"Games that develop communication and moral and volitional qualities of preschoolers"

Completed by: Fur O.N.

GDO psychologist

Content

1.Explanatory note…………………………...................................... 3

2. Games that develop the communication of preschoolers ………………………… ..5

3. Games that develop the moral and volitional qualities of preschoolers……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. List of references…………………………………………………………….20

Explanatory note

An urgent task at present is to educate preschoolers of moral and volitional qualities: independence, organization, perseverance, responsibility, discipline.

The formation of the moral-volitional sphere is an important condition for the comprehensive education of the child's personality. How a preschooler is brought up morally and volitionally depends not only on his successful schooling, but also on the formation of a life position.

The game is one of the most effective means moral education preschooler.

At preschool age, the game is the type of activity in which the personality is formed, its inner content is enriched. The main significance of the game is that the child develops a need for transformation surrounding reality the ability to create something new. It combines real and fictional phenomena in the plot of the game, endows familiar objects with new properties and functions.

The assimilation of new knowledge in the game is much more successful than in the classroom. A learning task posed in a game form has the advantage that in a game situation the child understands the very need to acquire new knowledge and methods of action. A child captivated by an attractive design new game, does not notice that he is learning, although at the same time he constantly encounters difficulties that require a restructuring of his ideas and cognitive activity. If in the lesson the child performs the task of an adult, then in the game he solves his own problem.

The game allows the teacher to win the trust and location of the children. It is very popular with kids because it meets their basic needs. First, it is the need for movement. It is known that small children are big fidgets, it is much easier for them to run than to walk, and it is most difficult for them to sit still. This game allows you to run and jump without any special restrictions. The pleasure of movement puts children in a great mood. Secondly, the need for communication and benevolence of an adult is satisfied. The fact that the teacher plays with them on an equal footing, laughs with them, relieves tension, instills cheerfulness and cheerfulness in the children. And, finally, thirdly, the game satisfies the need of children for new pleasant experience. This is the impression of an artistic word, of an imaginary life situation, so familiar to kids.

Communication, a variety of life situations create conditions for gaming activity child, which contributes to the moral education of the child.

The games featured are effective tool development of communication and moral and volitional qualities of preschoolers

The games are based on the following principles:
- combining in the child's activity the elements of play and learning and the gradual transition from games-fun through games-tasks to educational and cognitive activity;
- gradual complication of the learning task and game conditions;
- increasing the mental activity of the child in solving the proposed tasks;
- organic connection and interdependence between the external and internal (mental) activity of the child and the gradual transition to more intensive mental work;
- the unity of teaching and educational influences.

During the games they decidethe following tasks:

To cultivate friendly relations between children, the habit of playing, working, doing things together; develop the ability to negotiate, help each other; the desire to please the elders with good deeds;

Cultivate respect for the people around you. Explain to children that they should not interfere in the conversation of adults;

Learn to listen to the interlocutor and not to interrupt him unnecessarily;

Cultivate a caring attitude towards children and the elderly. Learn to help them

To form such qualities as responsiveness, justice and modesty;

Develop strong-willed qualities: the ability to limit one's desires, overcome obstacles that stand in the way of achieving a goal, obey the requirements of adults and comply with established norms of behavior, follow a positive example in one's actions;

Enrich the dictionary with verbal politeness formulas: “hello”, “goodbye”, “please”, “sorry”, “thank you”, etc.;

To develop in boys and girls the qualities characteristic of their gender (for boys - the desire to help girls, give way, give a chair, let yourself through the door ahead; for girls - modesty, concern for others);

To form a self-esteem of one's actions, to teach to evaluate the actions of other people in a benevolent manner;

To cultivate the desire to express one's attitude to the surrounding reality;

To form the ability to calmly defend one's opinion;

To cultivate the desire to learn the culture of their people (through fairy tales, proverbs, sayings, works of folk decorative art), to form a careful attitude towards it.

2. Games that develop the communication of preschoolers.

Who did I make friends with

Age: 3-5 years.

Necessary equipment: a box with holes to fit a child's hand.

Game progress.

Participants put one hand into the holes of the box each. The hand of one child finds the hand of another child and carefully feels it, the task of the players is to remember the sensations. After that, the child must guess whose hand he touched in the box. It is forbidden to exchange words or other speech signals.

Note. There are as many people in the game as there are holes in the box.

Learn by cotton

Age: 5-6 years old.

Purpose of the game: development of non-verbal communication skills.

Game progress.

A leader is selected who sits with his back to the players. The players first clap their hands once and say their name. The driver listens carefully and tries to remember who claps how. The players then continue to clap; but no longer named. The driver must guess who produced the cotton.

Bold - cowardly

Age: 2-4 years.

The purpose of the game: the development of the child's communicative sensitivity.

Game progress.

Life in the forest

Age: 4-5 years.

Purpose of the game:

Game progress.

Educator (sits on the carpet, seating children around him): Imagine that you are in the forest and speak different languages. But you need to somehow communicate with each other. How to do it? How to ask about something, how to express your benevolent attitude without uttering a word? To ask a question, how are you, clap your palm on the palm of a friend (show). To answer that everything is fine, we tilt our heads to his shoulder; want to express friendship and love - affectionately pat on the head (show). Ready?

Then they started. It's early morning, the sun is out, you've just woken up...

The teacher unfolds the further course of the game arbitrarily, making sure that the children do not talk to each other. Communication without words excludes quarrels, disputes, contracts, etc.

good elves

Age: 5-6 years old.

Purpose of the game:organize children, bring them closer to each other,develop nonverbal communication skills.

Game progress.

Educator (sits on the carpet, seating the children around him):

Once upon a time, people, fighting for survival, were forced to work day and night. Of course they were very tired. The good elves took pity on them. With the onset of night, they began to fly to people and, gently stroking them, affectionately lull them with kind words. And people fell asleep. And in the morning, full of strength, with redoubled energy, they set to work.

Now we will play the roles of ancient people and good elves. Those who sit on right hand from me, they will play the roles of these workers, and those on the left will play the roles of elves. Then we will switch roles. So the night has come. Exhausted from fatigue, people continue to work, and good elves fly in and lull them to sleep...

A wordless action is played out.

inflate the bubble

Age: 5-6 years old.

The purpose of the game: to promote the establishment of relationships between children and adults.

Game progress.

The host invites all the children to sit on the chairs located in a semicircle, and asks one of them: “What is your name? Speak loudly so everyone can hear!" The child calls his name, and the adult affectionately repeats it: "Mashenka, let's go play!" The host takes the child by the hand, goes with him to the next baby and asks what his name is. Repeating the name of the child affectionately, but so that everyone could hear him, he invites him to join them and give Mashenka a hand. Now the three of them go to invite the next child to take part in the game. So all the children take turns holding hands. At first, it is better to approach those pupils who express a desire to join the game, and it is more expedient to invite shackled, inhibited children last. If someone still refuses to play, do not insist on it. Gradually, watching the game, they will become infected with it and also want to be in the team.

When all the children have been invited, a long chain is formed. The adult takes the last child by the hand and closes the circle. “Look how many of us! What a big circle turned out, like a bubble! - says the adult. "Now let's make a little circle."

Together with the leader, the children become a tight circle and begin to “inflate the bubble”: tilting their heads down, the kids blow into fists, one below the other, like a pipe. At the same time, they straighten up and take in air, and then bend over again, blow air into their tube and pronounce the sound "f-f-f-f". These steps are repeated two or three times. With each inflate, everyone takes a step back, as if the bubble had grown a little. Then everyone joins hands and gradually widens the circle, moving and saying the following words:

Blow up, bubble

Blow up big

Stay like this

Don't crash!!!

It turns out a large stretched circle. The facilitator enters it, touches each pair of joined hands, then suddenly stops and says: “The bubble has burst!” Everyone clap their hands, say the word "Clap!" and run into a bunch (towards the center).

After that, the game starts over, i.e., the bubble is inflated again. And you can end the game like this. When the bubble bursts, the adult says: “Little bubbles flew, flew, flew, flew ...” The children scatter in different directions.

Who came to us?

Age: 4-6 years old.

Purpose of the game: to organize children, bring them closer to each other, enrich the play and social experience.

Game progress.

The host sits the children on chairs and informs them that different animals will come to visit them today, and which ones - they should guess about it themselves. He calls two or three children (the most courageous and resourceful), walks aside with them and quietly, so that the rest cannot be heard, agrees which guest this or that child will portray. An adult helps each of them to find the movements corresponding to his role, as well as onomatopoeia. Sets the order in which they exit.

Returning to the rest of the children, the host announces; “Here comes the first guest who came to us, show yourself!” The first guest leaves. If this is a dog, the child imitates its barking (“bow-wow-wow”) and waves its hand behind like a tail, if the kitten meows and lies on its back on the carpet, if the rooster proudly raises its head, waves its bent arms-wings and screams loudly “Crow!”, and if a goat comes, it puts out its horns and jumps.

Children guess who came to them, and affectionately, affably receive the guest. The host tries to complete the image of the animal, activate the imagination of all participants in the game and gives an example of a friendly attitude towards the guest: “What a wonderful dog came to us, what ears it has, what a nose ...”, etc. After playing with the dog, the children sit it down on a chair. There is a knock on the door and the next guest appears. After meeting the third guest, the adult calls other children to him and distributes roles between them.

The game is repeated until each child is a guest.

In the future, the game can be played differently. The facilitator distributes subject pictures to the children, which depict animals or birds familiar to them: a crow, a sparrow, a duck, a goose, a dog, a cat, a pig, a cow, a horse, etc., and some pictures may be repeated. Having put their pictures on the chairs with the picture down, the children take turns approaching the leader and reporting what is shown. The adult tells the child the movements corresponding to the image, and helps to enter into his role. The rest of the game continues as described above.

3.

Firefighters

Age: 3-5 years.

The purpose of the game: the development of strong-willed qualities of the child.

Required equipment: Swedish ladder, bell.

Game progress.

A bell is attached to the very top of the Swedish stairs. Children are divided into two teams. The player of each team is a firefighter who needs to climb the stairs to the very top and ring the bell. The first team to complete the task wins. The game starts at the command of the leader.

Bad and good

Age: 3-6 years old.

Purpose of the game: to teach children to see the difference between good and bad, to distinguish between positive and negative qualities of character.

Game progress.

Children are invited to remember what good and bad characters they have met in fairy tales. Then two "contrasting" heroes are selected (for example, a hare and a fox). Children must first name the character traits of a positive character and their actions, and then describe the character and behavior of a negative character. It is important that children determine which of the qualities of a person can be changed and which cannot.

Note. The older the children, the easier it is for an adult to turn the conversation from the characters to the players themselves, to help the children analyze their positive and negative qualities. The task is to develop self-criticism in children. However, it must be remembered that preschool children are not yet able to evaluate themselves objectively, they have an overestimated self-esteem, but this is normal.

Bridge

Age: 3-5 years.

Purpose of the game: to develop mutual trust in children, to instill in them a sense of mutual assistance.

Necessary equipment: any thick scarf or scarf.

Game progress.

The game is played in pairs. In each pair, one of the participants is blindfolded. The task of the other participant is to lead the partner along a thin bridge (made from strips of paper) over an imaginary deep abyss. To complicate the task, you can create various obstacles in the way of the players. For example, in the bridge there may not be enough links, and then you need to either take a big step or jump. Or let the creepers hang low - then, passing under them, you will bend down to the ground or crawl.

Then the pairs change so that all participants have been both the leader and the follower.

wind and sun

Age: 5-6 years old.

Purpose of the game: to teach children to achieve their goals, gently influencing a partner, convincing him with affection, not aggression, treating him with respect and attention.

Game progress.

The host tells the children a parable based on Aesop's fable.

“Once the Wind and the Sun argued which of them is stronger, To resolve the dispute, they decided to measure their strength. Meanwhile, a man was walking down the road. The wind said: “Look how I will now tear off the cloak from the traveler.” And he began to blow with all his might. But the harder the wind tried, the more the traveler wrapped himself in his cloak. The wind was angry and showered the man with rain and snow. And he continued to wrap himself up and scold the bad weather.

The sun, seeing that the wind was failing, came out from behind the clouds. Smiled, warmed the wet and frozen traveler. Feeling the warmth, the man himself took off his cloak and thanked the sun.

“You see,” the Sun said to the Wind, “much more can be achieved with caress and kindness than with anger and force.”

After the children have listened to the parable, they are invited to stand in a circle and hold hands. Among the players, a leader is selected, which is located in the center of the circle. The driver's task is to get out of the circle. To do this, he must ask someone standing in the circle to release him. If the driver managed to persuade one of the participants, then this participant takes the place of the driver, etc.

turnip

Age: 3-5 years.

The purpose of the game: to teach children to interact with each other, to develop in them a sense of mutual assistance and justice.

Required equipment: a small turnip toy.

Game progress.

Children are invited to remember the fairy tale "Turnip". The facilitator helps the guys (if necessary) to distribute roles. Then the children, together with the leader, act according to the scenario of the fairy tale.

The host says: “Grandfather planted a turnip. A large turnip has grown. Grandfather began to drag a turnip from the ground. He pulls, he pulls, he can’t pull out. After that, the host asks the question: “What should grandfather do?” Children answer: “Call grandma!” A child playing the role of a grandfather calls his grandmother. This continues until all the characters in the story are involved. When the turnip is pulled out of the garden, the presenter asks what to do with the turnip now. Children (or the leader) offer to divide the turnip equally among all participants in the game.

Note. As a turnip, you can use a bag of sweets.

Present

Age: 5-6 years old.

Purpose of the game: to teach children to show attention and generosity towards others.

Game progress.

In a group of children, a leader is selected - the alleged birthday man. The host invites the children to dream up a little and pick up a gift for the birthday man. A gift can be anything, even unusual, fantastic. The driver listens carefully to the participants and then says what gift he would really like to receive.

shaggy dog

Age: 5-6 years old.

The purpose of the game: to educate children in endurance, the ability to overcome their shyness and follow some elementary rules.

Game progress.

A circle is drawn on the ground. This is a home for a shaggy dog. At a distance of 2-3 steps from it, a line is drawn, to which children must reach. From this line, at a distance of 15-20 steps, a second line is drawn, where the children will escape from the shaggy dog. One of the children is assigned the role of a shaggy dog ​​- he goes to his house and waits for the children to come to him. The host brings the children to the line of their house and lines up. First, the leader himself leads the line of children, setting the direction and pace of movement, and pronounces the following words, which all the children repeat with him:

Here sits a shaggy dog,

Burying your nose in your paws.

Quietly, quietly he sits,

Whether dozing, or sleeping.

Let's go to him, wake him up

And let's see if something happens!?...

Under this text, all the children, holding hands, sneak up to the line next to the dog's house. On the last two lines they reach out and touch him. The dog should not move at this time: sitting with eyes closed He lets himself be petted. Suddenly, unexpectedly for the children, the dog opens his eyes and barks, and the kids run away to their house (beyond the line). The dog runs after the children, barks at them, and when everyone runs over the line, he returns to his house. Each child selected for this role performs it no more than twice, after which a new dog is selected.

Rules of the game:

Do not touch the dog until the text ends;

The dog does not move or open its eyes until it is touched;

You can run to your house and save yourself only after the dog barks.

The implementation of these rules teaches children to self-control and organized behavior in a team.

Bold mice

Age: 5-6 years old.

The purpose of the game is to nurture self-control in children, the formation of self-control (in the clarity of following the rules), the ability to overcome their shyness.

Game progress.

The game begins with the organization of the playing space, in which the children themselves actively participate: they put high chairs for all participants. Ahead, perpendicular to the line of chairs, two lines are drawn at a distance of about 20 steps; opposite the chairs, a house for a trap ("cat") is drawn. After that, all the children sit on the prepared chairs. The host chooses 5-6 people from them to play the role of mice, and one to play the role of a cat. The mice stand at the line, and the cat takes its place in the house. With the beginning of the poetic text, which the teacher pronounces along with all the children, the mice take several steps towards the second line. The following well-known text by S.Ya. Marshak:

The mice came out once

See what time it is.

One two three four -

The mice pulled the weights ... (Stopping approximately in the middle of the space between the two lines, the mice make a movement with their hands, as if pulling the weights, and the children on the chairs clap their hands).

Suddenly there was a terrible sound! (...long pause...)

The mice are out!

With last words, which are pronounced abruptly and unexpectedly, the mice run away, and the cat catches them. Mice can escape from the cat behind any line, moving either backward or forward (at their choice). The cat can catch them only in the space between two features. Only mice touched by the cat are considered to be caught (it is impossible to grab and drag children).

An assessment of the actions of mice and a cat is immediately made: this is one of the main points of the game. The children on the chairs, acting as a jury, together with the presenter, note which mice were brave, whom the cat caught, whether the cat was good, whether anyone violated the rules of the game. The facilitator, asking leading questions, should help the children notice all violations of the rules and encourage those children who started running on time and clearly followed all the rules. After that, new mice and a cat are selected and the game is repeated from the beginning.

For the first time, this game is best played indoors, where there are fewer distractions and it is easier to concentrate. In the future, when the children learn the rules of the game, it can be played on the street.

Bibliography:

1. Boguslavskaya, 3. M. Educational games for younger children preschool age/ Z. M. Boguslavskaya, E. O. Smirnova. - M.: Enlightenment, 1991. -207 p.

2. Belyakov, E. A. 365 educational games / comp. Belyakov E. A. - M .: IRIS PRESS, 1998. - 304 p.

3.Grigorieva A.A., Andreeva L.D.

The role of the game in the moral and volitional education of older children

preschool age.-M.: 2001.- 236s.

4. Latiy, E. A. 365 games and activities for young children [Text] / E. A. Latiy. - M.: EKSMO, 2002. - 752 p.

5.Child psychology [Electronic resource]. - http://psyparents.ru/

It's no secret that children learn information presented in a playful way much easier. So, recently it is in the form of a game that teachers teach children mathematics, literacy, foreign languages. But the game is important not only for schoolchildren. The role of play in the upbringing of preschool children is also great. After all, it is through the game that the child shows various aspects of character, satisfies his intellectual and emotional needs, forms a personality.

Game as a method of education: what does it teach?

At right approach the role of the game in the upbringing of the child is enormous - it teaches the child to love knowledge, strive for learning and education, shows the correct models of relationships and behavior. In addition, learning something through the game, the child does not even suspect that he is learning.

Moral education games for kids

In the upbringing of children, it is necessary to be guided by folk wisdom: "it is easier to raise a child than to re-educate", and also: "the sooner education is started, the better the result will be." Therefore, it is always worth worrying about what, with whom, and how your child is doing. In order to direct the baby to commit positive deeds and positive thoughts, it is necessary to assign a special role to the games of moral education for children. They can be mobile or calm - it doesn't matter.

Play as a Means of Raising Children: Examples of Moral Games

• Game "Magic word". It has a very positive effect, lies in the fact that every action and deed must be accompanied by utterance nice words and polite phrases;
• "Shop of one purchase". This game as a method of education is useful in that the child finds himself in a situation of choice, in which he can choose only one of many different desires. This game, as a means of raising children, is useful to use so that children can navigate the possibilities of the family budget, the surplus and usefulness of some things, and also learn to make an informed choice, for which they can later be responsible;
• "Good bad". The role of the game in the upbringing of the child is that the essence of good and bad is revealed to him, a system of ideas about what is bad and good is formed, the causal relationship of various actions and deeds is revealed.

These games, as a means of educating children, form their idea of ​​politeness, the priority of needs and desires, the possibility of satisfying them, teaches children to develop and enrich the language.

Moral education through folk games

Folk outdoor games are very entertaining for children, and also extremely useful. These games as a method of education teach them to control their body and movements, obey and accept the rules of the game, develop their imagination. Particularly important in folk games emotional involvement of an adult. Try not only to demonstrate the necessary words and actions, but to express interest in a particular game as much as possible.

Examples of moral education through folk games:

Games as a means of raising children are not bad to end with a game of silence. This will switch the attention of the child and calm him down.

Remember that parents are the most active participants in games with children, therefore, the more active the communication between the father and mother with the child, the faster it will develop.

Course work

in Pedagogy of Folk Art

"GAME AS A MEANS OF MORAL EDUCATION OF PRESCHOOL CHILDREN"

performed

student

Supervisor:

PhD, Associate Professor

Samara 2008

Introduction

Chapter 1. Theoretical foundations of the problem of moral education of a preschooler through play

1.2 Age portrait of a preschooler

Chapter 2. Practical part

2.1 Diagnostics of the moral education of preschoolers

2.2 Program for the development of moral education of a preschooler

through play

Bibliography

Appendix

Introduction

Throughout human development, in the life of both a child and an adult, the game has been used as one of the most important means of education and training.

Therefore, the game is given a special place in various educational systems, as it flourishes in childhood and accompanies a person throughout his life.

The problem of play has attracted and continues to attract the attention of researchers, not only educators and psychologists, but also philosophers, sociologists, ethnographers, and art critics. All representatives of scientific branches are interested in studying “their” aspects, but they all agree that the game is an integral part of human culture. After all, part of this culture, i.e., play, is very much in tune with the nature of the child, who, from birth to maturity, pays great attention to games. A game for a child is not just an interesting pastime, but also a way of modeling the external, adult world, a way of modeling its relationships, during which the child develops a scheme of interactions with peers. Children are happy to come up with games themselves, with the help of which the most banal, everyday things are transferred to a special interesting world adventure.

A detailed study of the problem of moral education of preschoolers through the game will allow us to more deeply comprehend the ways, means and possibilities of pedagogical work with children in preschool educational institutions.

Object of study: moral education of preschool children.

Subject of study: the game as a means of moral education of a preschooler.

The purpose of the study: to study the game as a means of moral education of a preschooler.

Research objectives.

1. Based on theoretical analysis psychological, pedagogical and methodical literature to define key concepts and reveal their essence and structure.

2. The essence of the moral education of a preschooler.

3. Describe the age portrait of a preschooler.

5. Diagnose the moral upbringing of preschoolers.

6. Program for the development of moral education of a preschooler through the game

Theoretical foundations of the problem of moral education of a preschooler through the game

1.1 The essence of the moral education of a preschooler

Having opened the "Big Encyclopedic Dictionary" on the word "morality", we will read: "morality" - see "morality". And in „ explanatory dictionary Russian language" says: "Morality is the rules of morality, as well as morality itself." Therefore, the identity of these concepts is assumed. It is interesting that the word "morality" is absent in the German language at all. "DieMoral" is translated both as "morality" and as "morality". The word "dieSittlichkeit" (correspondence to customs, decency) is also used in two meanings (morality and morality).

A woman with a one-year-old child came to a sage to ask for advice on when to start educating him. “You are a year late,” the sage replied. To make a real person out of a human being, the efforts of those around him and himself are needed. Education affects us so that we overcome our animal egoism for the sake of activities that are accessible only to an educated being: creativity, self-development, spiritual search. To do this, society puts forward a set of requirements that we are taught to fulfill from childhood.

V.A. Sukhomlinsky spoke about the need to engage in the moral education of the child, to teach the ability to feel a person.

“No one teaches a small person: “Be indifferent to people, break trees, trample on beauty, put your personal above all else.” It's all about one very important pattern of moral education. If a person is taught good skillfully, intelligently, persistently, demandingly, the result will be good. They teach evil (very rarely, but it happens), the result will be evil. They teach neither good nor evil - there will still be evil, because it must be made by a person ... the unshakable foundation of moral conviction is laid in childhood and early adolescence, when good and evil, honor and dishonor, justice and injustice are accessible to the understanding of the child only under the condition vivid clarity, evidence of the moral meaning of what he sees, does, observes.

Vasily Andreevich also stated: “In practical work in moral education, our teaching staff sees, first of all, the formation of universal norms of morality. AT younger age When the soul is very malleable to emotional influences, we reveal to children the universal norms of morality, we teach them the ABC of morality:

1. You live among people. Do not forget that your every act, your every desire is reflected in the people around you. Know that there is a line between what you want and what you can. Check your actions with a question to yourself: are you doing evil, inconvenience to people? Do everything so that the people around you feel good.

2. You enjoy the benefits created by other people. People make you the happiness of childhood. Pay them well for it.

3. All the blessings and joys of life are created by labor. One cannot live honestly without labor.

4. Be kind and considerate to people. Help the weak and defenseless. Help a friend in need. Don't hurt people. Respect and honor your mother and father - they gave you life, they educate you, they want you to become an honest citizen, a person with a good heart and a pure soul.

5. Be partial to evil. Fight against evil, deceit, injustice. Be irreconcilable to those who seek to live at the expense of other people, harm other people, rob society.

Such is the ABC of moral culture, mastering which children comprehend the essence of good and evil, honor and dishonor, justice and injustice. .

In the formation of the personality of a junior schoolchild, from the point of view of S.L. Rubinshtein, a special place is occupied by the issue of development moral qualities that form the basis of behavior.

At this age, the child not only learns the essence of moral categories, but also learns to evaluate their knowledge in the actions and actions of others, their own actions.

The teacher has a priority role in the upbringing and education of schoolchildren, in preparing them for life and social work. The teacher is always an example of morality and a dedicated attitude to work for students. The problems of morality of preschoolers and younger schoolchildren are especially topical at the current stage of the development of society.

A specific feature of the process of moral education should be considered that it is long and continuous, and its results are delayed in time.

An essential feature of the process of moral education is its concentric construction: the solution of educational problems begins with the elementary level and ends with a higher one. Increasingly complex activities are used to achieve the goals. This principle is implemented taking into account the age characteristics of students.

One of the tasks of education is to properly organize the activities of the child. Moral qualities are formed in activity, and emerging relationships can affect the change in the goals and motives of activity, which in turn affects the assimilation of moral norms and values ​​of organizations. Human activity also acts as a criterion of his moral development.

There are two programs of moral development:

Min program

“Before a child grows up to the measure of a Christian, he must grow up to the measure of a man.” (Mintrop Anthony Surozhsky). Consequently, at the first stage - ethical and moral norms (actions), their implementation is carried out by the child for the sake of the mother's smile, for the praise of the teacher, the approval of peers, etc.;

program max

Social behavior in accordance with the golden rule of morality: "Do not do to others what you do not want to get yourself" (or the psychological principle of group identification - "For yourself, as for another and for another, as for yourself").

Today, “in our cruel age”, there is an urgent need to acquire good humane relations of the child to the world and his place in it as a problem of forming a harmonious picture of the world ¾ of an integral ordered system of ideas, knowledge, relations of the child to his environment ¾ to the world of things and the world of people. The child's picture of the world is in an emotional visual form the fixed attitude of the child to the surrounding reality - natural and social. And the task of adults is to help the child harmonize his picture of the world in order to resist evil in his heart and build the foundations of good.

In understanding small child categories of good and evil must have clear outlines and boundaries. Turning to an adult with an explicit or hidden question on the topic “what is good and what is bad?”, the child every time wants to confirm for himself the moral content and meaning of this or that phenomenon, action, deed. Reversing the requirements in the affirmation of good or mixing ideas about mercy, humanity, which are provided by modern "means of education" - even new fairy tales (where evil is done by traditionally "good" characters and vice versa) and toys (which embody not the "image of an ideal life", but people who come from from the underworld) are detrimental to the formation of not only ideas about good and evil in the child's mind, but also for the personal and moral and spiritual development of the child.

Target: to exercise children in the ability to distinguish between objects of the man-made and non-man-made world,. Cultivate respect for things.

Game actions: The teacher calls the children different words. If the word denotes an object created by human hands, then the children clap their hands. If this is an object not created by man, then the children raise their hands up and pronounce the word "God".

Rules of the game: correctly classify and name objects.

GAME "CALL AWESOME"

Target: teach kids to pick sweet words, form diminutive words and say them to each other. Cultivate friendliness, affection, tenderness.

Game actions: the children stand in a circle. The driver is chosen - Fairy Tenderness. This child takes turns touching all the children in the circle with the magic wand. The selected child speaks tender words neighbor on the right (left). For example, dear, dear Vanechka, etc.

Rules of the game: think, correctly form and select words, listen carefully to the answers of comrades, if necessary - help.

Equipment: Magic wand.

GAME "CIRCLE OF WISHES"

Target: to promote the development of children's speech, communication skills, thinking. Cultivate peacefulness, a firm desire to do good.

Game actions: the children stand in a circle and, passing the toy in turn, to each other, express their wishes. For example, "I want all the evil on the planet to disappear." Etc.

Equipment: any toy (ball, doll, bear, etc.).

GAME "REMEMBER THE TALE"

Target: to consolidate children's knowledge of the contents of fairy tales, stories. Learn to analyze and evaluate the actions of heroes. Raising in children the desire to do good deeds

Game actions: children remember familiar fairy tales and their heroes who did good and evil deeds, analyze and evaluate them. For each answer, the children receive a token. At the end of the game, the teacher

Rules of the game: remember fairy tales, heroes, evaluate their actions.

Equipment: colored chips. Prize for the winner.

GAME "GOOD - EVIL"

Target: teach children to distinguish between good and evil deeds. To cultivate peace, friendliness, mutual assistance and harmony.

Game actions: children stand in front of adults. An adult in turn calls the children any words denoting any deeds, actions. If the word means good, good deeds, then the children clap their hands. If the word is evil, the children wag their fingers and stamp their feet.

Drivers can choose children.

GAME "SECRET FRIEND"

Target: to form a friendly, respectful attitude towards peers.

Game actions: Fold the envelopes with the children's photographs into a box and have each child draw one of them. Ask the children not to tell who they got in the photo. If someone pulled out his photo, he pulls out the envelope again. Explain to the children that the person whose picture they pulled out is now their "secret friend" and that they should secretly pay as much attention to him as possible over the next three days.

Invite the children to draw a portrait of their "secret friend". After a few days, ask the children to guess who their “secret friend” was and have a conversation with them about friendship.

Equipment: envelopes according to the number of children, children's photos.

Card file of games on the formation of moral qualities in preschoolers

Second junior group

Mobile game "Cat Vaska".

Target. During

games, children learn the characteristic movements of animals.

Game progress. Children (mice) sit on chairs or carpet. One child - cat Vaska. He walks on his toes, looks to the right, then to the left, meows.

Teacher and children.

Vaska walks white, Vaska's tail is gray, And he flies like an arrow, And he flies like an arrow.

The cat runs to the chair at the end of the room and sits on it - falls asleep.

Children. Eyes close -

Sleeping or pretending? Cat's teeth - Sharp saw.

One mouse says that she will go to see if the cat is sleeping. After looking, she waves her hands, inviting other mice to her. The mice run up to her, scratching the chair where the cat sleeps.

Vaska cat. Only the mice will scratch, Gray Vaska is right there. He will catch everyone!

The cat gets up and runs after the mice, they run away from him.

Dramatization game "In Grandma's Yard"

Target. The game develops in children the ability to understand the emotional state of animals (by the nature of movements, gait, etc.) and the features of their communication.

Didactic material - toys or hats-masks of a cat, chicken, chickens, cockerel, pigs; plasticine; an envelope with pictures of animals.

Game progress. The room of the children's group turns into a grandmother's yard. At the window of the house there is a bench on which the cat lies ( soft toy). At the other end of the bench is a saucer of milk and a bowl of grain, under the bench is a trough.

The teacher portrays the grandmother first himself, and then the child is selected for this role. Grandmother. Hello children. Sit down. Do you know who lives in my yard? I will show you all today. My cat Vaska lives with me. At night he catches mice, and during the day he lies on a mound, basking in the sun and purring. Do you know how? Let's call him. (Takes the cat in her arms, strokes it.) Come up and you. Pet him. And who will tell about the cat Vaska?

Game-dramatization "Masha is having lunch"

Target. The game brings up in children love, respect for animals, the desire to care for them; gives the basics of communication between people and animals; teaches children to imitate the voices of animals.

Didactic material - toy or cardboard characters (Masha doll, dog, chicken, cat); table with dishes, bowl, saucer; recordings of musical works by M. Raukhwenger "Dog", A. Alexandrov "Cat", E. Tilicheev "Hen and chickens".

Game progress. The teacher tells the children that the fairy tale "Masha is having lunch" came to visit them. In the first game, the teacher plays all the roles himself, showing the children an example, involving them in imitating the voices of animals. In the course of the action, the teacher exposes the appropriate toys or pictures.

After the meal, the animals and Masha thank for the food and ask the guys: “Do you children always say thank you for the food?”

Handing out toys to children self play, the teacher asks everyone if he knows how a chicken screams, a dog barks, a cat meows.

In the repeated game, children. They themselves bring out the characters and imitate their voices. For the role of Mashenka, you can choose a girl who herself will serve food to the cat, dog and chicken.

At the end of the game, the teacher always asks the children who feeds which animals and birds, whether they help adults take care of them, how they communicate with animals, how they find out if they are in a good or bad mood, whether they want to eat, etc.

When conducting classes with children on this topic, the following summary of classes can be used, which can be included in one sequence or another, depending on the age and personal development of the child (children).

Game-dramatization "Teddy Bear"

Target. The game teaches children the ability to recognize each other, wait patiently and communicate correctly in game situation.

Didactic material: a large soft toy Bear, a scarf for blindfolding.

Game progress. Children sit in a semicircle. The teacher sits with the children. There is an empty chair in front of him. The teacher takes a big Bear. The bear talks about the child, the children guess.

Game - imitation "Hare"

Target. During the game, children learn to coordinate movements.

Didactic material - hats-masks of a hare, bear, fox, wolf; flannelograph; cards with images of various wild animals.

Game progress. Teacher. Children, we ended up with you in the forest, and there are many inhabitants in it. Look, a hare has appeared, he did not notice us and is jumping merrily. He puts on the child a hat-mask of a hare and says:

I am a forest animal, I am not a simple hare. I am a jumping bunny. Long ears, short tail. They say about me, As if I'm a coward, But let the Fox and the wolf not think that this is so.

Children characterize the hare, Show what fast legs he has, keen eyes, sensitive ears and nose. Then verses are recited, performing the movements at the same time:

There lived a bunny. Long ears.

(Bring open hands to the back of the head.)

Frosted bunny Spout on the edge,

(The fists are raised to the noses.)

Frostbite nose, Frostbite tail,

(Hands show a small Tail.)

And he went to warm himself: To visit the kids.

Teacher. We have a dexterous jumper,

Warm gray fluff

Red quick eye.

A child in a hare mask shows the movements of the hare by jumping, touches the fluff (fur) of the hare with his hands and points to his eyes.

Round dance game "Bunny"

Game progress. Children stand in a circle holding hands. In the center of the circle is a sad bunny.

Children sing:

Bunny, bunny! What happened to you? You are sitting very sick.

You get up, get up, jump! Here is a carrot. Get it (2 times),

Get it and dance

Game-staging "Bear and Bunny"

Game progress. The teacher chooses children to play roles, puts on them hats - masks of animals. At the same time, he can offer the children (depending on age) to play out the entire scene or read the main text, while the children will show only the final episode (when the Bear regrets the Bunny, the Bunny was swinging. The Bear came up to the swing. He looked at them, He touched it with his paw. Then he suddenly jumped onto the free end! Bunny could not resist, flew up his arms to cover him with his palms, and he jumped - and now he was chirping in a completely different place.

Expressive movements: the neck is stretched forward, steps on the tips of the fingers.

finger game"Language of Feelings"

Target. Classes on this topic are aimed at giving children an idea of ​​their own emotions and the emotions of other people (good and bad mood), to teach them to be attentive to the feelings and desires of other people, to teach them to convey their emotions to other people by different means.

Didactic material- cards with the image of people and animals in different emotional states; hats - animal masks.

A kind word heals , and the bad cripples.

Target. The game introduces children to the fact that words can influence the feelings and behavior of people.

Game progress . The teacher asks the children if they know that miracles can be done with words. The word can make laugh, upset, offend a person. When a person is upset, offended, it is very difficult for him to cope with bad mood, a kind word he can be consoled.

Our Tanya is crying bitterly -

Dropped a ball into the river.

Hush, Tanechka, don't cry,

The ball will not sink in the river.

(A. Barto)

The teacher reads the poem, and then shows it with gestures and facial expressions.

Teacher. Do you think Tanya will stop crying? Why? Of course, the words with which Tanya was addressed should help her, console her.

Similarly, the fairy tale "Ryaba the Hen" can be used, which is played in the form of a dramatization.

Grandfather and grandmother lived,

And they had a hen Ryaba.

The hen laid an egg

Not simple, but golden.

Grandfather beat-beat - did not break,

Baba beat-beat - did not break.

The mouse ran

She waved her tail,

The egg fell and broke.

Grandfather and grandmother are crying

The hen cackles:

"Don't cry, grandfather! Don't cry, grandma!

I'll lay you another testicle

Not gold - simple.

The teacher invites the children to draw a chicken comforting grandfather and grandmother.