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Fostering good feelings. Report at a parent meeting on the topic "raising good feelings in children"

Raising a sense of kindness and mercy in children.

Every child is born kind. And for a good life.

We, adults, are to blame for the fact that he is gradually losing his reserve of kindness. Our task is not to let this little source of warmth, gentleness, patience and love dry up. Children early begin to feel the love and justice of adults, as well as peers, they are sensitive to the slightest manifestations of ill will and neglect.

It is very important that children spread humane feelings not only to themselves, but also to be able to sympathize with adults, their peers, and “our smaller brothers” - animals. What is mercy? The word itself speaks for itself - to have a kind, sweet heart. To be always ready to help someone, not to laugh at someone's misfortune, but to be able to regret, help, forgive, just out of a sense of compassion and philanthropy.

We educators should be able to instill in children this readiness, as well as the desire to take care of others. In conversations with children, pay more attention and focus on the development of good deeds. Memorize verses about kindness and caring for others. Enrich the vocabulary of children with words such as: "kind", "empathetic", "sympathetic", "affectionate", "merciful", etc. Teach children to be able to comprehend the meaning of proverbs and sayings about good deeds. Proverbs and sayings are our "golden" storehouse of wisdom, set forth in quotes.

For example:

  1. "You give to another - you gain for yourself."
  2. "A sure pointer is not a fist, but a weasel."
  3. "Kind words are better than the softness of the pie."
  4. "Good brotherhood is better than wealth."
  5. "A kind word reaches the heart."
  6. "A good deed nourishes both the soul and the body."
  7. "Do not judge by the strength of your hands, but judge by the strength of your heart."
  8. "Life is given for good deeds."

Children's actions are not always fair and kind. And our task every day, purposefully to invest in children's heads, that laughing at someone else's misfortune is ugly.

An example from my practice. Once, during lunch, Dima accidentally touched a cup of compote and poured over the entire table, the cup fell to the floor and broke. Dima began to cry. None of the children helped the upset boy, no one calmed him down, although all children know that punishment is always bad, bitter and unpleasant.

I explained to the children that Dima did it by accident. He is already ashamed and that gloating is bad, but it is better to help a friend, because this can happen to every person. I also explained that laughing at someone else's wrongdoing is stupid and cruel.

Now, if one of the children laughs at someone else's misfortune, the children in my group always react correctly. They say: "Only stupid children laugh at other people's misdeeds."

Reading fiction is very helpful in fostering compassion. Often the heroes of fairy tales, short stories, and novellas are worried that they caused others pain and harm, and therefore they suffer until they atone for their guilt. The stories of N. Nosov "Living Hat", "On the Hill", "Karasik", "Cucumbers" are very instructive. The stories of V. Oseeva, a writer who brought up their morality with her works: “Just an old woman,” “She took revenge," taught him one "magic" word and everything changed in an instant. When his wishes were fulfilled, he remembered that he had forgotten to say words of gratitude, returned, but did not find his grandfather.

Poems by E. Blaginina “Let's Sit in Silence”, “Difficult Evening” by N. Artyukhova, “Vovka is a kind soul” by A. Barto, V. Mayakovsky “What is good and what is bad”. E. Tsyurupa's story "Oleshek", which tells how a pilot and a boy build a dugout, prepare firewood, dry crackers. And this is all so that the unknown friend, if he gets into a storm, could hide from the bad weather. To emphasize how happy the boy was, doing a good deed, I read the words twice: "In the morning, beaming with happiness with flushed cheeks, Oleshek rushed along the familiar path to the snow castle, and birds were singing in his heart." To the question: "Why did the birds sing in the boy's heart?" all the children answered correctly: "Because he did a good deed and was glad."

Themed pictures on the topic of kindness are very helpful. We discuss each situation with the whole group of children. I ask the children what they would do in this situation. The answers of the children are different, but the purpose of my conversations is the same - to show the children that an affectionate, kind word acts faster and more efficiently than physical strength.

The fairy tale by V. Kataev "Seven-color flower" also helped me in my work. She teaches children about caring for people, love, compassion and care. After all, a girl, having a magic flower in her hands, spends petals on trifles at first, and only when she has one last petal, she uses it to help a sick boy and gets great joy from the fact that she heals a hopelessly ill boy with magic, which means that she understands that having done a good deed, she herself becomes happier.

It is impossible to form humane ideas in children with the help of remarks, admonitions and censures. It is important to educate children to be able to see, understand and share the grief and joy of another.

How should this ability be manifested? In the ability to treat the other as oneself, to understand that the other can be hurt and unpleasant when he is offended. In the readiness to forgive unintentionally inflicted pain, to apologize if he is to blame. In the ability to reckon with the desires and interests of friends. Being sensitive to the mood of another, we all strive to ensure that our children grow up honest, kind, sympathetic. And I really want the flair for good and evil brought up in childhood to remain in a person forever.

Consider now the next of the seven sections - " Fostering good feelings". There is no need to convince of the importance of the problem posed: we all understand that kindness has become the most scarce phenomenon in the world around us. But let's remember that this concept is quite capacious. How do we imagine a kind person - cheating, loving to help others, able to sympathize, empathize, etc. Fairy tales play an important role in the whole system of methods and means of fostering good feelings. For many reasons: children love heroes, they become relatives, close ones, which means they can and should become role models. It is only important to tactfully direct the thoughts and feelings of the kids in the right direction.

Before giving specific advice, I would like to cite statements about the kindness of the outstanding teacher of our time Sh. A. Amonashvili: “ There is another important personal quality that carries both national and universal human qualities. This is a feeling of kindness. There is no need to split up the content of education. Either we rush to foster friendship and camaraderie, or to foster respect for elders. The personality is complete.
The feeling of kindness, in my opinion, is the basis of the moral integrity of a person. Kindness has a national flavor, but it is universal. "Hurry to do good" - in this Latin appeal, it is precisely the universal humanity of the feeling of kindness that is preserved ...
A kind person cannot help but love deeper. Compassion and sympathy cannot but arise in a kind person. A kind person cannot but show the generosity of his soul. A kind person cannot but respect people. He cannot be envious, rude, boor. He cannot but be decent, caring. A kind person can show courage, selflessness ... In general, the feeling of kindness is the root of all noble qualities».

Returning to the fairy tale, I noted that in each specific case, its plot pays attention only to individual components from a whole range of good feelings: either selflessness, or dishonesty, or empathy. In this regard, attention should be paid to morally significant moments, namely, that:

  • teaches children to compare, contrast;
  • forms a habit of proving that this is one way or another;
  • puts the child in the place of a positive or negative hero, thereby giving the child the opportunity to choose his own position;
  • trains children in the synchronous expression of feelings and body movements, providing a much deeper empathy for the actions and deeds of the heroes.
For example:
  • “Prove that Alenka is the best”;
  • “Who do you feel sorry for in this tale”;
  • "What would you do on the spot ...";
  • "How to praise a cock with movements."

Often, the triz game "Good - bad" is used here. To separate good and bad deeds, phenomena, means to take one more step in the formation of kindness, albeit at the level of ideas.

Periodically, the author, as it were, shows the child his attitude to this or that hero, thereby forming a more conscious attitude to good and evil: “I don't really like Ivasik - Telesik. Guess why? " That is, the specific content of each fairy tale can suggest to parents their own ways of fostering good feelings. It is only important not to forget about them.

MUNICIPAL AUTONOMOUS PRESCHOOL EDUCATIONAL INSTITUTION KINDERGARTEN COMBINED KIND №10

REPORT

ON THE TOPIC OF:

« DEVELOPMENT OF GOOD FEELINGS AS A MEANS OF EDUCATION OF MORALITY "

(FROM WORK EXPERIENCE)

Position: Educator

Seregina Tatiana Sergeevna

Kashira

1. INTRODUCTION 3

"Our Rapid Century"

2. MAIN PART

"The development of good feelings as a means of moral education" (from

work experience) 5

2.1 The problem of the formation of moral feelings in children

2.2 The road to children's trust 7

2.3 The path of developing good feelings in new technologies (from work experience) 9

2.4 Purposefulness of children 15

2.5 The influence of the West and the East on the development of moral feelings in children 16

2.6 The influence of the family on the development of moral feelings in children 19

2.7 Development of good feelings through oral folk art (from work experience) 21

2.8 Raising Charity in Children 22

2.9 Developing Good Feelings Through Fiction (From Work Experience) 23

3.Concluding Part 27

My findings

References 30

Appendix 31

Kind children - a crown to the house,

Bad kids - the end of the house.

(Folk wisdom)

Introduction

"Our Rapid Century"

In our fast-paced age, the time of the market economy, the time of sharp contrasts of the life around us, as if we all should not be late to do the most important thing - to plant the seeds of kindness.

"There is nothing in the world more complicated and richer than a human person, - wrote VA Sukhomlinsky. - Its all-round development, moral perfection ... The path to achieving this goal is as difficult as the person himself."

We sometimes forget this simple and indisputable idea of ​​our outstanding teacher, the idea of ​​the complexity of upbringing, in our usual concerns about children. It has always been difficult to bring up children. It is difficult to be parents today - due to the economic and social characteristics of our life. And which of the parents did not sigh, did not complain about their children at least once in their life! But sometimes it is difficult for us precisely because we choose too easy, too simple ways and too simplified our understanding of the process of education. It is difficult for us, because we do not want to, we do not know how to see the complexities of upbringing, its contradictions, and we trust the everyday ideas about upbringing.

We, because of our employment with you: there is no time to love, there is no time to raise children, if only they could get up on their feet, and then God will send them. Children at home most of all "communicate" with the TV, toys, ie. excluded from the life of parents, and from here it is only a step to mutual misunderstanding in adolescence and older period. We think that we are making a lot of efforts, and the result of upbringing does not always satisfy us. And they also have little to do with the upbringing of a very important human quality, such as kindness.

In our time, morality is seen by many as a burden and a hindrance of the third millennium. But I'm talking about the moral sense of the child…. And I will not be mistaken if I say that many will agree that this feeling, this ability to distinguish between good and evil, is innate in a child, they are given to him from birth. Therefore, I would like us to think more often about the meaning of raising children. How do we want to educate them? For what, for what? "The principle of the art of upbringing says: children should be brought up not for the present, but for the future, possibly the best state of the human race" (I. Kant.) Isn't that so?

Now, good feelings among preschoolers are becoming more and more scarce. Unfortunately, indifference is observed in this issue. Half of preschoolers do not notice the bad things happening next to them, and 9 out of 10 pass by indifferently. Terrifying statistics.

And now I want to say that we care little about our old age. After all, A.S. Makarenko quite rightly argued that a good upbringing of a child is a calm parental old age. So it turns out that quite a frequent fact in our country is indifference, and sometimes even callous attitude towards our loved ones, elderly or sick relatives. There is not even compassion for both the sick and the elderly.

And therefore, today moral values ​​are perceived ambiguously, especially by those who proclaim independence from the absolute beginnings of life. "Morality, - a divorce, skeptics argue - like happiness, many understand differently." How many heads, so many opinions. Even the brilliant Einstein proved that the world is relatively ...

And I am convinced that you cannot talk about morality with a proud mind and a cold heart. The secret of life is revealed only to souls who know how to love.

And yet I really want to believe that it is possible to achieve mutual understanding in matters of moral education: it is enough to unite. Having one goal, one tasks. But it is obvious that the seed of kindness sprouts in early childhood. And it can germinate only in an atmosphere where there are such simple and eternal feelings as kindness, tolerance and attention to each other.

2. Development of good feelings as a means of education of morality

2.1 The problem of the formation of moral feelings in children.

Kindness, responsiveness, honesty, decency, hard work - which parent would not want to bring up these wonderful human qualities in their child? Yes, and there are no parents who deliberately would like to bring up callousness, selfishness, and a disdainful attitude towards people in their children. But why do callous, rude and selfish children still grow up? And I would like to recall the sayings of the great teacher V.A. Sukhomlinsky: “If a person is taught good, they are taught skillfully, intelligently, persistently, demanding, the result will be good. They teach evil (very rarely, but it also happens), the result will be evil. They teach neither good nor evil - all the same, there will be evil, because a person is born a creature capable of becoming a person, but not a ready person. You have to make him a man. "

It is an indisputable fact that unkind adults are unlikely to be able to sow seeds of kindness in a child. There are exceptions, but this is not a typical occurrence. But we quite consciously want to see our child kind. So, but the question is: "How do you want to see your child when he grows up?" adults mostly answered: "We want to get an education." Moreover, preference was given to the professions of economist and banker. We don’t know. And only a small part of the parents answered: "We want a kind, decent person to grow up here." But sometimes there is a whole abyss from the desired to the fulfillment.

So it is now arranged that our life is regulated by the material side, but we must not forget that there are things that we must constantly think about. We are getting old. But only kind children can ensure our old age in the future. It is not for nothing that there is a proverb “what kind of upbringing, this is old age”.

Today it is not easy to bring up children with excellent human qualities. Why? In my opinion, the development of each quality needs its own conditions, but in general, the formation of a noble person takes place in an atmosphere of kindness and trust.

I am constantly tormented by the question: "How does the ladybug know what to do?" Okay, I agree, her relatives teach her. “And the seed, the seed, the fruit? Who taught them? " Perhaps they are given to us as an example of the fact that everything small carries in itself the big, the great, the necessary, the necessary? And germinate, it can only under certain conditions.

Many parents often ask: doesn't upbringing depend on many, many reasons, different circumstances? Some are trying to find the reason in the bad influence of their peers, other "streets", and many think that they were not strict enough with the child, little punishment, etc., and even in a hereditary predisposition to "bad". And sometimes there seemed to be no reason at all. The point is, in my opinion, the formation of a child's personality occurs under the influence of various, often contradictory influences of social life. However, each of us sees and knows that in the same social conditions, children are very different in their attitude towards people, towards the moral values ​​of our society. The child is brought up by society, but upbringing largely depends on the efforts of the parents, on their morality, pedagogical abilities, finally. Of course, I and everyone, too, depend on social conditions, but each of us, as a person, bears his own responsibility to people, to ourselves and children for their upbringing.

The moral formation of a personality occurs under the influence of a variety of influences: the example of the people around, and life circumstances, and the impressions received, and much more. It can be said that morality is nurtured by life itself.

But then the question arises: it means that you just need to rely on a happy fate, because it is impossible to protect a child from all unpredictable unwanted influences. And do not lead him by the hand all his life!

The child must have such an inner core that would help him make the right moral choice. This core is the attitude towards other people. And in fact, in this respect, the moral essence of man is manifested. When the child's experience of acute feelings of pity at the sight of the suffering of another will prompt him to help. And the feeling of shame in front of others for the dishonest act he has committed will make you repent of it and keep you from repeating such an act. It is then that we can say that the moral norm has become the inner aspiration of the child. Treating your neighbor as yourself, experiencing his joy and pain as your own - are these real human manifestations that give spiritual satisfaction and happiness? People who are able to treat their own kind in this way create an atmosphere of benevolence, mutual understanding and mutual assistance around them. And this is obvious to everyone: those who act in accordance with moral principles and live in harmony with their conscience feel happy, no matter how appreciated by those who live by other laws. This means that by educating a moral person, we are educating a happy person.

Few people think to themselves: "I am an honest and kind person." But a person can have an attitude of honest and kind, even if he really strives to be kind and honest and suffers when he fails. This attitude is not given to him by a personal decision: “I will be kind,” but by his entire upbringing, by the entire social structure of society. You can, of course, argue for a long time about what affects what, but I, the educator, can not always influence the real circumstances of life, they do not obey me. I can influence the child's idea of ​​himself - at least as long as there is a spiritual connection with him, contact. I can influence by word, I can influence by example, I can influence the organization of the pupil's own activities.

2.2. The path to children's trust.

One of the skeptics wrote: "Independent thinking inevitably leads us to the conclusion that good and evil are just shape-shifters, and therefore it is not possible to talk about a clear, definite criterion of good ...". So everything mixes up, and poor children find themselves deprived of all and all kinds of moral guidelines. What can I say to this?

In Russian education, moral feelings belong to the category of higher feelings. Their content includes such concepts as kindness, honor and dignity, justice, etc. They are opposed to base feelings, designated as immorality, for example, such as harshness, lies, envy, etc.

Feelings develop most vividly in preschool age. Both the generosity of the heart and the spiritual callousness equally originate from childhood. VA Sukhomlinsky wrote: “… good feelings should be rooted in childhood. The truly human is affirmed in the soul simultaneously with the knowledge of the first and most important truths. "

And my main task is the development of good feelings in children, which is paramount, "no less, and in a sense even more important than the education of his mind." Thinking about the upbringing of my pupils, whom I see every day, I began to think about the fact that a child should feel protected from evil. And I came to the conclusion that a child could tell an adult something, he must trust him. It is important not to betray trust, not to turn away from the child, referring to his fatigue. Trust is, first of all, one of the ways to develop his feelings. With a feeling of trust on the part of others, the child more freely shows his essence. What promotes trust? Sincerity, honesty, adult interest. Yes, children should be interested in me. They must constantly feel that I know more than I say. Yes, and I, as an adult, reach out to interesting people, I trust them, I believe.

How can children be interested? Someone will hurry up and say: “Candy, toys, clowns, horror films ...”. This can attract attention, distract from the case ... and take you nowhere. But I always remember that a child is an individual in the deepest, most versatile sense of the word. And in order to get the right approach to raising children, I often start to use the rules. These rules help to avoid many mistakes, help to find mutual understanding with each child and establish a personal and trusting relationship with him. These are the rules:

  1. First you have to love, and then teach.
  2. Accept the child as he is.
  3. Recognize the child's right to be wrong.
  4. Help your child to act independently.
  5. Know yourself and improve yourself.

It is known that it is easier to teach something to a preschooler than to bring up something positive in him. Moreover, our methods have not developed a system for fostering good feelings. Of course, I understand that in order to achieve success in the education of preschoolers, one must remember that the adult is the main source of those norms that the child learns.

2.3 The path of developing good feelings in new technologies (from work experience).

Life, thank God, does not stand still. And I want to see a creative personality in every child, so that he grows up uncomplexed, from childhood to instill in his soul kindness, justice, and sensitively react to the slightest manifestations of ill will and neglect.

Nowadays, radical changes have taken place in preschool education. The use of new technologies, in particular TRIZ (theory of inventive problem solving) and RTV (development of creative imagination), is of great interest among teachers.

A new life is a new person, a new, comprehensively developed personality. And this life pushes us towards new, interesting methods that help to break the prevailing stereotypes, psychological attitudes, develop the ability to think outside the box, in an unusual way.

After attending lectures and watching classes, where I got acquainted with the elements of TRIZ, I realized how important this theory is for the development of children. Lectures are rich, useful, informative with a variety of examples. There was a desire to work with renewed energy according to the new method, to teach children to think outside the box, creatively, to instill in their souls a love of beauty, to fairy tales, to teach how to find a way out of various everyday situations using TRIZ elements, to be more confident in their abilities and capabilities. TRIZ develops such moral qualities as the ability to enjoy the skills of others, the desire to help, the desire to find a way out of a difficult situation. To work according to TRIZ, I first of all changed myself and my attitude to work, got rid of stereotypes. And I began to try to make mistakes and improve, in other words, I began to check this system using TRIZ elements. And now I am "incurably" ill with TRIZ and do not worry about my "illness" at all. May God give everyone to get infected with the virus of creativity. I am proud of my daily search need. This pride is also due to the fact that in the classroom using the elements of TRIZ and RTV, which are the basis of developmental education. The feeling of constraint is removed in children, shyness is overcome, the logic of thinking, speech and general initiative gradually develops. And such children very easily understand the world around them, communicate in this world and are able to solve problems at a high level.

I started my work with the second junior group. Constantly noticing the interest of children in fairy tales, riddles, I decided that they would help to "talk" the children, and also help me to reveal and understand the contradictions occurring between them. Rather, it gave a direction and a hint to go only in a creative way. And I began to use the existing developments in the theory of inventive problem solving, namely, its individual elements. She worked mainly in her free time.

In order for children to master TRIZ, it is necessary to teach them how to communicate correctly in the world around them. And not only communicate, but also communicate with people. After all, communication is of great importance for the development of a child as a person. It is in communication that children develop the ability to obey general rules, to be guided by social norms.

To begin with, I took a game that contributed to the understanding of communication. The children liked it when I painted faces with different expressions on a piece of paper: a cheerful, crying, frowning, frightened face, etc. Together with the children, we determined what these faces were expressing, and introduced the children to the fact that facial expressions are called “facial expressions”.

I gave the children and myself a task: to express grief, joy, pain, fear, surprise with the help of facial expressions. And one of the children determined whether it was possible to depict the "mask". In order for the children to understand communication faster and better, I explained to them that it is possible to speak with the help of gestures. We remembered what gestures we know (how to stop the car with a gesture, say hello, say goodbye ...) She said that with the help of words you can caress, drive away, upset, warm, offend. “The doll Katya is crying”, “Give a friend a gift”, “Help to calm down a sick child” - all these situations were played out with the help of words, facial expressions, and gestures. She offered me to repeat the sentence “It's raining” with me with different intonations (joyful, indifferent, evil, cheerful, sad ...). What a pleasure to see when children used these games and brought them into everyday life. The children grew up. I began to select games with a more complex meaning for them. I set the task for my listeners not only to remember the game, but also to beat them themselves. The children imagined that they were in another country, and they do not know the language, they do not understand you. With the help of facial expressions and gestures, ask for directions to the zoo, to the pool, to a cafe, to the post office, etc. She offered Oseeva's story "Just an old woman", as well as to play an imaginary situation "Puddle": "A heavy rain has passed." The girl walked and walked and suddenly found herself in the middle of a large puddle. She herself cannot get out. Let's help her (throw a log, give her a hand, a small board, etc.).

Not all children could convey an imaginary situation, but with what interest they were in the game. Nobody stood aside. All those present came up with stories or fairy tales - miniatures "If I were a magician." It is very good to periodically conduct the game "Look at yourself through the eyes of another" - what do you seem to her (mother, grandmother) ...

In the older group, I introduced the children to the contradictions. And in TRIZ it is the main direction. It was necessary to show the children life as it is - contradictory. Every day and every hour we are faced with a mass of conflicting phenomena and concepts (we are late), but we are still too lazy to get up early; we know - but we do not put things in place; we understand that not to get into a crowded transport, but still we try) Already from kindergarten, children need to present the world around them divided into black and white, or as in a familiar rhyme: "What is good and what is bad."

But life is contradictory in its development. In real life, everything looks different, which means that I have to convey to my children that in every bad there is a "bit" of good, and, on the contrary, there is a fly in the ointment in the ointment. That's why I began to use an interesting game "Good - bad". At first glance, it seems simple. (fighting is bad, but being friends is good). Playing this game, the real world around them opened up in front of the children. But this game, like everything else, has rules: all phenomena, objects, actions, fairy tales are considered first from a good position, then from a bad one, but it is imperative to return to something positive, something good.

Children greeted this game with joy and looked forward to it. I was in no hurry to ask the children questions. I was interested in how the guys share their impressions with each other. And I entered into a conversation only when a dispute arose or a misunderstanding of the meaning was created. For a deeper understanding of this game, I will give an example in natural phenomena: Winter is good: you can go sledging, skiing, play snowballs, in winter the most wonderful holiday is New Year, but winter is bad: you can freeze, slip, many rainy days , it gets dark early, fewer meetings with friends, a lot of clothes to wear. Nevertheless, winter is wonderful.

It turns out very interesting and instructive in fairy tales, then it turns out that there are both good and bad in a fairy tale. But something unusual, interesting, magical always happens in a fairy tale. Let me give you an example. Took the game "Good - Bad" for the analysis of heroes in any situation of the famous fairy tale "Mitten":

Good:

For the grandfather (lost his mitten): the woman will sew a new one;

For animals (found): will have a place to live, hide from the cold, it will be fun together;

For a mitten: it does not go to waste, it will come in handy for animals;

Grandfather (found): joy, hands will not freeze, no need to sew new ones;

For a mitten (I found it): it is sewn according to the grandfather's hand, and it is convenient for it only on the grandfather's hand, the grandfather will dry it on the stove after work.

Badly:

For the grandfather (lost): while his hands are freezing, it is inconvenient to work, the grandmother is unhappy;

For animals (found): everyone in a mitten is cramped, a mitten on the road, they can run over her;

For mittens: it will lie, it can be covered with snow, animals can break from tightness;

For animals (grandfather found): it won't be warm, etc.

This game does not get boring, and it is more lively if you play it in roles with children: I say what is good, and children - what is bad (and vice versa). Whoever finishes first is the one who naturally played.

The game “Good - bad” arises with children unexpectedly, when we are in a group, at the site, talking, watching. That is, every day the guys meet with a lot of problems, phenomena, objects, and they analyze the world around them and its contradictions from different positions.

In everyday life, I create special problem situations for children. These are exercises in good deeds. Here are a few of these questions - situations.

  1. You are in a wonderful mood today. Why?

a) because mom smiled;

b) because the sun is shining;

c) because they gave a toy (candy).

  1. How many good things can you do in five minutes?

a) which of the girls can pick up the bear and sew his paw;

b) offer grandmother tea;

c) make a sick brother laugh;

  1. The girl is crying. How to calm her down?

a) hug;

b) say an affectionate word;

c) offer to play in the place.

Together with me, the children look at pictures depicting positive or negative situations:

a) a boy is sitting on the bus, and an old woman with a stick is standing next to him;

b) one boy plays with a toy and does not give to another.

I propose to collect a flower from the petals and call it "Kindness". Collecting a petal each child importantly notes: I am kind, because I helped to fasten the jacket ... and so on.

Children are very fond of game situations such as:

Who is in love with whom.

What do I like about myself?

A smile and laughter are always good helpers for a person. Such people are always in the spotlight. They are loved, people are drawn to them. Because a person with humor is, as a rule, a kind person. Because such a person is also sociable, benevolent, flexible, knows how to live in harmony in any children's, and then adult collective.

I sat down with the children in a circle, took a relay handkerchief and in a circle offered to accept a handkerchief and answer the question “What do I like about myself?”. In order for the children to overcome shyness, I repeatedly suggested, encouraged with a word. And then the children, when overcoming “themselves”, named their positive qualities, some, for example, noted honesty, others talked about eyes, hair.

Children already from childhood already know enough information about themselves. Communicating with peers and adults, he can think about their actions, can and should praise and scold others. And do it with a smile, with a laugh in your eyes. For example, playing "Let's compliment each other." Sitting in a circle, children join hands. Looking into the eyes of a neighbor, I need to say a few kind words to him, while encouraging him to speak with adjectives and participles (you are beautiful, and you are kind, you are strong, and you are gentle, affectionate). And praise for something. For example: “You have such beautiful hairpins”, or “It’s so good to play with you”, or “You can sing and dance better than anyone else”. The recipient of the compliment nods his head and says: “Thank you, I am very pleased!”. Then he gives a compliment to his neighbor. The exercise is carried out in a circle.

But in life you will have to say not only compliments. And then I, alternating, play "How to scold each other." But kindly, openly, with a smile, with a laugh in his eyes, benevolently (Anya is a pig, Danila is forgetful, and Roma is absent-minded). I teach children to talk about negative qualities, but also in an appropriate tone, with the right facial expressions, gestures, eye language, etc.

In such a relaxed environment, the child learns to listen with a smile to himself, to his peers, relatives. And the game “washing machine” delights children.

Children stand in a circle, and one of the players walks in a circle and, touching everyone's shoulder, says kind words to him “You are beautiful, gentle, affectionate ...” It is impossible to list all the games I worked on with children. This is the game "Polite words" - name as many polite words as possible, "Make your friends' names long, affectionate", etc.

2.4 Purposefulness of children

The ways of educating children of good feelings are varied. The more creativity you put into this search, the more tangible the results. And the next stage in my work was aimed at fostering purposefulness in children. We all lack dreams, aspirations for the future.

What does the child dream about today? Before answering this question, I would like to analyze the dreams of modern children. They dream of birthday gifts. Others want bicycles. But, there are those who dream of a friend. Unfortunately, there are not many such dreamers. But thanks to a dream, children are able to overcome laziness, develop will and determination.

My pupils and I are united by a dream that has gradually turned into a game - this is the City of Kindness. Together we dream of a City where there is no evil, where everyone is friends, where dreams come true. Children themselves come up with who will live in this City and what to do. They come up with who wants to be who in this city, what to do. Many people settle in it everything they love and everyone they love. They dream that the City will be beautiful. But beauty must be preserved and protected. And my children and I begin to discuss what exactly needs to be protected. Land, flowers, trees, kind people with a kind heart, peace, books ...

When asked what needs to be done to protect all this, the children answered like this: keep, grow trees, water flowers, remember, do not fight, do not quarrel, do good to everyone, read good books and do not tear, think, say only good, do good affairs, do not destroy anything.

Who knows, maybe everything we dreamed about will come true, and someday we will see such a City? Who knows ... But I know for sure that we are not dreaming in vain.

2.5 The influence of the West and the East on the development of moral feelings in children.

Now the moral development of children is influenced by the mass culture of the West and the East. Our good old toys, books, cartoons, cute, dear images from the world of childhood, literary and cartoon characters, on which more than one generation grew up, disappeared overnight. They were replaced by the heroes of countless foreign animated series: Superman, Spiderman (Spiderman) and Batman, Mickey Mouse and Scrooge McDought, ghostbusters, monsters and dragons, conquerors of the universe and space pirates, teenage mutant ninja turtles and Pokemon, Barbie with Ken and Teletubbies. This culture imposes other people's values ​​on children: the cult of strength, money, individualism. Children have become wayward, aggressive, uncontrollable, do not want to listen to anyone and give in to anyone, imagine themselves to be superheroes, copy the Simpsons' rude speech, habits, and their way of thinking. And this is accepted by children and all this is reflected and fixed in their games.

Adults treat these phenomena differently. Some forbid, others do not pay attention (they grow up - they will forget, all this will pass with age), others - support, encourage the interest of children.

And how quickly we got used to death, murder, violence and grief. But the worst thing is that the children are also used to it. We ourselves accustom them to blood and tragedy. Sometimes we don't have the time to switch the TV from the news of endless grief to ... Yes, there is nothing to switch to. Even cartoons are infected with vulgarity and filth. But ... there are videotapes with very good cartoons, most of which were created at the Soyuzmultfilm studio in the 50-60s of the XX century. The current director of the Mosfilm film studio, Karen Shakhnazarov, called them "an inoculation of kindness." There are films for family viewing, there are books, and finally there is live human communication. But in order for all this to be, one must make efforts, one must love, seek, one must love to find. One must really want to feel the goodness and peace in oneself, and then they will respond and come to every house, to every street, to every country.

Personally, I cannot stand aside and just be an observer and watch how children are affected by this disgrace and violence. You just need to start acting. I was critical about the behavior of the characters in these films. And in the end it did not pass by the consciousness of the children. They tried to reason, evaluate “he is good, he saves weak people,” etc. the child began to analyze what was good and what was bad. Then I removed from the group everything that seemed "alien": toys, books, magazines. Conducted explanatory work with children and parents, asked children not to bring monsters to the group.

Toys are monsters, can teach a child cruelty and indifference to suffering. She explained to the children that in Russian fairy tales there are both dragons and monsters, but they always take the side of evil, while positive heroes are never monsters. And such fairy tales and games based on them will teach children to distinguish good from evil, drawing a clear line between them. Various monsters, skeletal warriors, etc. offered now participate in the game both on the side of good and evil forces, so it is sometimes difficult for a child, even sometimes impossible, to distinguish good from evil, “bad” from “good”. Games based on the content of warlike cartoons with monster toys form aggression in children, an attitude towards violence as something completely normal.

And I warned parents not to buy such scary toys for their children that terrify them and promote aggression. She offered other options as well. For example, children are known to love to dress up. For this they do not need elaborate costumes - they are content with a separate element. For example, a headscarf and homemade glasses turn a girl into a grandmother. Give the children a few pieces of cloth and they will invent their own costumes.

She also convinced parents of the need to control what the child was watching on TV. Children take what they are shown on TV so close to their hearts that they try to imitate the TV heroes. And in turn, it leads to lack of spirituality, the development of selfishness, soullessness and cruelty.

The famous puppeteer Sergei Obraztsov tried to instill in adults a simple idea, which he followed throughout his long creative life: it is impossible for children under the age of seven to show (even in fairy tales) scenes of violence, cruelty, and rough treatment of animals and people. The great master knew: a child's soul, like a sponge, absorbs everything that happens around it, especially what happens on the stage, on the screen, in the book. Therefore, it is necessary to carefully select cartoons and television programs. For example, the cartoon "Tom and Jerry". The whole humor here consists in flattening Tom, then Jerry, children are asked to laugh at how someone falls, bruises themselves, etc. As a result, they start dragging pets by the tail, driving each other under the bed, etc.

Let's remember the cartoon characters of the past. Brave children and no less brave little animals not only defeated villains and other unpleasant personalities, but even re-educated them: the disgusting old woman Shapoklyak wanted to have friends; Barbara, the evil sister of Aibolit, was not only punished, but also forgiven, because she repented of her deeds. Evil always loses when it meets good. And this was a law that made life easier and which children learned with pleasure. They were brought up on heroic and romantic examples. And now on the video market you can find such children's films that lead to mental disorders, sometimes very serious. Television can be our ally and active assistant, or it can become an inevitable evil that we ourselves have let into our house.

And I tried not to admit into the group and the life of my pupils any things that could harm their forming soul. My work is built and goes through the heart, the children themselves must understand what is good and what is bad, what can and should be done, and what cannot be done. And I am helping to figure it out.

2.6 The influence of the family on the development of moral feelings in children.

It is known that the family plays a leading role in moral education. Each family has its own way of life, its own style of relations between big and small. A normal, prosperous family is characterized by love, care, empathy. If relationships in a family are built on love, mutual understanding, respect, caring for each other, if adults treat not only loved ones, but also strangers kindly, with sympathy, then a growing little person gains the experience of kind, humane relationships. A prerequisite for this is the child's feasible participation in useful things (work assignments, participation in the preparation of family holidays, joint walks). If a child does a good deed, no, and should not be overlooked by an adult.

There is a very interesting boy in my group - Igorek. I noticed an important trait in him - benevolence, the ability to rejoice in the successes of her friends, to sympathize with those who offend. When I got to know this family better, I learned that Igorek often sees his father taking on a number of worries. And he himself participates in feasible affairs. Sometimes my father goes to the shops, to the market. Igorek is an assistant, he carries something from the purchases. Igor himself is glad when he is thanked and is called an assistant. And Igor's father himself believes that everyone is trying to have an atmosphere of warmth in the family, a community of interests. And the acquisition of an important trait is benevolence; his grandmother raised him to help another. Igor witnessed such an incident. At the market, a woman asked other buyers for a plastic bag. She wanted to buy cabbage for her sick mother. People refused her, arguing that they themselves would buy cabbage. Grandmother, giving her bag to the woman, said: "Here, please, please, please your mother." Having met such a family, I experienced a feeling of great satisfaction. Adults and children feel good because all family members respect and understand each other.

In a family, a child must see and comprehend the ABC of kindness. This could be:

  1. mutual assistance to each other;
  2. a kind, caring attitude towards the elderly and elderly people: relatives and just neighboring old people and old women;
  3. exclude unwanted, unkind, conversations about people, animals in the presence of children.

The child's ear hears and absorbs literally everything. Let me give you an example from life. The family with the child is going to the children's party. Suddenly the child says: "I will give my friend a broken car, because I do not need it." Mom says: "It's so ugly, you can't give old, unnecessary toys." To which the child replied: "Do you remember that you were going to Aunt Galya's birthday party and you said that you would give an old vase, because she was so tired of it and interferes with our apartment!"

And one more very simple, but extremely important thing is the state with which the child goes to bed. It is known that during sleep, brain activity continues, and therefore mental activity too. It is no coincidence that people were led to tell fairy tales or sing lullabies at night. They not only soothe, but nourish the brain with images and the heart with feelings. If a child is guilty during the day and was punished, in the evening he must read something kind, beautiful, real, so that he feels: they believe in him, they love him, I hope for him ...

2.7 Development of good feelings through oral folk art (from work experience)

In my work, I used oral folk art. Proverbs and sayings are called pearls of folk art, they affect not only the mind, but also the feelings of a person: the teachings contained in them are easily perceived and remembered. Proverbs and sayings are figurative, poetic, endowed with comparisons, vivid epithets, they have many personifications, small definitions. The proverb can be used in any situation.

Children are going for a walk. I remind the slow Ilyusha: "Seven do not wait for one." Or I notice that Roma was not dressed neatly, I say: "If you hurry, you will make people laugh." During walks, proverbs help children better understand various phenomena and events. We walk on the site, admire the beauty and freshness, note that "Spring is red with flowers", about autumn: "Autumn is red with fruits." Studying proverbs and sayings, I designed a folder containing illustrated pictures with proverbs and sayings. Children could name a proverb from the picture. They explained their meaning to them, the children learned to understand in what situations one or another proverb could be applied. In everyday life, the guys encourage each other: "Finished business - walk boldly", "The eyes are afraid, but the hands are doing", "Friends are known in trouble", "Help a friend everywhere, do not leave him in trouble."

In my group I have a notebook of good deeds, in which every day I write down the good deeds of each child and joint good deeds. Children are looking forward to the evening summing up the day. Each of them tries to do something special. It happens that someone is lazy or pretends to be busy, then you just tell him: "Do a good deed or be kind!" - and it helps.

2.8. Raising a sense of compassion in children

When fostering good feelings, social orientation towards other people, including the disadvantaged, is important. The child does not see the life of old people in a nursing home, but he often passes by people living in difficult situations. And in this case, the comments of adults are important.

Now, to some extent, there has been a destruction of emotional ties between people and the loss of the most powerful human feeling - love for a person. Already from early childhood, there is a "bend" in education in favor of the development of intelligence. Parents compete with each other, whose child will learn to read and count, reason and argue earlier. But few parents now would want to compete in mercy, responsiveness and understanding of another person.

But children begin to feel the kindness and justice of adults early on, they react sensitively to the slightest manifestations of ill will and neglect. But now it is very important that children spread all these feelings not only to themselves, but to be able to sympathize with people and be merciful.

What is mercy? This is a willingness to help someone or forgive someone out of compassion, philanthropy (this is how Ozhegovo's dictionary interprets).

I consider it my task to instill in children this readiness, the desire to take care of others. To do this, I conduct conversations with children about good deeds, people, I often put one child in the place of another (“What would you do?”, “What would you answer?”); when we analyze a conflict situation ("It would be nice for you if ..."). I strive to enrich the speech of children with such words as "kind", "sensitive", "sympathetic". And when I read the ABC of Morality to the children, I paid special attention to the words: “Help the fallen man to get up. Help the old, the weak, the blind to cross the road. And do it heartily, heartily, kindly, without frowning.

The actions of children are not always fair and kind. Here are some examples. Alyosha told Roma's mom: "Your Roma was punished today." There was no regret in his voice, he was even happy. The next day I told that Romina's mother works as a teacher at a school. Her work is as responsible as mine. Therefore, my mother is very tired. Today Alyosha will tell Romina's mother how well her son danced, and she will be happy. And from the joy of a person and fatigue goes away. “The boy fulfilled my request, and, indeed, all the guys saw how Roma's mother was smiling.

Vova broke the cup. The rest of the attendants ran to complain to me. None of them helped the upset boy, no one calmed him, although all the guys know that the punishment is bad, unpleasant. I explained to the guys: “After all, Vova did it by accident. He is ashamed as it is, but you are still gloating, it would be better if you helped your comrade. "

2.9 Developing good feelings through fiction (from work experience).

Reading fairy tales, stories, which describe the struggle of positive and negative characters, has a great influence on the development of good feelings in children. The guys empathize with the successes and failures of the hero and his friends, ardently wish them victory. This is how they form ideas about good and evil, attitudes towards moral and immoral.

I devoted a lot of time to fairy tales that I did not read, but told. Children should see the face of the narrator, his emotions, facial expressions. This helps to understand the content of the tale, its relationship to the characters. Yes, and knowing the content of a fairy tale is necessary and useful for children, but it is even more important to teach a lesson in kindness based on the told fairy tale. For example, after telling the fairy tale "The Fox and the Hare", you can ask the following questions:

1.Why did the fox drive the hare out of the bast hut?

2. Who wanted to help the hare?

3. Who helped?

4. Who did you like the most in this tale? Why?

Children will answer. In this case, the tale will undoubtedly bring some benefit. But I do not need a definite, but the maximum benefit from what I read. And for this I always put children in a more active position. Something like this: What if the cockerel was scared of the fox? How would you help him?

Often the heroes of stories and fairy tales worry about harming others and suffer until they redeem themselves. Several times I told the children the Nenets fairy tale "Cuckoo" - about how a mother turned into a cuckoo and flew away from her callous, unkind sons. All the children understood the sons' guilt and condemned them. And so my question is: "Do you feel sorry for your sons?" - surprised the children, but I wanted the guys, realizing their guilt, still feel for them a feeling of pity and compassion. And at the end of the conversation, she brought the children to the conclusion: "Indeed, the children themselves are to blame for what happened, but you are also sorry for them: they were left without a mother."

I try to educate children to care for those who need help and protection. She tried to reveal her attitude to her loved ones with the help of such works as “Let's Sit in Silence” by E. Blaginika, “The Most Terrible” by E. Permyak, “Vovka - a kind soul” by A. Barto.

The conversation about V. Mayakovsky's book "What is good and what is bad" became very interesting. The children looked at a picture depicting such a situation: a boy took a bear from a little girl. The girl is standing and crying. To my question: "What would you do if you were there?" - the answers were very different. Yura said very angrily: "I would take the bear, give it to the girl, and beat the evil boy." Then I asked: "What if you asked the boy well and he himself would give the girl a bear?" Yaroslav thought for a moment and said: “Then I wouldn’t touch him. But he had to apologize. "

Such conversations allow children to exercise moral deeds, teach them the verbal expression of sympathy, empathy, and most importantly, show children that an affectionate, kind word acts faster and more efficiently than physical strength.

For the development of good feelings in children, V. Kataev's fairy tale "Flower - seven-flower" helped. This tale teaches children compassion, caring for people. After all, the girl from the fairy tale received the greatest satisfaction only when she healed a hopelessly sick boy. This means that by doing good to another, you yourself become happier.

In my group, boys are very fond of active games. And sticks appear in games. And almost always they hear my forbidden words: “You can't! You will hit, you will break ... ". But, as you know, prohibitions cannot stop anything. And when the "convenient" moment appears, the boys will still realize their plan. How to be?

Here I used V. Suteev's fairy tale "The magic wand". The author understood: it is no coincidence that children are attracted by sticks. For boys, just a stick is more interesting than any other toy. Why? She is able to turn into the most incredible objects: you can throw her across the river, and scare a wolf, and plant a chick, and become a horse, and a boat. That's what a stick is. You just need to teach the boys, show and direct their thoughts to a good deed.

Short works by L. Tolstoy, K. Ushinsky and other authors have become my powerful assistants in the development of kindness. And in my hands they serve as a powerful tool for developing good feelings.

But kindness is not only the ability to condole, compassion, experience, empathize, looking at trouble, grief, poverty, but also the ability to rejoice for another and with him. And this ability is not given to everyone. Can we rejoice? And what is it - to rejoice. "Rejoicing" is the lot of the magnanimous and the strong, those who are able to bow their heads in admiration before the victor. Let me give you an example borrowed from Nicholas Roerich: “One Viking, dying, says that he had no friends in his life. "How so?" Remember how you entered North America, I took you away from the Indians, ”one reminds him. “Remember, when you went into the fiord, I pulled you out of the sea,” says another. “Yes,” says the Viking, “it was all there, but there was also something else. When I called the most beautiful girl my wife, your eyes smiled, but your hearts were deaf. When the leader told me - you will be the leader, your eyes smiled, but your hearts were deaf. Compassion in trouble is familiar to me, there were compassionate people. They came to my aid in difficult times. But in the moment of joy, when I was at the top, there were no those who would be next to me. "

And today, when we are all busy raising children, we need to teach them not only to sympathize, but also to rejoice together with their friends in their successes. And there can be many examples of this. And in my work I pay great attention to this and teach my children to rejoice with me for the success of their comrades. For example: Alyosha and Vova learned to read faster, and the guys and I together and even clap them with a smile on our faces. Correctly and beautifully performed the movement at the music lesson - kiss Nastya with a smile and rejoice together, etc.

And I always remind children that being kind is not only empathizing in grief, but also enjoying the success of close friends.

Conclusion.

You are a small child, I am a big one

Here is my, imagine, pedagogy.

You are with me, but I feel good with you -

My pedagogy has a simple logic.

We are all children of our native Earth.

How short our century is before the hoary eternity!

I, little one, are here at school for you these days

Mediator between you and humanity

Not because I'm taller and stronger

You naughty me, you are obliged to obey.

There are no responsibilities, while in your soul

I will not be able to settle down firmly.

How to achieve this is a big question,

The most important thing for our native Fatherland:

So that you, child, grow up as a man

With a big soul, no lies and reproach.

("Monologue of Shalva Amonashvili")

Someone thinks that there is simply no point in talking about morality in our time. And I think when the whole world is so restless, it is difficult to be good-natured, cheerful and happy. And the more valuable and necessary for each of us is such a simple feeling as kindness.

How to make goodness attractive? Probably, it should be constantly present in our life. This is a delicate, painstaking work and requires from me, as an educator, to clarify and educate my own heart.

In my work, I described the methods that I often used. Each of these methods requires careful preparation, thorough thinking. But! One has only to start working on TRIZ, and you become a “sick” (in a good sense of the word) person! Having become "infected" with TRIZ, it is impossible to stop, since the return from children is enormous. You feel that your work is not in vain.

And I came to the conclusion that as a result of including TRIZ elements in our work, they became a good tool for the development of moral qualities in children. And it gave the children so many opportunities to dream up and show their non-standard thinking, their individuality.

My work would not have been so fruitful if not for the help of my parents. To keep them informed, I held short conversations, consultations, explained how important it is now to sow seeds of kindness in a child. Conducted a survey and a meeting on the topic "Fostering good feelings in a child." In the corner for parents I put 10 commandments of parenting and 10 rules about raising a child. All my advice for parents did not go unnoticed. And parents saw in their children such qualities as benevolence, caring and attentiveness. And they were pleased with it.

My pupils are now schoolchildren. And I am very pleased to hear from the teacher that the children are very sympathetic, benevolent and they know how to rejoice at the success of others. They are active in the classroom, and during recess they can organize the game for themselves.

In my work, I strive to ensure that my pupils grow up honest, kind, happy. To prevent indifference from settling in a child's heart - this is the task before me. It is necessary to teach a growing person to understand the misfortune of his comrade. And this is the only way to form responsiveness and benevolence in him. And how I would like that what was brought up in childhood remained in a person.

Bibliography

  1. A. V. Zaporozhets Education of emotions and feelings in a preschooler \\ Emotional development of a preschooler. M., 2005
  2. Moral education in kindergarten / ed. V.T. Nechaeva, T.A. Markova. M., 2005
  3. V.A. Sukhomlinsky I give my heart to children \\ Fav. Ped. cit .: In 3v. M., 2004
  4. Sukhomlinsky V. A. Conversation with the young director of the school \\ Izbr ped. op. - M., 2001
  5. Preschool education 2002 №7, 8, 9, 10; 2003 No. 6, 9; 2004 No. 5, 11
  6. The wisdom of education: A book for parents / comp. B. Beam - Bad et al. M .: Pedagogy, 2006
  7. Handbook for parents. Minsk: Released school, 2001
  8. World of childhood: Preschooler \ comp. L. E. Zhurova and others. M.,. Pedagogy, 2003.

Appendix

The level of formation of good feelings in children by means of fiction.

To assess the formation of good feelings in children, the "Indicators of development and methods of identifying a child's personality", developed by T.V. Antonova, were used. Assessment of the formation of good feelings was carried out twice (at the beginning and at the end of the year).

"Indicators of development and methods of identifying a child's personality" allow us to conduct not only an objective assessment, but also to build our work on the education of good feelings (moral education) in children, to trace their level of development and to evaluate the effectiveness of the formation of children corresponding to their age - a personality. At the same time, these indicators constitute the moral basis, reflecting the content of the child's experiences, his desire for sympathy, compassion for another person, his readiness to show kindness and help.

On the basis of the research data, I came to the conclusion that children have an insufficiently formed moral basis, covering the sphere of communication of the child with surrounding adults and peers, the area of ​​his self-concept, attitude towards himself, as well as the peculiarities of the development of the emotional sphere and arbitrary behavior. All this information was taken as a basis for constructing work on the formation of good feelings in children by means of fiction.

When planning my work with children, I first relied on observations of the nature of children's communication with peers and adults, on games based on fairy tales, on various types of theater with the participation of children, as well as on classes in fiction, visual activity, speech development, etc. .d. And also on the data of assessing the degree of formation of good feelings in children according to "Indicators of development and methods of identification" and the requirements for the program for moral education.

Purposeful work in this section increases the level of moral development of children, as well as the ability of preschoolers to develop certain personal qualities, orientation in the world around them and in social relations between people, which create the basis for the successful development of a child in the future.

As a result of a repeated study of children, it was noted that the level of communication with adults and peers became much higher, the results for all criteria improved significantly.

Research in the field of self-representation, attitude towards oneself has shown that children adequately assess their capabilities, strive and know how to defend their positions.

Studies have shown the development of the emotional sphere and the voluntary behavior of their significant improvement. If before the work on the development of good feelings in children by means of fiction the degree of their formation was at a low level, then after the purposeful work the level of development of good feelings became much higher.

My work has yielded positive results. And therefore, this work of fostering good feelings will be systematized and expanded.


Parent-teacher meeting

on the topic of:


"Raising good feelings in children"

2014 year

Plan

    Prevent manifestations of selfishness in children.

    Foster active kindness in children.

    Teach children to deal with the manifestation of evil in life.

Often a father or mother asks the question "Why do their children grow up selfish?" They do not suspect that with their blindness, unreasonable love, they themselves made children so. If a child is used to taking and not giving anything to others, he will grow up to be inattentive to his relatives, rude, and sometimes cruel person.

Pediatrician N. Andreeva warns mothers against this danger in education. “Here we have one apple,” she says, “only one, and you know perfectly well that a growing child's body needs it more than you. And yet - do not give the child a single apple in its entirety. Don't give him privileges. It is forbidden! Remember that your child, in addition to the body, also has a psyche, a character that is being formed. And in such a case, together with the vitamin for the health of the child, you bring a terrible virus into his soul. The virus of immorality! "

From early childhood, it is necessary to teach children to share toys with their comrades, and when they give them sweets, then teach them to treat all family members and friends.

… The girl received a box of chocolates and a bar of chocolate for her birthday. Adults say "... This is for you, Helen, eat, eat."

And Lenochka steps aside and begins to eat, not paying attention to the adults present.

Parents, by virtue of their love, bring up greed in the child.

One of the ways to educate good feelings in children is to educate children to respect nature and animals.

If a child tortures animals and is not stopped by adults,

he gets used to such tough fun, to become cruel to people too.

Children usually love animals, this love should be encouraged. Unfortunately, in cities now there are few families where animals are kept. Children do not show interest in animals, simply because they rarely come into contact with them. Sometimes parents forbid the child to approach the animals, to caress them. “Don't go near the cat,” they tell him, “you will get infected with worms,” “Move away from the dog, she will bite you.”

When a child takes care of animals, it gives him great pleasure, has a positive effect on his behavior. Children try to fulfill all their duties in time to be able to walk and play with animals, take care of them.

We must strive to bring up active kindness in a child. What is kindness? (S. I. Ozhegov's dictionary):

Kind - 1. Doing good to others.

2. Bringing good, good,

3. Good, moral,

4. Friendly, close, sweet.

5. Immaculately honest.

Kindness is responsiveness, warm-heartedness to people, the desire to do good to others. Children's ideas about the kindness of a person are often completely inaccurate. So, the students, when asked which of the guys they consider kind, answer: the one who does not fight, who studies well, who behaves well.

The teacher and parents should refine and expand these ideas.

It is important that children understand that a person should direct strength to protect the weak, one cannot pass by when, for example, older children offend younger ones, when boys offend girls.

Sometimes parents think that their child is kind, because he does not torment animals, does not dare to his elders. Does he protest in cases when someone else does it in front of his eyes, is he ready to come to the aid of people who need it?

From an early age, you need to teach children to do something pleasant for people. An atmosphere of mutual attention and care for each other should be created in the family. Father and mother came back from work. Children know they are tired. Children try, even before their parents arrive, to clean the apartment, set the table.

Parents should be interested in how the child's relationship with his peers develops, what instructions from the team or teacher he performs.

Literature:

1. Koroleva V. Do not joke with childish selfishness. - "Family and School", 1966, no. 12, p. 9)

2. Explanatory dictionary of the Russian language - SI Ozhegov.

Lyudmila Rasskazova
Consultation "Fostering good feelings in preschoolers"

Consultation on the topic: Fostering good feelings

"If good feelings are not brought up in childhood, they never bring up". V. A. Sukhomlinsky

Timely fostering good feelings in relation to the younger ones prevents the appearance of selfishness in children feelings: superiority, injustice. Children lose the desire to take advantage of their younger brothers and sisters, take away all the best from them, offend them. But the desire to help kids, to communicate with them gradually becomes an internal need, a habit of elders preschoolers.

The teacher must create such conditions so that the child can independently show his kindness, responsiveness, sensitivity towards the baby. But if the child is accustomed to the fact that everything is done for him by adults - caregiver or parents awakening the senses these quickly fade away and he remains indifferent to what is happening around. For example, one of the kids is in trouble. The elder, instead of helping, either silently watches what is happening, or runs to report the incident to an adult. What should I do educator, having noticed a case of unfair or simply indifferent attitude of elders to the little ones? Let's give an example.

Plots for younger and older children are located nearby. The toddler's ball rolled onto the elders' site. The child runs after him, but suddenly one of the elders, like a whirlwind, swoops in on the kid, grabs the ball and runs away. The kid is crying, the older children are laughing.

It happens that in a similar situation the teacher tells the offender: "Give the ball to the kid now."; the child fulfills the request, and this is where it ends nurturing empathy... But a good teacher must certainly return to this case after a while, remind everyone about it. children: “Today we had a very nasty, just ugly incident. Who is to blame for this? " Children shout: "Misha, he took the ball away!" "Is it only Misha?"- surprised educator... The children look down in embarrassment.

This is how the teacher makes the children experience feeling of shame, remorse, regret about what happened. This is also one of the conditions fostering empathy.

To tune children in a certain way, to cause them a certain reaction, adults themselves must react emotionally, show their attitude to what is happening. And children "Get infected" the emotions of the people around them.

A sense of kindness, the love that at first children show only to their loved ones gradually spreads to other people. To keep it this way the teacher must teach preschoolers take care not only of parents, younger brothers and sisters, but also of those around them "Strangers" people - about a sick neighbor, about their peers. He may ask the children to think about what needs to be done to make the sick person happy, how to help those in trouble.

We all understand that kindness became the most scarce phenomenon in the world around. How do we imagine kind person - who love to help others, who know how sympathize, empathize, etc. In a whole system of methods and means fostering good feelings Fairy tales play an important role. By many reasons: children love heroes, they become relatives, close ones, which means that they can and should become role models. It is only important to tactfully direct thoughts and the senses kids back on track.

In a fairy tale, in each specific case, its plot pays attention only to individual components from a whole range good feelings... In this regard, attention should be paid to morally significant moments, namely, what: - teaches children to compare, contrast;

Forms a habit of proving that it is, one way or another;

Puts the child in the place of a positive or negative hero, thereby giving the child the opportunity to choose his own position;

Exercises children in synchronized expression feelings, providing a much deeper empathy for the actions and deeds of the heroes.

for instance: "Prove that Alyonushka is the best";

"Who do you feel sorry for in this tale";

"What would you do on the spot ...";

You can use a triz game "Good bad"... To separate good and bad deeds, phenomena, means to take one more step in shaping kindness, albeit at the level of representations for now.

Periodically, you need to show the child your attitude towards this or that hero, thereby forming a more conscious attitude towards good and bad: “I don't really like this hero. Guess why? " That is, the specific content of each fairy tale can suggest its own path. fostering good feelings.

Raising kindness in children you need to pay a lot of attention. Kindness is not just a feeling, the ability to empathize and give your love, attention and care. Kindness- it is also a conscious attitude to life and everything around. Teaching children to do the right thing means building their readiness for active, conscious obedience. Educator directs the attention of children to ensure that they have learned the basic rules, moral concepts, on the basis of which the child will gradually learn to evaluate his actions.

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