There are a variety of games for children - some develop memory, others the baby's speech, and others are aimed at physical development. In this set, there are also games that develop the moral qualities of the child.

We have already written about how to organize moral education in the family. In addition to this, we offer a selection of games to develop a child's moral qualities.

"Piggy bank of good deeds"

Cut circles or hearts out of colored paper. At the end of each day, invite your child to put as many circles in the "piggy bank" as how many good deeds he has done today. If the baby is at a loss, help him find this good deed even in the slightest positive deeds. Such a game will stimulate the crumbs to do something good.

"We throw out the anger"

Give the child black clouds or dark blots, suggest to put them in a bag. As you do this, encourage your child to share what bad things they did today. Agree with your baby that you put your anger, resentment, or other negative emotion in this bag and go to throw it away.

"Affectionate names"

A collective game that fosters a benevolent attitude of one child to another. Players must stand in a circle. One of the participants throws the ball to the other, calling him affectionately by name. For example: Seryozhenka, Bogdanchik, Olechka, etc. The second player rolls to the next. The winner is the one who called more affectionate names.

"Compliments"

Invite the children to sit in a circle with their faces and hold hands. Each child should say something kind and pleasant to his neighbor sitting next to him. The recipient of the praise says, "Thank you, I am very pleased." And then he says a compliment to the next child. When a baby finds it difficult to say something, an adult should help him find the right words.

"Pyramid of love"

Remember with the children that we all love something. Some have a family, some have a doll, and some just like ice cream. Invite the children to build a pyramid of love. The adult begins to build it, naming what he loves and puts his hand in the center. Then each of the children names what he likes or arouses sympathy and places his hand on top. Thus, the whole pyramid has turned out.

If you know other games for the development of morality in a child, write in the comments.

Consultation for educators on the topic: « Games, aimed at the spiritual and moral education of preschool children»

Play as a leading activity preschooler is essential in the formation of personality. Every kind games(didactic, construction, plot-role, mobile, dramatization) influences the moral spiritual development of a preschooler child.

The urgent task at the present time is preschool education moral and strong-willed qualities: independence, organization, perseverance, responsibility, discipline.

The formation of a moral and volitional sphere is an important condition for a comprehensive education of the child's personality... From how it will be preschooler raised in a moral and volitional respect, not only his successful education in school depends, but also the formation of a life position.

Exactly at preschool During childhood, the foundations of ethics are laid, individual options for attitudes towards oneself and others are formed and strengthened.

Different sides games were constantly the subject of careful and detailed study. Games in the moral education of children considered in the works of L. S. Vygotsky, A. N. Leontiev, J. Levy, R. Kaitz, J. Piaget, K. D. Ushinsky, J. Huizinga and others. 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.

Have preschoolers moral ideas are formed about a careful attitude towards 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.

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

Movable games.

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

Movable games even more varied than didactic ones. Distinguish by origin games folk and author's. By structure, they can be divided into games plot and plotless (using motor toys, including sports elements)... Distinguish games and by their nature organization: in this case the games without dividing the players into groups (commands) and with division into groups.

games in the profession brought up games preschoolers educators playing in"Family", bringing up the qualities of children education

In a plot-based role-playing game, the foundations are laid for future socially useful activities. This is facilitated by games in the profession... A benevolent attitude towards people, mutual help, truthfulness, honesty, respect for elders, love for work, all this can be brought up in a child in a properly organized game. Role-playing games with a household theme, loved by everyone preschoolers... In the middle and senior groups of kindergarten educators continuing to share with the family spiritual and moral education, can use role-playing playing in"Family", bringing up the qualities of children characteristic of future parents. Problem education in boys and girls, moral qualities, future parents are becoming more and more important.

Organization of life and play developmental situations that provide children with the opportunity to master the experience of moral behavior and a benevolent attitude towards peers and loved ones

- directed to develop abilities children to know yourself and other people ( "Magic stones", "Affectionate children", « Palms » , "Name yourself", "Magic chair", "Gift to a friend").

- directed to develop emotional awareness ( "Color mood", "Masks", "We are artists")

- directed to master the rules for the use of speech in various social situations ( "Talking on the phone", "How should we be", "How do they talk to you" and etc.).

In order for the children to consolidate the performance "OK", "poorly", learned to identify the positive and negative actions of peers can be recommended the game: "Kind transformations"... To acquaint children with a fictional toy that observes the actions children... This character is unusual, it has two halves. One half is good, the other is evil, if the child does good deeds, the character becomes kind, welcoming, he has a smile on his face, and if he sees bad deeds, he becomes sad, upset. With the help of this character, it is easier for a child to understand which act is bad, which is good.

"Magic water" N.M. Metenova.

Role educator in the game maybe different: he can be a direct participant games, advisor, assistant, etc. But in all cases educator attentive to intentions and aspirations children without suppressing their initiative and independence, it affects the content of games, creates conditions for their deployment, for the development of children's ingenuity and creativity.

Smile educator, nodding or shaking the head, eye contact, facial expressions, joint actions with the child when completing the task, listening, laughing at the child's jokes - all this affects the formation of the moral qualities of the child's personality.

Literary material is irreplaceable in moral raising a child because it is easier for children to evaluate the behavior and actions of others than their own. For the all-round development of personality, include children in various activities related to fiction. For example: reading and discussion by V. A. Sukhomlinsky "Why didn't Olga pick the flower?", A. Kuznetsova "We had a fight", K. D. Ushinsky "Know how to wait", A. Barto "Assistant" reading fiction reflecting public orientation of adult labor.

Moral upbringing is an integral part of the comprehensive harmonious development of the child's personality. Since the leading activity in preschool age is a game, then instilling love and respect for adults in children, teaching the norms of behavior in society through play activities.

Games that contribute to the formation of such moral qualities in children, how: respect for adults, cooperation, trust, mutual assistance, culture of communication, etc.

1. "POLITICAL HEAD"

The driver with closed eyes slowly counts to 10. The rest of the players hide at this time. The driver must hear their voices. As soon as he says "Ten!", Each of the players shouts some polite word ( for example: hello, good evening, please, etc.). The driver must recognize those who have hidden and name who named the "magic" words.

2. "FLOWER OF BEAUTIFUL WORDS"

On an easel educator attaches the center of the flower and says his polite word. In the hands of flower petals... The child should go to the easel and insert his petal while pronouncing the "magic" word.

3. "TRACK"

This game teaches trust to each other. The success of the promotion depends on the ability of each child to coordinate their efforts with the actions of the rest of the participants. The teacher invites the children to turn into one large caterpillar.

It is necessary to line up in a chain, put your hands on the shoulder in front of the one standing. Place the ball between the belly of one player and the back of the other player. You can place the ball between several players, so we complicate the task. Do not touch the ball with your hands. The first participant in the chain holds his ball in outstretched arms. The teacher needs to pay attention to who regulates the movement of the "living caterpillar", where the leaders are located.

4. "WHAT IS GOOD, WHAT IS BAD"

The game contributes to the development of rules of social behavior. The teacher distributes cards among several players. The first player places a bad action card face down (for example : children scatter toys)... The next player must cover the "bad" card of the "good" ( for example: the child gives way to the elders on the bus) .The next do the same. If someone does not have the required card, then he skips a move. The one wins who will run out of cards.

Thus, spending with children of this kind games, we, teachers, will be able to raise the level of moral development of our children to a higher level, we will help them to adapt easier in this world, to learn the laws of social behavior and morality.

Dauletalieva Zh.A., educator

West-Kazakhstan region

Uralsk city

GKKP I / Garden No. 4 "Birch"

Article

"Play - as a means of moral and spiritual

education of preschoolers "

“Without play, there is no, and there cannot be, full-fledged development. Play is a huge bright window through which a life-giving stream of ideas and concepts pours into the child's spiritual world. The game is a spark that ignites the spark of inquisitiveness and curiosity "

V. A. Sukhomlinsky

In all ages, people have highly appreciated the moral upbringing of a person. The problem of moral education of preschool children is relevant in the current situation in modern society. The resulting value vacuum, lack of spirituality, caused by the alienation of a person from culture as a way of preserving and transmitting values, leads to a change in the understanding of good and evil in the younger generation and puts society in front of the danger of moral degradation. The very process of moral education of a preschooler requires rethinking.

In the preschool years, under the guidance of adults, the child acquires an initial experience of behavior, attitudes towards loved ones, peers, things, nature, and learns the moral norms of society. It is necessary to form in them such important features for each person as love for the Motherland, benevolence and respect for others, respect for the results of people's labor, a desire to help them as much as possible, activity and initiative in independent activities.

I believe that solving the problems of moral education of modern preschoolers through play will allow us to more deeply comprehend the ways, means, possibilities and specifics of pedagogical work with children in kindergarten, in the process of which children will be able to actively rethink the accumulated moral experience.

Therefore, the purpose of my work on the topic of creative search "Play as a means of teaching and educating preschoolers" is the formation of moral, social qualities of the child in the process of play.

In play, the child learns and is brought up more successfully than in special classes, since play is the type of activity in which the personality is formed, its internal content is enriched.The main meaning of play associated with the activity of the imagination is that the child develops a need in transforming the surrounding reality and the ability to create new things.

In the plot of the game, the child connects real and fictional phenomena, endows familiar objects with new properties and functions. Taking a role (doctor, circus performer, driver), the child does not just try on a profession and the peculiarities of someone else's personality: he enters it, gets used to it, penetrating her feelings and moods, enriching and deepening his own personality.

Parents often think that playing is fun, entertainment. Not recognizing and not understanding play means not understanding and underestimating preschool childhood, not satisfying the spiritual needs of the child.

If parents are sincerely interested in their child's games, treat them seriously, with respect, then the child does not feel awkward in their presence, trustingly shares with them his ideas about what he wants to play, listens to the advice of his elders.

Games for older children require purposeful, thoughtful organization on the part of adults. Otherwise, a gap between life and play experience of the child is possible.

The main way of enriching the game with moral content lies through familiarizing children with the phenomena of social life and fostering a positive attitude towards them.

Therefore, I carry out purposeful work on the development of moral and spiritual qualities in children by using plot-role, didactic, active, theatrical games in my work, since not only mental, aesthetic and physical, but also the moral development of the child is important in the game, which helps the baby to better navigate in moral norms, to see the beautiful in the environment.

To ensure an organized, interesting and meaningful life for children in kindergarten, I use a variety of games in age groups.

I am sure that play is also very important for the upbringing of strong-willed character traits in preschoolers: the ability to set a goal for oneself, find means for its implementation, and overcome difficulties.

I also attach great importance to individual work, in which the main thing is education and training in play, through play.

Thus, actions on an imaginary level (in play) help the child to come to an understanding of the motives of behavior, and the emotional attitude towards the hero begins to be separated from the moral assessment of his actions.

I give a big place in the moral and spiritual education of children to folk games, the peculiarity of which is that they, having a moral foundation, teach the baby to find harmony with the world around him. Children develop a stable, interested, respectful attitude to the culture of their native country, an emotionally positive basis for the development of moral feelings is created. In terms of content, folk games are laconic, expressive and accessible to a child. They cause an active work of thought, contribute to the broadening of horizons, clarification of ideas about the world around.

In conclusion, I would like to note that with the help of games, preschool children imperceptibly learn to act in accordance with the moral norms accepted in human society.

I believe that play for older preschoolers continues to be the leading activity that determines different aspects of personality development, including morality. In the game, moral rules are learned. It remains one of the most important means of fostering social behavior: children learn to restrain their egoism, give in, obey generally accepted rules.

Exciting games help to make the educational process not difficult and boring, but interesting and entertaining.

It is in the process of interacting with equal partners that the child will acquire such qualities as mutual trust, kindness, willingness to cooperate, the ability to get along with others, defend their rights, and rationally resolve conflicts that arise.

A child who has a varied positive experience of interacting with peers begins to more accurately assess himself and others, his own capabilities and the capabilities of others, therefore, his creative independence and social competence grows.

So start working with children from childhood, play games with them, and the sooner the better!

Help your child learn to acquire knowledge on his own. Rejoice in every success of your child, even the slightest attempt to prove himself, especially if this is the first time. Let him see that learning and knowing is interesting and necessary for everyone. And your child will certainly become outstanding.

Article "Play - as a means of moral education of preschoolers"

"Piggy bank of lessons - site for teachers" 21.10.2016)

GAME AS A MEANS OF MORAL EDUCATIONPRESCHOOLER.

“Without a game, there is no and cannot be

full development.

The game is a huge bright window

through which to the spiritual world of the child

life-giving stream pours in

ideas, concepts.

The game is a spark that ignites

a spark of inquisitiveness and curiosity. "

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 together; to form the ability to negotiate, help each other; the desire to please elders with good deeds.

2. To cultivate a respectful attitude towards people around. Explain to children that they should not interfere with the conversation of adults; teach to listen to the interlocutor and not interrupt him unnecessarily.

3. To foster a caring attitude towards kids, the elderly; teach to help them.

4. Develop qualities such as responsiveness, fairness and humility.

5. Develop volitional qualities: the ability to limit one's desires, overcome obstacles standing in the way of achieving goals, obey the requirements of adults and fulfill established norms of behavior, and follow a positive example in their actions.

6. Enrich the dictionary with formulas of verbal politeness: "hello", "goodbye", "please", "sorry", "thank you", etc.

7. To develop in boys and girls the qualities inherent in their sex (in boys - the desire to help girls, to give way, to give a chair, to let themselves in front of the door; in girls - modesty, caring for others).

8. Form self-esteem of their actions, teach to kindly evaluate the actions of other people.

9. To cultivate the desire to express their attitude to the surrounding reality.

10. Form the ability to calmly defend your opinion.

11. To foster a desire to learn about the culture of your people (through fairy tales, proverbs, sayings, works of folk decorative art), to form a respectful attitude towards it.

12. To cultivate a respectful attitude towards 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.

Play is one of the most effective means of moral education of a preschooler in a family.

In preschool age, play is the type of activity in which the personality is formed, its internal content is enriched.The main meaning of play 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. Taking a role (doctor, circus performer, driver), the child does not just try on a profession and the peculiarities of someone else's personality: he enters it, gets used to it, penetrating her feelings and moods, enriching and deepening his own personality.

The child's play has its own characteristics. The emotional side of play is often determined by the relationship between the child and the adult. These relationships make the child want to imitate older family members and their relationships. The more democratic the relationship between family members, the more vividly they are manifested in the child's communication with adults, transferred to the game. Communication, various life situations create conditions for the child's play activities, especially for the development of role-playing games with everyday themes, the child's moral upbringing takes place. Play, as the leading activity of a preschooler, causes qualitative changes in his psyche (which were mentioned above). Play is also important for the child's acquisition of social communication skills, interaction with peers, not to mention the fact that in the process of play activities the child penetrates into the world of adults. Thus, - human play is an activity in which social relations between people are recreated outside the conditions of directly utilitarian activity.

Role-playing elements begin to develop in early childhood. At preschool age, play develops into a specific activity that has a complex structure. There is such a variety of preschoolers' games that it is necessary to structure our knowledge, otherwise there will be confusion.

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. They usually reproduce scenes from family life and work. At the same time, it is common for each preschool age to reproduce different aspects of reality within the same plot (from focusing on performing an action to reflecting complex social relations).

During 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 role and obeys the rules, requiring other children to comply with them. Taking into account this feature of role-playing games, it is important for an adult to competently manage the play of children in order to convey to them the moral norms of behavior and rules that are reproduced by children in the process of play.

2. Didactic games is a specific and meaningful activity for children. This type of game has a ready game material, concept and rules, i.e. didactic games are used in the pedagogical process (as opposed to role-playing ones, 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 must teach the child;

Educational, i.e. those ways of cooperation, forms of communication and relations with other people, which should be instilled in children.

The purpose of the didactic game is aimed at the development of certain mental processes and abilities. A play concept is a play situation into which a child is introduced and which he perceives as his own. In all cases, the intention of the game is realized in game actions, which are offered to the child for the game to take place.

An important feature of the game is the game regulations, which convey to the consciousness of children her idea, game actions and a learning task.

The adult organizes the game and guides it - he helps to overcome difficulties, evaluates the child's actions. Didactic games are a meaningful activity for the child, in which he is willingly included. The social experience gained becomes his personal property, as 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 respect 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 the 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 conditions for the self-organization of children, and this, in turn, is the basis for the formation of correct behavior and attitudes among people.

3. Outdoor games are aimed at improving health, improving the general physical fitness of children, meeting their biological need for movement. A distinctive feature of outdoor games is their emotionality (monotony must not be allowed). Outdoor games should contain interesting motional tasks, game images, unexpected situations. There are outdoor games aimed at developing agility, coordination of movement, speed, etc.

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

These games make up a large group of rule games. 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 author games are distinguished. According to their structure, they can be divided into plot and plotless games (with the use of 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 the preschooler to get acquainted with the outside world through images, colors, sounds. Spectacularity evokes joy, and the fabulousness of the images enhances the attractiveness of the game.

Theatrical games are divided into directorial and dramatization games.

The director's work includes table theater, shadow theater. Here a child or an adult is not an actor, but creates scenes, plays the role of a toy character - three-dimensional or flat. He acts for him, depicts him with intonation, facial expressions. By participating in dramatization games, the child, as it were, enters the image, reincarnates into it, lives its life.

Game-dramatization promotes the mental development of children, the development of mental processes (memory, imagination, attention, etc.) and such personality qualities as independence, initiative, emotional responsiveness, imagination. The importance of these games for the aesthetic education of preschoolers, the development of artistic abilities and creativity, which manifests itself in the search for various means of expression to create the image of the hero of the work, is great. The development and improvement of movements in the game contributes to the physical development of 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 heroes' actions, they form an evaluative attitude towards the hero. Literary work
brings the child closer to a literary character, activates the processes of forming empathy, sympathy, assistance, contributes to the formation of moral motives of behavior.

Thanks to the fairy tale, the child learns the world not only with his mind, but also with his heart, expresses his own attitude towards good and evil. Favorite heroes become role models and identification. In the process of working on the expressiveness of the characters' remarks, the vocabulary is imperceptibly activated, the sound culture of speech and its intonation structure are improved. The spoken remarks put him in front of the need to express himself competently. Dialogic speech and its grammatical structure are improving. Theatrical activity is aimed at developing children's sensations, feelings and emotions, thinking, imagination, fantasy, attention, memory, will, as well as many skills and abilities (speech, communication, organizational, design, motor).

Output.

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

Educator

Ganina Marina Rafailovna

MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS

MINSK STATE PEDAGOGICAL

UNIVERSITY NAMED AFTER MAXIM TANK "

Department of Pedagogy

COURSE WORK IN PEDAGOGY

"GAME AS A MEANS OF MORAL FORMATION OF PRE-SCHOOL PERSONALITY"

Work completed:

Ankuda Daria Olegovna

2nd year student of group 27

Supervisor:

E.V. Corn

2.1. Determination of the tasks of conducting the lesson in a playful way.

When developing a practical lesson in a playful way, we proceeded from the hypothesis of our research(Introduction) ... Namely: we integrate play activity (relevant for the personality of a preschooler) with the pedagogical process, therefore this play lesson has a goal, objectives and pedagogical intent. Our task is to form moral ideas of a preschooler in a didactic game. We did not disregard the ways of forming the moral behavior of a preschooler and took into account the fact that formation is a long process that requires constant influence from the parents and the teacher. Our task is to familiarize the preschooler with the methods of moral behavior:

– to deepen children's understanding of the importance of goodwill in the family;

– exercise in determining the mood by facial expression;

– to exercise children in establishing cause-and-effect relationships in determining the reasons for a change in the mood of loved ones;

– exercise in composing compliment phrases, short stories about good deeds in relation to family and friends;

– teach to show attention to family and friends.

2.2. Stages of building a game lesson.

We bring to your attention a game lesson, which went through the following stages:

We found out what children know about the ethics of relations between people. We offered them to solve a problem situation, from which every child must find a way out. We come to an understanding that there are different actions: good and bad.

Mood conversation. Children empirically gain knowledge about the relationship between mood and the actions of others. Learn to determine the mood.

In a play situation, children's ideas are consolidated by means of the implementation of play actions.

The game methodology was implemented as follows:

We chat with the guys:

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

Guys, what is your mood today? Let's now play the game "Determining the mood of family members."(Annex 1)

We show children pictures of family members in different moods. What is the mood of mom and son here? Why? In the game, you have to come up with a certain situation from these photos. According to the mood of the family members, you will come up with their dialogue.

– Did you know that your loved ones in the family also have a bad mood? Why? What determines the mood of your mother or grandmother?

– I will find out how you understand the reason for the mood of your loved ones in the game “Finish the sentence”.

Dad is upset about ...

Mom was upset because ...

Grandpa looked at me sternly because ...

The younger brother burst into tears because of ...

– What should be done to improve the mood of a loved one? It is not simple. But if you manage to please your loved ones, you will be a real magician, as in this poem.

Try to become a wizard.

Become a kind wizard so try it!

Here, special tricks are not needed at all:

understand and fulfill the desire of another -

a pleasure, honestly!

And what does the little sister miss on the sidelines?

Wizard, do something to your little sister!

And you turned into a zealous horse -

at a gallop, the little sister rushed on it!

Even though my mother hasn't returned from work yet,

it is not difficult to recognize her thoughts and concerns.

“I'll be back - it would be nice to sew, read ...

Yes, we have to tinker with cleaning again. "

And you perform a funny miracle -

the carpet shone, the dishes shone!

And my mother gasped when she returned home:

– Yes, it's like in a fairy tale, you are my magician!

– Are you attentive to the mood and well-being of your relatives? Life in a family without respect and attention is very sad and gray, like a dry tree!

– Let's play the Miracle Tree game.(Appendix 2) Think of how you can please someone from the family! For each offer, you can take one green leaf from the basket of Good Deeds. These leaves will symbolize your good deeds. Let's attach them to our Miracle tree!

Children one by one come up to the basket, briefly talk about some business for a loved one, take a leaf and attach it to the branches of a tree.

– See how our tree has turned green! Likewise, life in a family will be more joyful if all loved ones become more attentive to each other.

– Do you want to please someone and improve their mood today? How can we please each other now? We're going to play a compliment game.

– Look at these symbolic pictures! What do you think they mean? (family members). How did you recognize them?

We lay the symbol pictures face down on the table. Children come up to the table in pairs, choose symbols for themselves and make up complimentary dialogues.

– Guys, I suggest you continue this game: compliment all your loved ones and cheer them up.

2.3. Practical implementation and conclusions.

The theoretical block of the work was supported by a practical lesson using the “Miracle tree” method.

The game complex was aimed at developing empathy in preschoolers, the ability to understand the emotions and mood of others, as well as to determine the relationship between mood and actions. We tried to convey to the child in a playful way the understanding that others have different moods and through good deeds he can influence him. The ability to feel the emotions of other people and be responsible for them when performing actions is, in our opinion, a solid prerequisite for mastering the norms of moral behavior (that is, behavior that should not aggravate the condition of other people, lead to disappointment). The ability to improve the mood by assessing the positive qualities of another person was worked out in the game “Give a compliment”.

Through the perception of a “dry tree”, the children were shown the joylessness of a person's life in a bad mood. Children decorated the tree with leaves of good deeds, thereby projecting moral behavior into real life.

Despite some difficulty in understanding certain aspects of the play complex, the children willingly completed tasks. It seems that it was the play elements that brought clarity and aroused children's interest in the implementation of the methodology.

Conclusion.

The purpose of this study was to consider play as a means of moral formation of the personality of a preschooler. We put forward a hypothesis about the effectiveness of integrating play activity with the pedagogical process. Play is the leading activity of a preschooler, leading to the emergence of neoplasms, and a means of pedagogical influence aimed at a specific goal (in our case, at the formation of ethical ideas). We paid special attention to role-playing and didactic games, as well as other games that contribute to the development of a preschooler's personality.

We made a theoretical analysis of the features of the formation of moral behavior in a preschool child.

Moral formation is a complex process that requires constant pedagogical intervention from adults. Therefore, we decided that the formation of a child in play activities, where at the same time acquaintance with moral norms and the disclosure of their inner meaning, is especially effective. In the process of playing activity (whether it be a role-playing or didactic game), the child acquires a new social experience, which he brings to life. We supplemented the theoretical aspects of the research with a practical lesson that contained game elements.

The game lesson was aimed at the formation of the child's ethical ideas (in particular: the ability to sympathize, to see the relationship of one's behavior with the reaction of others and to be responsible for it).

We believe that the hypothesis of the study has been confirmed.

List of used literature.

Adashkevichene E.I. "Sports games and exercises in kindergarten". M .: "Education", 1992.

Artyomova L. V. "Theatrical games of preschoolers" M .: "Education", 1991.

Boguslavskaya Z.M., Smirnova E.O. "The role of play in the moral development of a child." M .: "Education", 1991.

Boguslavskaya Z. M., Smirnova E. O. "Educational games for children of younger preschool age". M .: "Education", 1991

Vinogradova D.A. "Education of moral feelings in older preschoolers." M .: "Education", 1989.

A. V. Zaporozhets "Education of emotions and feelings in a preschooler" "Enlightenment", 1989.

Karpova S.N., Lysyuk L.G. "Play and moral development of preschoolers." M .: "Moscow University Publishing House", 1986

Kolominskiy Ya.L., Panko E.A. "Child psychology". Minsk: "University", 1988

Ladutko L.K., Shklyar S.V. "We get to know the world and ourselves." Minsk: “I.V.Ts. Ministry of Finance ", 2002

Mukhina V.S. "Psychology of a Preschooler". M .: "Education", 1975

Ostrovskaya L.F. "Conversations with parents about the moral education of preschoolers." M .: "Education", 1987

Pikuleva N.V. "The word on the palm." M .: "New school", 1994

Popova T.I. "World around us". M.: "Linka Press", 1998

Elkonin D.B. "Psychology of the game". M .: "Vlados" 1999