with flags at this time changed places. At the instructor's command: "All to your flags!" - the players opened their eyes, looked for their flag, ran and built around it. The winner was the group that formed a circle faster than the others.
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Study of the concept of will and volitional qualities of a person. Characteristics of age-related characteristics of the formation of volitional qualities in preschoolers. Improving volitional regulation of behavior in children. Study of guidelines for practicing teachers.
term paper, added 03/28/2014
Strong-willed personality traits of a younger student. Play is an activity in primary school age. The role of play in the formation of volitional qualities of the personality of primary school age. Research work on the formation of strong-willed personality traits in students.
thesis, added 05/07/2009
Characteristics of volitional qualities of a person. Age features of volitional manifestations in children of primary school age. Experienced work on the development of the will of junior schoolchildren after school hours. Conditions for the development of schoolchildren by means of outdoor games.
thesis, added 09/25/2011
Characteristics of outdoor play as a means physical education and the general development of the child. Classification of outdoor games and games with sports elements. The effectiveness of work on the formation of physical qualities in older preschool children.
thesis, added 02/18/2011
Study of the structure of pedagogical abilities and emotional-volitional qualities of a person, their influence on the teacher's professional activity and its success. Will is the ability of a person to achieve their goals in the face of overcoming obstacles.
abstract added on 04/29/2014
Child psychology. The formation of character in children and the ways of its education. Strong-willed qualities in students. Pedagogical communication and its components. The style of communication "teacher-student", a system of activities for the formation of strong-willed qualities of students.
term paper added 09/18/2010
The development of volitional action through games in preschool age. Formation of responsibility, perseverance, determination, endurance. Assessment of purposefulness and persistence. The relationship of older preschool children with the "must" motive.
thesis, added 12/29/2014
The development of volitional regulation in childhood... The development of the volitional sphere in ontogenesis in children with delay mental development(ZPR). Study of the peculiarities of the will of children with mental retardation (ascertaining experiment). The content of the experiment, analysis of its results.
term paper, added 11/27/2017
Methodology of physical education of preschoolers. Grouping of outdoor games, taking into account their capabilities for the formation of the emotional-volitional sphere and the associated development of physical qualities with jumping, jumping up, jumping from a height.
thesis, added 09/14/2012
Substantiation of the problem of development of physical qualities of preschoolers in the process of physical fitness. An experimental study of the effectiveness of the methodology for the development of physical qualities of preschoolers. Diagnostics of the level of development of physical qualities.
State autonomous educational institution
Secondary vocational education
Novosibirsk region
"Tatar Pedagogical College"
MDK 02.06
Collection of games and exercises for the development of communication and moral and volitional qualities
Completed by: Andreeva M.V
Explanatory note ……………………………………………………… ..3
Didactic game "Weather forecast" ……………………………………… ... 4
An outdoor game "Salochki-catch-up" ……………………………………………………………………………………………… ..5
The game "Be attentive" …………………………………………………… .5
Mobile game "Empty place" …………………………………………… .5
Plot - role-playing game "Fox and Geese" ................................................................. 6
An outdoor game “Who will reach the flag first?” ………………………… .6
The game "The most stable" …………………………………………………… 7
Outdoor game "The Sun and the Rain" ……………………………………… ..7
Outdoor game "Blow up, bubble!" ……………………………………… .8
Carousel mobile game …………………………………………………… 8
Game "Labyrinth" …………………………………………………………… ... 9
Game "Look and Tell" ………………………………………………… .9
Game "I give you a gift" ………………………………………………… 9
Game - conversation "Flower-seven-flower" ......................................................... 10
Theatrical play "My family" ............................................................................. 10
Explanatory note
Kids behave differently until they get used to kindergarten. Some quickly get used to a new environment, others are confused, frightened or aggressive for a long time, others openly resist the instructions of an adult, shout and be capricious, demanding the fulfillment of their desires.
Such seemingly dissimilar deviations in behavior indicate the underdevelopment or deformation of the moral-volitional sphere of the individual. Most often this happens due to improper upbringing in the family, when the child is either pampered, constantly taking care of, or allowed to do whatever he wants, or, conversely, fettered freedom with endless prohibitions and threats of punishment. No less harmful are the conflicting demands on the child from different family members.
An important task of the educator is to overcome these negative manifestations that spoil the life of both the child and the people around him. You can't just talk with your parents. It is much more important to organize the child's activities in such a way that his behavior is rebuilt. Activities that bring pleasure to the baby help in his upbringing much more than direct demands to improve,
obey adults.
This collection contains games aimed at developing communication and moral and volitional qualities of a preschooler. At a younger preschool age, these qualities include: the desire for communication, the ability not to be afraid of difficulties, the ability to mobilize one's efforts to achieve a goal; the ability to follow the order without disturbing others, as well as to share toys, to do pleasant things to peers, to help them.
Each game teaches children the coherence of movements, which is a means to the game's goal. Conditions are created under which the child can evaluate the behavior of all participants in the game, including his own. This allows the educator to form friendships among the children in the group.
Didactic game "Weather Forecast"
Purpose: to teach children to transmit information using emotions, facial expressions and pantomime.
Equipment: cards with pictures or sketches of weather conditions.
The course of the game: The child - "TV announcer" - sits down at the table, in front of him is a drawing or card with a schematic representation of the state of the weather (clear sunny weather, hot weather, it will be cloudy, severe frost is expected, wind, downpour, thunderstorm, snowfall, etc.) .). He was supposed to acquaint viewers with the weather forecast, but suddenly the sound disappeared. How to communicate information without words, only with the help of emotions, facial expressions and pantomime? The announcer transmits the weather forecast without words. The rest of the children - "viewers" - try to guess it. Who will do it better?
Outdoor game "Catch-catch"
Purpose: To educate children of courage, the ability to mobilize and avoid danger.
There are two "zones" on the floor - the house for the tag and the house for the rest of the guys. There is free space between them. Children join hands, line up and walk together from the line with the words: “We are funny guys, we love to run and jump, well, try to catch up with us! ”- with the last words of the text, but not earlier, everyone turns their backs to the tag and runs to their house, and the tag tries to catch up with them. If she succeeds, then the caught child goes to the house for a tag, and the game continues, if not, then a new driver is selected.
Game "Be attentive"
Purpose: to teach to distinguish the emotions of another person, to analyze, evaluate them and explain the reason for their origin.
The course of the game: the child is invited to portray certain emotions with the help of movements, voice changes
Outdoor game "Empty space"
Purpose: Formation of volitional qualities and mastery of their behavior. Unlike previous games, this one does not offer an imaginary situation to preschoolers, but a specific task, the solution of which requires the child to mobilize his efforts. The child must choose a partner for himself, thus getting the opportunity to express sympathy to one of his peers. The element of competition contained in it forces the child to be very attentive, collected, and also not violating the rules of behavior in joint activities.
Role-playing game "Fox and geese" (version of the folk game)
Features of the game and its educational value: this game contributes to the upbringing of organization in children, the ability to manage their behavior in a team. But its main goal is to arouse the desire to help another. The task of the child is not only to avoid danger himself, but also to help out the one who is caught by the catcher (fox). Thus, play is essential for the moral education of children, as it instills in them the conviction that no one should be left in trouble, that one should not laugh at someone's awkwardness, because it can happen to anyone.
An outdoor game "Who will reach the flag first?"
Purpose of the game: develop ingenuity, resourcefulness, the ability to respond quickly and perform the necessary actions in a certain situation. Develop thinking and ability to navigate indoors with closed eyes using the commands received.
Equipment: two small flags on a stand, two scarves or shawls for blindfolds, 4 balloons.
Game progress: the leader explains to the children the rules of the game, which are to reach the flag as quickly as possible, but at the same time it is necessary to overcome invisible obstacles.
game "The most stable"
Purpose of the game: develop children's independence, imagination, Creative skills, observation, desire to win, willpower, quickness of reaction and others physical qualities guys.
Equipment: a large circle drawn on the floor or on the playground, 1-2 balloons.
Game progress: the leader invites the children to pay for the "first-second" in order to divide the group into 2 teams. After that, the children should come up with names for their teams.
Outdoor game "Sun and Rain"
Educator: Look what kind of umbrella I have. Now we are going to play a game with you. When I say: "Rain!" - run to me to hide under an umbrella. When I say: "Sunny!" - go for a walk.
When children are sitting under an umbrella, you can say a nursery rhyme with the children: Rain, rain, pouring full, wet little kids!
An outdoor game "Blow Up, Bubble!"
(Children learn the skills of establishing contact with peers, showing mutual attention and respect.)
Objectives of the game:
Teach the child to consistently fulfill two roles - the invitee and the inviter, give him the opportunity to feel the attention of other children and show this attention himself. The game requires a lot of coordination of movements and attention to the partner.
Rules of the game:
When the bubble inflates, move backward and hold hands towards the end of the text.
At the word "Clap", the hands are parted, and everyone runs to the center. Give a hand to anyone who is near.
Outdoor game "Carousel"
Purpose: to develop children's balance in movement, running skills, to increase emotional tone.
Description. The teacher invites the children to ride the carousel. He holds a hoop in his hands (being in the middle of the hoop) with multi-colored ribbons tied to it. Children take up the ribbons, the teacher moves with the hoop. Children walk and then run in circles. The teacher says:
Barely, barely, the merry-go-rounds spun,
And then, and then all run, run, run!
Hush, hush, don't run, stop the carousel,
One and two, one and two, that's the end of the game!
The children stop.
Game "Labyrinth"
Purpose: to develop a sense of responsibility for another person, to consolidate the strength of the formed quality.
The course of the game: in a room where objects-obstacles are laid out, children, distributed in pairs, must go through a labyrinth. One of them is blindfolded, and the other explains how to move. Then they switch roles.
Game "Look and Tell"
Purpose: to develop the ability to evaluate their actions, to cultivate trusting relationships between children.
The course of the game: children take turns performing actions with toys, while others observe and evaluate.
Game "I give you a gift"
This game instills in children the desire to do something pleasant for another, for example, to give him something that he likes himself. This aspiration is the basis of a humane attitude towards people and is extremely important for the moral development of a child.
The game situation is such that the child himself chooses to whom he wants to give a gift and what exactly to give. Thus,
children learn to make their own decisions, which is quite difficult for a three-four-year-old child.
Game - conversation "Flower-seven-flower"
Purpose: developing a sense of belonging to the world, developing the ability to communicate.
Move: each child opens petals with questions at will.
I am like others because ...
I am different from others because ...
I could teach everyone, because ...
I would like to be like, because ...
My favorite hero because ...
When I want to meet someone, then ...
I do not offend anyone, because ...
Theatrical game "My Family"
Purpose: to consolidate knowledge about moral and ethical values.
Stroke: Children make their own figurines of the characters.
The pupils are told the relationship that needs to be played out.