Card file of games by formation moral qualities in preschoolers

Second junior group

Mobile game "Cat Vaska".

Target. In the process

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 a 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, 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 a bad mood, and a kind word can console him.

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.

I have selected 10 games that will help teachers to educate a child in a spiritual and moral personality. They can be safely used on holidays and at any free time both indoors and on fresh air. Especially children love to play these games at the holiday, when parents take part.

1. "Pick a color"

Tasks: to create conditions for self-affirmation of the child in a group of children and adults; expand the vocabulary of words - antonyms and learn how to use them in certain situations.

Preparatory work. The teacher reads to the children a poem by V. Mayakovsky "What is good and what is bad." Then he gives the children cards of 2 colors: white and black and offers to choose the color of the card for the word “good” ( White color) and for the word "bad" (black color).

The teacher names the words, and the children select and show the right color for the antonym words.

Good evil

sorrow - joy

good bad

industriousness - laziness

greed - generosity

cowardice - bravery

love is hate

rudeness - politeness

peace is war

darkness - light

friendship - enmity

dirt - cleanliness, etc.

2. Balloon with wishes

Objectives: to expand the vocabulary of words and teach children to use them in certain situations.

Preparatory work. The teacher reminds the children that every person is pleased to hear good wishes.

In a simple free environment, you can play a game - a wish.

Inflate a small balloon and invite everyone present to toss it from one person to another so that the balloon does not fall on the floor and on other objects. In this case, the host must turn on the tape recorder or play any musical instrument.

Through a short time the host stops the music. The person who last touched the ball before the music stops must tell everyone present or any one person a wish out loud.

3. Five nuts.

Preparatory work. The teacher draws the attention of children to the fact that every person has good qualities.

Invite the children to name the good qualities of a person. 2-3 children are called, who take turns calling words. For each correctly spoken word, a nut is given. The one who collects 5 nuts wins. Qualities: good, kind, caring, hardworking, gentle, faithful, affectionate, loving, honest, hard-working, smart, generous, courageous, purposeful, assiduous, cheerful, benevolent, sympathetic, modest, sociable, clean, etc.

4. “Help grandpa and grandma.

Tasks: to educate children industriousness, desire to help, mercy, compassion.

Preliminary work. The teacher reminds the children that in the family, children should take care of their grandparents, who at one time took care and take care of their grandchildren. Then after many years you will get the relationship you were striving for. Your grandchildren will become interested in your health, mood, and will take care of you.

The game. Newspapers and books are piled up on the table in disarray, glasses “fell” on the floor. Nearby, near the chair, there is a basket. Balls of wool are scattered around her, near the chair lies a “fallen” grandmother's scarf.

Two children are called. Who can help faster? One child helps clean up the table for grandfather. She stacks books in a stack, separates newspapers in a stack, picks up her glasses from the floor. And the other, collects balls in a basket, picks up and hangs a grandmother's scarf on a chair.

5. Easter cake

Tasks: to encourage in children the desire to know what products are used to make Easter cake, Easter.

On the flannelgraph, there are pictures of products in disorder: flour, sugar, herbs, eggs, sausage, cucumbers, milk, tomatoes, yeast, potatoes, butter, carrots, salt.

Task: leave only those products from which you can cook Easter cake. The rest of the drawings must be removed.

6. "Cherished letters"

Tasks: to teach children among several letters to choose the right ones.

Preliminary work: talk about the celebration of Easter.

On the magnetic board is a drawing with an image of an Easter egg. Nearby are letters from the magnetic alphabet. Children are invited to place on the Easter egg those two letters that are always written on Easter eggs and Easter cakes.

7. "Pink Glasses"

Tasks: to create conditions for self-affirmation of the child in a group of children and adults; expand your vocabulary and learn how to use them in certain situations.

Preparatory work. The teacher draws the attention of children to the fact that everyone is good. And you need to see only the good in it.

The teacher explains to the children what the expression "look through rose-colored glasses" means. Then he reads the poem.

You sigh sadly
Seeing in a dachshund - a crocodile,
In an orange - peel,
In the summer - a terrible heat,
Dust in the closet, spots in the sun ...
It's a matter of sight, probably.
So take the advice
little oldies,
Wear in winter and summer
Glasses with pink glass.
Those glasses will fit you...
You will see - and soon
In a dachshund - the best girlfriend,
In an orange - a mug of juice,
In summer - a river and sand,
And in the closet - some outfits ...
I know you will be happy!

And then he offers to try on “rose-colored glasses” for the children themselves, and they, having chosen any child, say only good things about him.

8. "Magic Chair"

Tasks: to create conditions for self-affirmation of the child in a group of children and adults; expand the stock of polite words and learn how to use them in certain situations.

Preparatory work. The teacher draws the children's attention to the fact that each person is good in his own way: one sings beautifully; the other is friendly, kind to people, always ready to help; the third is reliable in business, etc. He proposes to organize the Magic Chair game. Children are divided into groups of 4-5 people. One of them sits down on the "magic" chair. Children only talk about his good deeds.

Children sit on the “magic” chair at will, as if passing the baton to each other.

The first stage - the game is played in microgroups.

The second stage - the game is played with the participation of all the children of the group.

9. Candle

Tasks: to expand the vocabulary of words, to teach children to build sentences correctly and try not to repeat what was said.

Preliminary work. The teacher reads several wishes in poetic form, and then offers to play the game.

The teacher lights a candle and invites the children to stand in a circle. Passing a carefully lit candle, the children say good wishes to each other.

10 Guardian Angel.

Tasks: to teach children to show love for others, mercy, compassion.

Preliminary work. The teacher reminds the children that God at baptism gives every Christian a Guardian Angel who invisibly protects a person from all evil, warns against sins. He is our helper and protector. He leads us on the right path, leading us away from dangers. But man does not see his angel.

The game. The teacher offers to play the game "Guardian Angel". There are obstacles on the floor. Two children are called. One is blindfolded. The other is invited to carefully lead the blind child past obstacles, that is, to become his guardian angel.

Tips for organizers

1. If the children liked the game, play it repeatedly. Try to get every child to participate in the game.

2. If there are children who do not express a particular desire to play, in no case force them - they have the right to choose.

3. Pay special attention to the tone of the game that you set. Therefore, be sure to participate in the game with children on an equal footing. Your help is especially needed where the child speaks little.

4. Do not be afraid of pauses, silence, when children are silent, do not find what to say. Defuse the situation: calmly say that it’s so simple, you won’t always find it without effort the right words. But you have to study and try. From your words it will become more comfortable, and the group will speak.

1. Talking to children:

Imagine that you are leaving kindergarten for home and see a boy pushing a girl into a puddle. Her shoes are wet, the bow on her head is barely holding on, and tears are streaming down her face. What would you do? Children, you see that a person's mood depends on the actions and behavior of others. Let's help the girl.

2. Children, what is your mood today? Let's play a game now Determining the mood of family members.

You can show children pictures of family members in different moods. In this case, speech accompaniment can be as follows:

What is the mood of mother and son here? Why?

In the game, you have to come up with a certain situation from these photos. According to the mood of family members, come up with their dialogue.

And do you know that Bad mood happens to your close people in the family? Why? What determines the mood of your mother or grandmother?

3. To find out how the child understood the reason for the mood of loved ones, the game “Finish the sentence” will help.

Dad is upset because...

Mom is upset about...

Grandpa looked at me sternly because...

The younger brother burst into tears because of...

The conclusion of such a game may be the question:

What should be done to improve the mood of a loved one?

Have you ever been attentive to the mood, well-being of your relatives?

4. Another variety games for the formation of the moral qualities of the child can become the game "Wonder Tree".

Children are offered the following situation:

Think about how you can please one of the family members! For each offer, you can take one green leaflet from the Good Deeds basket. These leaves will symbolize your good deeds. By attaching them to our Wonder Tree, you can bring it to life!

Children should approach the basket one at a time, briefly talk about some good deed for the sake of loved one, take a leaf and attach it to a tree branch. The conclusion should be the answers to the following questions:

Look how green our tree has become! So in your family, life will be happier if you and all your loved ones become more attentive and kinder friend to friend. Do you want to please someone today and improve your mood? How can we please each other now?

5. Another game aimed at the formation of the moral qualities of the child, the game "Make a compliment" can become.

We lay out the pictures-symbols with the image of family members on the table, after turning them over with the picture down. Children come up to the table in pairs, choose symbols for themselves and make complimentary dialogues:

Children, say good and kind words to your loved ones, they will be pleased, and you will cheer them up.

The value of the game in the moral education of children.

Plan.

1. Tasks and methods of moral education of children preschool age.

2. Game is a school of moral education.

3. Children's home games.

4. Guiding children's play.

1. According to many outstanding teachers, “preschool age is extremely responsible in the development of moral character traits. Numerous pedagogical and psychological research confirm that it is in these years, subject to purposeful education, that the foundations of the moral qualities of the individual are laid. By the age of six or seven, a child can be brought up with fairly stable forms of behavior, an attitude towards the environment, according to the learned moral rules and norms.

The peculiarity of raising a child in kindergarten consists, first of all, in the fact that his daily life and activities - games, work, various activities - proceed and are organized by the teacher in the conditions of the children's society.

The main tasks of the moral education of preschool children are as follows:

Education of a culture of behavior, the beginnings of humanism, humane relations between children and adults (fulfillment of the elementary rules of the hostel, goodwill, sensitivity, responsiveness, caring attitude towards loved ones, etc.);

Education of collectivism, the formation of collectivist relationships among children, the education of love for the Motherland, respect and sympathy for people of different nationalities;

Education of industriousness, manifested in a steady desire and ability to work.

Methods of moral education- these are the methods of pedagogical influence, with the help of which the formation of the personality of the child is carried out in accordance with the goals and ideals of society.

First group of methods provides children with practical experience of social behavior. These include the teaching method (exercise, example of an adult or another child, observation, demonstration of action, method of organizing activities.

The second group of methods is aimed at the formation of preschool children's moral ideas, judgments, assessments. This includes conversations of the educator on ethical topics, reading fiction viewing and discussion of pictures, illustrations.

Of particular importance are work and the game. They are both a means and a method of education.

2. Playing in the life of a child is an important activity that satisfies his desire for movement, for action, for comprehending impressions. surrounding life. A normally developing child plays a lot and enthusiastically. No wonder the game is called one of the forms of organizing children's lives. It fills the child's life with interesting content, organizes and regulates his behavior. Children who play a lot and with concentration play less naughty, grow more organized, disciplined. Under the influence of an exciting game, the child is transformed: the silent one becomes talkative, the closed one becomes sociable, the impudent one becomes polite, the fidget becomes assiduous.

The game is an important means of educating moral feelings and ideas, moral deeds and a culture of behavior.

Outdoor games.

Mobile games are used not only to solve direct problems physical education but also for moral development. The teacher observes how the children behave, how this or that quality manifests itself, and then conducts a game to exercise the children in the right actions.

Outdoor games contribute to the education of intelligence, observation, attention, imagination, the development of positive qualities. Active actions in the game help eliminate self-doubt, shyness, timidity. The child should feel in the company of his comrades as an equal among equals. Accurate execution of movements, courage, dexterity, resourcefulness enhance the feeling of confidence and help to take their rightful place in the team. Outdoor games, like other types of games, are a form of organizing the life of children in a group, are of great importance in educating children's relationships. a big role belongs to the rules of the game. They determine the course of the game, the relationship of the players, the sequence of their actions. In collective games, the success of the game, the position of a friend, often depends on the behavior of the player.

For example, in the game "Burners", one must strive to meet a friend, despite the danger of being caught himself. Or in games like “whose squad will line up first”, the slightest confusion can bring everyone else down. Such games bring up a sense of responsibility.

In some outdoor games (for example, "Classes"), children set the rules themselves: "Alien interference is not considered", "Chur, with rest", etc. These traditions are of great educational value. They discipline the behavior of children, help to educate the ability to independently negotiate, to reckon with the opinions of others.

Role-playing games.

It is difficult to overestimate the role-playing game. Its value as a means and effective method moral education lies in the fact that this activity gives the child the opportunity to most freely and independently establish connections and relationships with other children, choose goals. In the role-playing game, the achievements and shortcomings of moral education, the level of children's mastery of the norms and rules of behavior are clearly manifested. Copying the life of adults, the child is imbued with their concerns and deeds, assimilates the moral norms of our society. Playing the roles of adults - teachers, nannies, mothers, grandmothers - contributes to the development of positive forms of children's behavior: in a collective game, one must do well both the work of a teacher and the work of a cleaner, and be a caring grandmother.

For example, playing “school” significantly enriches the spiritual world of children, new friendships are established between children on the basis of a common cognitive and artistic interest, role-playing relationships arise and form between the “teacher”, “parents”, “grandmothers” and “grandfathers” , polite forms of address are fixed.

Role-playing games "School", "Barbershop", "Construction", "Hospital", etc., if properly organized, help to cultivate respect for adults, interest in these professions.

In many role-playing games for children, a doll is a necessary attribute. Games with a doll help children become more accommodating, more compliant, appear nice words, intonation, goodwill in relationships. Playing with dolls often becomes rich, lengthy: you need to cook food for the doll, feed it, take a walk, or teach something.

Playing with dolls often becomes a kind of form of organization of spiritual life, while education “will be carried out in a planned and organized manner, not in the form of instilling in children the requirements to be truthful, share with others, etc., but in the very form of organizing them gaming activity».

For example, in games with a doll such as “Doll's Birthday”, “Arrival of Guests”, it is effective to educate hospitality, sensitivity, and goodwill. The games “As if we have Small child”, “As if there is no mother at home”, “The doll is sick”. Thus, a sympathetic attitude towards the patient, a willingness to help him, is born.

Of great importance for the education of patriotic feelings are games in the military. These games bring up mutual assistance, mutual assistance, discipline, the ability to subordinate their interests common interests, respect for the native army.

The feeling of patriotism is also love for one's native places, pride in one's people. It is difficult to overestimate the importance of role-playing games - journeys in which the teacher takes on the main role, since such games require more knowledge than children usually have.

The game is also appropriate in solving the problem of forming in children a correct, positive-emotional attitude to work, and instilling industriousness. When accustoming children of older preschool age to systematic work, especially household and self-service work, it is necessary to use game forms more often. Involving in any serious matter, the child beats him, imitating adults.

For example, children love to work in a "workshop" repairing books, boxes for board games. But it is important to set not toy goals for the child - the book must be glued for real, carefully, so that other children can read it.

(To be continued. To be continued: meaning didactic games, theatrical games, etc.)

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Socio-moral education of preschoolers through role-playing games

Social moral education at preschool age is determined by the fact that the child forms the very first moral assessments and judgments. He begins to understand what a moral norm is and forms his attitude towards it, which, however, does not always ensure its observance in real actions. The social and moral upbringing of children takes place throughout their lives, and the environment in which they develop and grow plays a decisive role in the formation of a child's morality.

At preschool age, the most favorable conditions for the moral development of children are created. The leading activity of a preschooler is a role-playing game, where the child models the ways of behavior, actions, relationships between adults. It highlights the relationship between people and the meaning of their work. Performing roles, the child learns to act in accordance with the moral standards accepted in human society. In the game, the child does not learn to live, but lives his true, independent life. In the game, as in the future activity of the preschooler, those actions are carried out that he will be capable of in real behavior only after some time. Playing in an imaginary situation frees one from situational connection. In the game, the child learns to act in a situation that requires knowledge, and not just directly experienced. Action in a fictional situation leads to the fact that the child learns to control not only the perception of an object or real circumstances, but also the meaning of the situation, its meaning. A new quality of a person's attitude to the world arises: the child already sees the surrounding reality, which not only has a variety of colors, a variety of forms, but also knowledge and meaning.

The content of the games introduces the child into a broad sphere of moral relations: care, mutual assistance, responsibility, etc. Mastering the rules of role-playing behavior in the game, the child also masters the moral rules contained in the role. Children master the motives and goals of adult activities, their attitude to their work, to events and phenomena of social life, to people, things: positive attitude to the actions, norms and rules of behavior in society. Because of this, the role-playing game also acts as a means of shaping a culture of communication.

In the game, the development of important features of the motivational sphere of the child's personality takes place: firstly, the subordination of motives is formed - the subordination of situational motives to more general and higher ones; secondly, socially significant motives themselves are formed (for example, a child takes on a role of little interest to him in order for the game to take place and not fall apart); thirdly, a new psychological form of motives arises in the game - generalized and, to a certain extent, conscious motives. The presence in the game of internal rules, which the child fulfills voluntarily, brings up the ability to restrain oneself, forms strong-willed character traits.

It is necessary to manage the formation real relationship organizing children according to their interests and age capabilities. So, a child who plays individually, you can try to involve in a joint game with adults or peers, offering him game situations that take into account the gender approach to the organization of children's play interaction. For example:

You can turn to a girl dressing up a doll: “Does your daughter have a birthday? Will you invite guests? They will be very happy with your invitation! »;

Suggest to the boy who is “driving alone”: “Lena is going to go somewhere with her little daughter. Ask her where she will go. Maybe she needs a lift? »

A child “repairing a car” can say: “It seems that your car has a serious breakdown - maybe the driver Alyosha will help you fix it? " etc.

The organization of such situations of pedagogical influence on children's games can be both part of a game training session, and situational psychological and pedagogical support for an independent children's game. At the same time, special attention should be paid to maintaining interest in the actions of a peer and establishing rules of behavior in relation to him.

In joint games, special attention is required to regulate the relationship of children. It is necessary to specifically teach children how to communicate in the game through conversations about the content of communication when distributing roles and toys, discussing the game plan, etc. Preschoolers can form a clear idea of ​​​​social subordination and achieve its embodiment in the game by learning to model relationships that arise between people .

For the formation of a role-playing game at each age stage, a single set of mandatory pedagogical activities is needed. Then the game is able to act as a mechanism for the social and personal development of the child and the formation of social and moral relations in the group. This requires the following:

1. Timely change of subject- gaming environment taking into account the enriching life and play experience of children. The environment should contain elements of problematization, i.e. provoke children to formulate and solve problem situations.

2. Planned pedagogically active enrichment life experience children. It is important for the teacher to keep in mind that real life- the main source of the emergence of the game and its enrichment. Therefore, it is necessary to draw the attention of children to certain components of social reality, the sphere of human relationships.

3. Joint (educational) games of the teacher with children, aimed at transferring the gaming experience of the traditional culture of play to preschoolers. Firstly, children need to be taught to “enter” an imaginary situation, understanding its conditionality, using the words “what if? ', and 'as if'. Secondly, children need to be taught to carry out a chain of play actions and combine them into one process, identifying it as the content of the game.

Thus, the important conditions for the comprehensive education of the child's personality are: purposeful pedagogical guidance of role-playing games; enrichment of role-playing games with moral content. The task of the teacher is to focus the attention of the players on such goals that would evoke a commonality of feelings and actions, to promote the establishment of relations between children based on friendship, justice, and mutual responsibility.

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Conclusion………………………………………………………………………13

Literature……………………………………………………………………… 14

A child is not born evil or good, he has to acquire moral qualities. At the age of 3 to 7 years, the child begins to form the first concepts and ideas about “what is good” and “what is bad”.

He has the first moral feelings - sympathy and sympathy for the people around him: mother and father. Throughout preschool age, the foundations of the deepest, most complex and important human feelings are laid in it: honor, truthfulness, a sense of home, love and respect for work.

When a child performs actions that have become habitual in a certain situation, he experiences joyful feelings. When something interferes with the performance of these acts, the child experiences anxiety, which later develops into a sense of shame. Moral habits acquired by a child underlie moral behavior.

Preschool age is the best soil for the formation of moral qualities, since during this period the child has those significant changes that can be influenced from a positive position. It is at this age that the child begins to form: moral behavior, moral consciousness and moral experience, which can affect the character of a person and his future life.

Toddlers play, develop, master ideas about moral behavior, receive certain emotions. Adults, creating a play environment, surrounding the baby with attention and love, showing communication by personal example, playing with children, should form the moral qualities of the child.

But in reality this does not happen: we are increasingly seeing examples of childish cruelty, aggressiveness towards each other, towards loved ones. Children have distorted ideas about moral qualities: about kindness, mercy, justice. Is it necessary to list all the troubles that human indifference, cruelty, emptiness, indifference gives rise to.

Thus, a child brought up in the love and care of adults, however, does not have sufficient ideas to show such moral qualities as benevolence, care, attention, empathy. The fault of his indifference, unwillingness to reckon with the opinions or actions of others, inability to express kindness, empathy, care falls on us adults.

It is we, parents and teachers, who have failed to reach the child's heart and instill in him kindness and love. Our fault is that the role of the game in moral development not adequately understood. The rules for organizing the game are not always respected.

Not all families have a play area. Not understanding the pedagogical significance of children's play, adults do not take into account that in the game, kids in their own way comprehend the relationship between people, knowledge, and the experience of behavior they acquire. Through the game, you can bring up a callous, indifferent person, or you can bring up a beautiful person, needed by society.

Various aspects of the game were constantly the subject of careful and detailed study. Games in the moral education of children are considered in the works of L. S. Vygotsky, A. N. Leontiev, J. Levy, R. Kayts, J. Piaget, K. D. Ushinsky, J. Huizinga and others.

Psychological analysis of the role of play in moral education and personality development was given by L. S. Vygotsky, A. N. Leontiev, S. L. Rubinshtein, D. B. Elkonin. The game as a means of personality formation and development of its potentials is studied in the works of N. P. Anikeeva, O. S. Gazman, T. E. Konnikova, D. V. Mendzheritskaya, I. I. Frishman, G.1T. Cherny, S. A. Shmakov and many others.

Thus, the opinions of many authors and the relevance of the problem prompted me to search for games that will contribute to moral development, and under what conditions the formation of the moral qualities of a preschooler in the game will be more effective.

Working with preschool children, I came to the conclusion that many children need to correct their relationships with their peers. And since the game is the leading activity of preschool children, the easiest way to do this is in the process of a role-playing game. The role-playing game plays a leading role in the formation of positive relationships between children and the formation of positive moral qualities of the personality of preschool children.

Our kindergarten works according to the "Rainbow" program, which is aimed at solving three main tasks: health promotion, full mental development every child and ensuring a joyful and meaningful life in kindergarten. Among the goals of education, we single out, in particular, the development of friendliness and tolerance towards peers.

Therefore, I began to work on the topic: "Education of the moral qualities of a preschooler through the game." Determined the purpose and objectives of the work.

The goal is to create conditions for the formation in children of kindness, care, responsiveness, the desire to help, a culture of behavior through the game.

The game can contribute to the education of moral qualities, subject to a number of conditions:

Proper organization and management of the game

Correctly formulated motivation

A variety of children's games aimed at developing the positive qualities of preschoolers, their aesthetics and attractiveness.

Accounting individual features child, his interests.

This goal required the solution of the following tasks:

1. The study of psychological and pedagogical literature on this issue.

2. Classify games for the education of moral qualities and prepare their provision.

3. Creation of a game environment in the group and conditions for the effectiveness of the influence of the game on the moral education of children.

4. Carrying out diagnostics for the education of moral qualities.

5. Increase the competence of parents in the issue of moral education of children.

6. Increase personal competence in this matter.

When solving the tasks set, the following methods and methods of work were used:

1. Organization of life and game developing situations that provide children with the opportunity to learn the experience of moral behavior and a benevolent attitude towards peers and close adults.

2. Play-throughs with toys showing the children samples correct behavior and relationships in kindergarten and in the family.

3. Communication and joint activities with the educator - as a means of establishing trust, enriching social ideas and interaction experience.

4. Observation of the actions and attitudes of adults in kindergarten (cook, nanny, doctor, janitor, teacher).

5. Figurative imitation games, round dance, theatrical, mobile, didactic, construction - for the development of emotional responsiveness and the joy of communicating with peers.

6. Reading poems, nursery rhymes, fairy tales on the topics of kindness, love for parents, caring for animals.

7. Consideration of plot pictures, illustrations in order to enrich social ideas about people (adults and children), orientation in the immediate environment (in a group, preschool educational institution and in a family).

8. Story games, uniting children with a common plot, game actions, the joy of reflecting the roles of adults.

In order to get started, I studied the methodological literature:

1. "Moral education of preschool children in kindergarten" edited by V. G. Nechaeva and T. A. Markova. (This book defines the goals and objectives of the moral education of preschoolers. This helped me identify and set moral goals and tasks in game activity).

2. “Sow a habit - reap a character” L. I. Kaplan (I learned and applied in my work the experience of a teacher in the formation good habits in children).

3. "Raising children in the game" A. K. Bondarenko, A. I. Matusik (This manual helped me to involve children in the game, help them understand moral norms and ideas).

4. "Junior preschooler in kindergarten" T. I. Babaeva (This book helped me in choosing games and game situations for the formation of moral qualities).

6. "Pedagogical situations in family education preschooler "L. F. Ostrovskaya (applied examples of pedagogical situations on parent meeting which helped to determine the level of moral development in the family).

7. “The role of play in the upbringing of children” by A.P. Usov (The book helped me understand the importance of play in the moral development of preschoolers).

Based on the literature studied above, I chose the path that seemed to me the most correct - to educate preschoolers in such moral qualities: a culture of behavior, humane relations (benevolentness, responsiveness, caring attitude), the desire to help, through the game.

Work on the education of moral qualities in younger preschoolers began in the second junior group. Diagnosis at the beginning of the year

Table 1

Assessment of children's awareness of moral standards

in the second junior group in 2009

Criterion

Source nsportal.ru

Discipline for the development of morality of preschoolers

A very important element in the formation of moral concepts in children is the introduction of discipline. Thanks to her, the little person gets a sense of security and has the opportunity to live in accordance with the standards adopted by his social group.

It is through discipline that children can develop a conscience that guides them in controlling their behavior. The period of preschool age is the time of the beginning of the formation of moral concepts in children.

At the same time, this is a very important stage, which is a stepping stone for the further formation of morality in children.

Moral development of preschoolers in stages

Moral norms at different ages are accepted and fulfilled by preschoolers in different ways. Therefore, psychologists distinguish the conditional stages of the moral development of children. Let's consider what we are talking about.

1. The earliest period of childhood is characterized by a complete lack of understanding of moral norms, as well as difficulties in their implementation. Little children are not able to obey a system of complex rules, much less understand their meaning. Therefore, at this level, the development of morality, as such, is not observed. But, this period is fundamental in terms of preparation for the next, it is he who gives rise to the morality of the child. From about one year of age, the baby already needs some disciplinary restrictions that will prepare for the introduction of other rules leading to an understanding of moral standards.
2. At the next stage of moral development, at about the age of 2-3 years, the baby already easily subordinates his will and actions to the moral restrictions and rules imposed by his parents. But he does it still unconsciously, not having an understanding of the true meaning of the existence of moral norms and concepts. The only motive that can push the child at this stage to fulfill the rules set by the parents is understanding the consequences of negative actions. Babies consider someone good or bad not because they have already formed a value judgment, but because their parents say so.
3. The third stage of the moral development of preschoolers is the peak phase, which occurs at the age of 3-6 years. At this stage, the child is already beginning to form a value judgment, the preschooler begins to realize the need to follow moral standards, not only because his parents told him so, but he himself understands the meaning of his behavior. A child learns to evaluate his actions and words, on the basis of which he may feel guilty if his behavior did not comply with the moral standards that are accepted in the society that surrounds him.

At the senior preschool age, the child has knowledge about what is good and what is bad, and at the same time he argues that it is impossible to do bad things. In Krokhin, the egocentric understanding of the world is replaced by a humanistic one.

A preschooler is capable of such feelings as compassion, empathy, friendly support and loyalty. At the senior preschool age, for the first time, the child learns a sense of justice, begins to put himself in the place of other people.

Role-playing games for the moral development of preschoolers

The leading activity of preschool children is play. Games can be different - collective, single with the participation of toys or other attributes or without them. That is why games are used for the comprehensive development of children, including moral.

At the older preschool age, children often practice role-playing games in which they copy the behavioral models they have seen in the life of adults.

The role of adults is to contribute in every possible way to the initiative of silly children and to be the initiators of role-playing games themselves.

The role of the family in the moral development of a preschooler

The family plays a decisive role in the formation of moral standards and their understanding by the child. The family begins to influence the future spirituality, morality and morality of the child long before the moment when he says his first word.

The subconscious memory of babies contains a lot of information about how their parents acted, and under certain conditions, all this information will begin to manifest itself in actions. The family at all stages of the development of the baby has a huge, decisive influence!

Moral norms and behavioral patterns are established in the family. It is the parents and their relationships that shape the future behavior of the child and the perception of the world. Family relationships have an impact on the relationship of the child with other children.

A negative example in the family can also leave an imprint on the morality of the child. But, the problem is that many parents, trying to protect their child from negative influence, allow themselves morally unacceptable actions in secret from the preschooler.

Naturally, sooner or later the child will witness such behavior, and as a result, parents risk undermining their authority in the eyes of the child. The discrepancy between the words of parents and their actions is a mistake that can have extremely negative consequences.

Therefore, it is important that parental moral requirements and rules regarding preschoolers are first of all fulfilled by them - this is the only way you can teach a child.

What moral lessons can parents teach a preschooler?

Let's look at a short list of things that can be taught to a child in preschool. All this contributes to the formation of the moral image of the individual.

• Show by your personal example that you need to love animals, involve your baby in caring for a pet and teach him that he has the same feelings as you. Love for all living beings is the basis of the humanistic perception of the world.
• Show your son or daughter from your own experience that being generous is pleasant and interesting, and condemn greed.
• Teach your baby to tell the truth in all cases, play games with the appropriate plot. Pay attention to the daughter or son of cartoon characters who lied, and this did not lead to anything good.
• Show your little one the rules good manners- say hello, thank you, give up your seat in public transport.
• Always listen carefully to your fidget and look into his eyes - this will help you teach him not to interrupt or interfere in someone else's conversation.
• If you have younger children besides a preschooler, teach your child to protect and care for them.
• Be careful in your value judgments - you are the standard for a preschooler who absorbs all the information like a sponge.
• You should not hide your emotions from your son or daughter - on the contrary, teach a preschooler to cope with negative feelings by my own example.

The moral development of preschoolers is a very important stage in the formation of a child's personality. It is important that parents and teachers approach this issue with all responsibility.

For the full development of morality, a set of measures focused on this is needed. A personal example of parents and, most importantly, a favorable and healthy emotional atmosphere in the family.

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Material sosed-domosed.ru

Game as a means of moral education of a preschooler

V. A. Sukhomlinsky We are faced with the following tasks for the moral education of children: 1. 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.2.

Cultivate respect for the people around you. Explain to children that they should not interfere in the conversation of adults; to learn to listen to the interlocutor and not to interrupt him unnecessarily.3. Cultivate a caring attitude towards babies, the elderly; teach to help them.4.

To form such qualities as responsiveness, justice and modesty.5. Develop volitional qualities: the ability to limit one's desires, overcome obstacles that stand in the way of achieving the goal, obey the requirements of adults and comply with established norms of behavior, follow a positive example in one's actions.6.

Enrich the dictionary with verbal politeness formulas: “hello”, “goodbye”, “please”, “sorry”, “thank you”, etc.7. 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) .8.

To form a self-esteem of one's actions, to teach to evaluate the actions of other people benevolently.9. To cultivate the desire to express one's attitude to surrounding reality.ten. To form the ability to calmly defend one's opinion.11.

To cultivate a desire to learn the culture of one's people (through fairy tales, proverbs, sayings, works of folk decorative art), to form a careful attitude towards it.12. Cultivate respect for the culture of other peoples. Moral education is carried out with the help of certain means and methods.

1. Game as an effective means of moral education.

The game is one of the most effective means moral education of a preschool child in the family.

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 associated with the activity of the imagination is that the child develops the need to transform the 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. Having taken some role (doctor, circus performer, driver), the child does not just try on the profession and features of someone else's personality: he enters into it, gets used to it, penetrating into her feelings and moods, thereby enriching and deepening his own personality.

The game of the child has its own characteristics. The emotional side of the game is often determined by the relationship between the child and adults. These relationships make the child want to imitate older family members and their relationships.

The more democratic the relations between family members, the brighter they are manifested in the child's communication with adults, they are transferred to the game. Communication, a variety of life situations create conditions for the child's play activities, especially for the development of plot-role-playing games with everyday topics, the moral education of the child takes place.

The game - as the leading activity of a preschooler, causes qualitative changes in his psyche (which were mentioned above). The game is also important for the child to acquire social skills of communication, interaction with peers, not to mention the fact that in the process of playing activity the child penetrates into the world of adults. Thus, a human game is an activity in which social relations between people are recreated outside the conditions of directly utilitarian activity.

Role-playing game elements begin to develop in early childhood. At preschool age, the game develops into a specific activity that has a complex structure. Such a variety of preschool games is known that it is necessary to structure our knowledge, otherwise confusion will arise.

The most relevant for preschoolers are role-playing, didactic and outdoor games.

1. Role-playing games have the following structural components:

Plot- that is, the reality that children reflect in their games. Usually they reproduce scenes from family life and labor activity. At the same time, each preschool age tends to reproduce different aspects of reality within the same plot (from focusing on performing an action to reflecting complex social relations) .

For preschool childhood there is a complication of both the plot and the content of the game.

In the course of role-playing games, the preschooler takes on certain roles and obeys rules, requiring other children to comply with them. Given this feature of role-playing games, it is important for an adult to competently guide the children's play in order to convey to them the moral norms of behavior and rules that are reproduced by children in the process of playing activity.

2. Didactic games is a specific and meaningful activity for children. This type of game has game material, concept and rules, i.e. didactic games are used in the pedagogical process (as opposed to role-playing games, which are spontaneous). Didactic games have goal, i.e. this game is aimed at obtaining a specific result. The goal has two aspects:

Cognitive, i.e. what we should teach the child;

Educational, i.e. those ways of cooperation, forms of communication and attitudes towards other people that should be instilled in children.

The purpose of the didactic game is aimed at the development of certain mental processes and abilities. The game plan is game situation, into which the child is introduced, and which he perceives as his own. In all cases, the idea of ​​the game is realized in game actions that are offered to the child so that the game takes place.

An important feature of the game are the game regulations which convey to the consciousness of children its idea, game actions and learning task.

An adult organizes the game and directs it - he helps to overcome difficulties, evaluates the actions of the child. Didactic games are meaningful activities for the child, in which he willingly joins.

The social experience gained becomes his personal property, since it can be applied in other conditions. The game should give the child the opportunity to put into practice what is familiar to him and encourage him to learn new things.

Preschoolers develop moral ideas about caring for the objects around them, toys as products of adult labor, about norms of behavior, about relationships with peers and adults, about positive and negative personality traits.

In the upbringing of the moral qualities of a child's personality, a special role belongs to the content and rules of the game. Most didactic games are collective. The presence of rules creates the conditions for self-organization of children, and this, in turn, is the basis for the formation of correct behavior and relationships among people.

3. Outdoor games aimed at improving health, improving the overall physical fitness of children, meeting their biological needs for movement.

A distinctive feature of outdoor games is their emotionality (monotonity should not be allowed). Outdoor games should contain interesting motor tasks, game images, unexpected situations. There are outdoor games aimed at developing dexterity, movement coordination, speed, etc.

We bring to your attention another type of game that is of interest to preschoolers. Perhaps this type of game is not so widely used by children (due to the fact that it requires special adult intervention), but their pedagogical value is undeniable.

These games are large group games with rules. They are based on a variety of movements - walking, running, jumping, climbing, throwing, etc. Outdoor games satisfy the growing child's need for movement, contribute to the accumulation of a variety of motor experience.

Outdoor games are even more diverse than didactic ones. By origin, folk and copyright games are distinguished. According to their structure, they can be divided into plot and non-plot games (using motor toys, with the inclusion of sports elements). Games are also distinguished by the nature of their organization: in this case, games are distinguished without dividing the players into groups (teams) and with division into groups.

4. Theatrical games (dramatization games)- make it possible for a preschooler to get acquainted with the outside world through images, colors, sounds. Spectacle causes joy, and the fabulousness of the images enhances the attractiveness of the game.

Theatrical games are divided into directorial and dramatization games.

The directors are table theater, shadow theater. Here the child or adult is not actor, but creates scenes, plays the role of a toy character - three-dimensional or planar. He acts for him, depicts him with intonation, facial expressions.

Participating in dramatization games, the child, as it were, enters into the image, reincarnates into it, lives its life.

Dramatization game contributes to the mental development of children, the development of mental processes (memory, imagination, attention, etc.) and such personality traits as independence, initiative, emotional responsiveness, imagination. The significance of these games for aesthetic education preschoolers, the development of artistic abilities and creativity, which manifests itself in the search for a variety of means of expression to create the image of the hero of the work. The development and improvement of movements in the game contributes to physical development children.

I would especially like to highlight the importance of dramatization games in the social and moral education of preschoolers. Children are attracted by the inner, emotional richness of literary plots, the specific active actions of the characters.

Children emotionally master a literary work, penetrate into the inner meaning of the actions of the heroes, they form an evaluative attitude towards the hero. A literary work brings a child closer to a literary character, activates the processes of forming empathy, sympathy, assistance, and contributes to the formation of moral motives of behavior.

Thanks to a fairy tale, a child learns the world not only with his mind, but also with his heart, expresses own attitude to good and evil. Favorite characters become role models and identifications.

In the process of working on the expressiveness of the characters' replicas, the vocabulary is imperceptibly activated, the sound culture of speech and its intonational structure are being improved. The spoken remarks put him in front of the need to correctly express himself. Improved dialogical speech, its grammatical structure. Theatrical activity is aimed at developing children's feelings, feelings and emotions, thinking, imagination, fantasy, attention, memory, will, as well as many skills and abilities (speech, communication, organizational, design, motor).

Conclusion.

Thus, I would like to conclude that the game, as the leading activity of a preschooler, is of paramount importance in the formation of personality. Each type of game (didactic, construction, plot-role-playing, mobile, dramatization) has an impact on the moral development of a preschooler.

caregiver

Source mdou231.edu.yar.ru

Card file of games

for moral development

older preschoolers.

Game "Generous gifts".

Target: the formation of the ability to perceive goodness, justice and generosity.

Distribution of roles: One child is the Fairy of Generosity.

The rest of the children receive different letters and memorize them.

Game progress :

Children spin to the music. When the music stops, the children freeze.

"Fairy of Generosity" touches someone with her magic wand. In this case, the child names his letter. The “Fairy of Generosity” must figure out what a generous gift she has prepared for a given letter.

For example, to someone with the letter "Z", she will give an umbrella so that he does not get wet in the rain, or a bunny so that he plays with it. If the "Fairy of Generosity" cannot come up with some kind of gift herself, those children whom she has already "revived" help her.

Game "True Friends"

Target : the formation of an idea of ​​\u200b\u200bmutual assistance and friendliness.

Game progress:

Divide the room with chalk or ropes into two parts. One part is land, the other is sea. Children hold hands and walk in a circle to the music.

When the music stops, everyone stops. Those children from the circle who ended up on the "land" must save those who ended up in the "sea". To do this, children perform various tasks that the teacher offers them.

Children's task - save your children faster.

Game "How to care"

Target: the formation of ideas about kindness, love and care.

Game progress :

Children stand in a circle. The teacher goes around the circle and puts different toy animals in the hands of the children, and then names one toy animal, for example, a cat. The one who has the cat in his hands goes to the middle of the circle and asks the children to tell in turn how to take care of the cat. The child in the center of the circle gives his toy to the one whose story he liked more.

Game "Only Good"

Target : the formation in children of an idea of ​​​​good; development of oral speech: creative thinking, imagination.

Game progress:

The teacher with the ball in his hands stands in front of the children, asks them to line up in a row, and then tosses the ball to each of them. Children catch the ball only when the teacher pronounces some good quality (truthfulness, kindness, accuracy).

In this case, they take a step towards the teacher. If children accidentally "catch a bad quality" (intolerance, greed, anger), they take a step back. The first person to reach the teacher wins. This person becomes the leader.

Game "Favorite Quality"

Target: development in children of understanding of the phenomena of reality from the standpoint of moral and ethical standards.

Ask the children to sit in a circle and invite them to think of their favorite quality. Then, one by one, the children name their favorite quality.

If any quality is liked by the majority of children, this quality is encouraged to settle in the group. He is given a beautiful chair, which becomes a chair of kindness, caring, observation or courage.

In the future, any child who wants this quality to grow in him can sit on a chair of one quality or another.

Also, if any of the children behaves badly, cries, does not listen well, the teacher invites him to sit on a chair of one quality or another.

Children can choose a new quality every week and invite him to settle in his group.

Game "Beauty Ring"

Target : assistance in shaping the personality of the child, his social and moral relations with the outside world through development best qualities.

Game progress:

Tell the children that you have a beauty ring. It is worth pointing the ring at any person, as all the most beautiful becomes immediately visible in it. Children stand in a circle and stretch their folded palms forward. The teacher imperceptibly puts a ring in someone's palms. Then the children shout in chorus: “Ring, ring, go out onto the porch.” The one who received the ring runs out to the middle of the circle. He should touch his friends with a ring and talk about what he sees beautiful in them. The one who saw the most beautiful in his friends receives a beauty ring as a gift.

Game "Circle of Honesty"

Target: the formation of social and moral relations with the outside world through the development of the best qualities - the honesty of the child.

Game progress :

Children are divided into two teams.

Members of one team stand in a circle and, holding hands, raise them up. This is the circle of honesty. The second team stands in a chain, one after another, to the cheerful music, runs in and out of the circle of honesty like a stream.

When the music stops, the children forming the honesty circle put their hands down and don't let anyone out of the circle. Those who remained in the circle, in turn, talk about any honest deeds.

Then the teams change places.

The game "Magic Wand"

Target: education in children of a sense of mutual assistance and cooperation, the development of coherent speech.

Game progress:

Children stand in a circle and take turns remembering a situation when they needed help.

For example: a bad mood, a toothache, someone offended, they didn’t buy new toy. The teacher has a beautiful lifesaver in her hands.

When the first child talks about his problem, the teacher says: “Magic wand, help! Help a friend out of trouble! One of the children who knows how to help a friend in need raises his hand, and the teacher gives him a lifesaver. This child touches his friend with a wand and tells how to help him.

If none of the children knows how to help their friends, the teacher himself touches this or that person with a lifesaver and tells the children how to help a friend out of trouble.

The game "Life in the forest"

Target:

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.

Game "Good elves"

Target: education of moral and volitional qualities of a personality in children of senior preschool age.

Game progress:

Educator (sits down on the carpet, seating the children around him): - Once upon a time, people, fighting for survival, had 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 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.

Game "Chicks"

Target: education of moral and volitional qualities of a personality in children of senior preschool age.

Game progress:

Educator: - Do you know how chicks are born? The embryo first develops in the Shell. After the allotted time, he breaks it with his little beak and crawls out. A big, bright, unknown world opens up to him, full of mysteries and surprises. Everything is new to him: flowers, grass, and shell fragments. After all, he had never seen all this. Shall we play chicks? Then we squat down and start breaking the shell. Like this! (Show) Everything! Smashed! Now let's explore the world- let's get to know each other, walk around the room, smell the objects. But keep in mind, chicks can't talk, they just squeak.

Ants game.

Target: education of moral and volitional qualities of a personality in children of senior preschool age.

Game progress:

Educator (seating the children around him).

“Have any of you seen an anthill in the forest, inside which life is seething day and night? None of the ants sit idle, everyone is busy: someone drags needles to strengthen the home, someone cooks dinner, someone brings up children. And so all spring, and all summer. And in late autumn, when the cold comes, the ants gather together to fall asleep in their warm house. They sleep so soundly that they are not afraid of snow, blizzards, or frosts. The anthill wakes up with the onset of spring, when the first warm Sun rays begin to break through the tola of needles. But before starting their usual working life, the ants throw a noble feast. I have such a proposal: the role of ants on a joyful day of the holiday. Let's show how the ants greet each other, rejoicing at the arrival of spring, how they talk about what they dreamed about all winter. Just remember that ants can't talk. Therefore, we will communicate with gestures.

The teacher and the children act out the story with pantomime and actions, ending with a round dance and dancing.

Option folk game"One, two, three run!"

Target: the formation of volitional qualities and mastery of one's behavior.

Game Features: - the child himself must choose a partner for himself, thus receiving the opportunity to express sympathy to one of his peers.

Description of the game and how to play it:

"Let's check which of you can run fast!" - the teacher addresses the children. He invites everyone to join hands and line up in a beautiful even circle. Children lower their hands and sit on the floor (if the game is played indoors) facing inside the circle. The teacher, being outside the circle, goes around him, saying:

The fire is burning, the water is boiling, You will be washed today. I won't catch you! Children repeat the words after him. On the last word an adult touches one of the guys, asks him to stand up, turn to face him, and then says: “One, two, three - run!” The teacher shows in which direction you need to run around the circle in order to be the first to take the vacant place. The teacher and the child run around the circle from different sides. The adult gives the baby the opportunity to be the first to take a free seat and again becomes the leader. He goes around the circle again and repeats the words, giving the children the opportunity to remember them and get comfortable with the rules. new game. Having chosen another child, the adult this time tries to be the first to take a place in the circle. Now the child becomes the driver and chooses his own partner in the competition. The winners are awarded with applause. So the children take turns competing with each other.

Rules of the game.

1. Choose as a partner someone who has never run before.

2. Run in circles in opposite directions.

3. The one who did not have time to take a place in the circle becomes the leader.

Fox and geese (Variant of the folk game)

Target: create a desire to help others.

Features of the game and its educational value :

Contributes to the education in children of organization, the ability to manage their behavior in a team.

The task of the child is not only to avoid the danger himself, but also to help out the one who caught the catcher (the fox).

Description of the game and how to play it .

The whole group takes part in the game. A child is chosen to play the role of a fox that will catch geese. The rest of the children depict geese, the owner of which is the teacher.

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 geese, and behind the other is a meadow where geese graze. The circle represents the fox hole. The game starts.

The owner accompanies the geese to the meadow. For some time, the birds roam freely, nibbling grass. At the call of the owner, who is in the house, the geese line up at the line (the 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 touches 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, approach the fox hole.

All. Fox-fox, give back our goslings!

Fox. Will not give it back!

All. Then we 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!" the owner says. He comes up to the fox, takes her by the hands and says to 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 “pull” (two or three times).

As soon as the fox, under the pressure of this chain, takes the first step forward, the captured geese run out of the hole and return home. Then a new fox is chosen and the game starts over.

Rules of the game:

1. Geese run home, and the fox is allowed to catch them only after the words of the owner "Well, fly."

2. The fox should not grab the geese, it is enough just to touch the running child. The captured goose stays where it is, and the fox takes it to its hole.

3. All participants in the game go to the rescue of the caught geese.

The game is summed up at the end. The teacher explains to the kids that they helped their friends out because they acted together, all together.