Future mother 

Conversations on moral and ethical topics. Conversations with children on moral and ethical topics. Ethical conversations can be

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Director of MKOU "Klyuchevskaya secondary general education

school them. »

"____" ____________ year 2012

on spiritual and moral education of students

We are no longer just children, we are now students. Your school look. Organize your workplace First time in first grade Am I polite? What is good and what is bad? In the school library. Visiting a nurse. With love for my school.

(education of love for animals)

In the animal world, the forest is our friend. The forest and its inhabitants. The game is a journey. In zoo. The dog is man's best friend! We are from the Red Book of Russia Visiting the inhabitants of the "Underwater Kingdom" Animals are the heroes of fairy tales and stories. Pets. Excursion to the Shadrinsk Museum of Local Lore.

Conversation "Respect the elders - do not offend the little ones" Meeting with parents "It's good that there is a family that keeps me from troubles." Matinee "Be polite and kind" extracurricular activity“All working people are friends and brothers” Conversation “Dangerous couple” (about boasting and envy) About friendship and mutual understanding between girls and boys Family holiday"Feast of grandmothers and mothers" Visit to the city museum Classroom hour“Let’s bow to those Great years…”

1. Glorious symbols of Russia

2. Moscow is the capital of Russia

3. The past of my Motherland

4. Travel around Russia

5. Flora and fauna of my country

6. Mine Small Motherland- Shadrinsky district.

8. The country that opened the way to space

9. Great War- A great victory

1. Sons of the Shadrinskaya Land (oh,)

2. Staging fairy tales "What do folk tales teach?"

3. Research work"History of my village"

4. Famous people district, region.

5. Christmas divination "Once on Epiphany evening ..."

6. My family tree

7. Conversation about folk crafts “What did the toys tell about?”

8. Excursion to the local history museum

9. "Holiday with tears in the eyes"

1. Conversation "Polite pedestrian - polite driver"

2. Rules and norms of behavior in society

3. Etiquette - component public order and decent person

4. School etiquette. School rules.

7. In order to give joy to people, one must be kind and polite.

8. Greet guests kindly

9. Culture and safety of rest

1. Man is a thinking being.

2. What is happiness?

3. What is labor?

4. What is conscience?

5. What is freedom?

6. What is destiny?

7. What is money?

8. What is "I"?

9. What is my life?

1. What is a person?

2. Life credo of a worthy person

3. Youth subcultures

4. Class hour "Thief of the mind" (alcoholism, drug addiction)

5. game program"Let's talk about us..."

6. What is love?

7. Me and the law.

eight. " Golden Rule morality"

9. Literary and artistic evening "No one will forget, never ..."

1. Career guidance lesson "World of professions"

2. Professional advice"Your professional route"

3. Testing in the employment center "My temperament and choice of profession"

4. Branches of the national economy and their main professions

5. Excursions to vocational schools, colleges, universities

6.Professions of our parents

7.Psychological - pedagogical features that determine the choice of professions.

8. Conversation with the invitation of graduates "How to achieve success in the profession?"

9. Where to go to study?

1. Conversation "Colors of autumn"

2. Beauty etiquette

3. A man's wardrobe and a woman's wardrobe

4. The beauty of the human body

5. Beauty is all around us

6. Love is the agreement of the mind, soul and body.

7. A little about everything. Class hour with the invitation of a beautician, doctor, hairdresser, fashion designer.

8. Conversation "Be happy and human."

9. "The Muses led into battle." Figures of literature and art during the Great Patriotic War.

1. “I have the right to ...” - a conversation on a given topic

2. "My future profession. How do I see her? Excursion to the employment center.

3. Thematic business quiz "Profession and modernity"

Lisovaya Svetlana Yurievna
Conversations with children moral and ethical topics

Introduction

Man starts from childhood. It is in childhood that the sowing of good occurs. But only in years will it be clear whether the seeds of good have germinated, or whether they have been destroyed by the weeds of evil. The process of raising a child is so complicated and full of risks that most parents are now experiencing serious difficulties, and, fortunately, many of them are coming to the conclusion that this process requires serious preparation on the part of the parents.

The problem of spirituality and morality is being actively developed in the philosophical and psychological literature. Research on Spirituality in Children preschool age are closely related to research in the field moral education personality (L. I. Bozhovich, T. A. Markova, V. G. Nechaeva, T. A. Repina, A. A. Royak, as well as with the study of the relationship of preschool children (L. V. Artemova, V. S. Mukhina, E. O. Smirnova). However, analysis of studies on this issue shows that scientific papers on the upbringing of spirituality, the personality of a preschooler practically does not exist. It equates to moral aesthetic education. No clear conceptual framework spiritual development personality, there are no guidelines and principles for its construction, no holistic pedagogical theory education of spirituality in preschool children.

Thus, there is a need for a real return of the category "spirituality" in pedagogical science and practice, in the theoretical and practical development of the problems of spirituality, as well as in the development of the content, methods, forms, conditions for the spiritual development of preschool children.

It is important for every person to learn to live alongside and together with other people. Every society is built on joint work, cooperation. AT big society, where great selectivity is possible, and even more so in a small one, you need to be able to work in a team, in a team.

Therefore, it is very important that children from preschool age learn to establish contacts with others. people: and children and adults, learned to reckon with each other, help distribute work, come to the rescue, understand the capabilities and needs of other people.

The problem of education of tolerance and moral identification of the younger generation today worries the public all over the world and in our country in particular.

Preschool age is a unique period in a person's life, when the foundations of social, emotional, volitional, cognitive development are laid, there is an introduction to spiritual values, the development of the child's abilities and personality. The preschooler gains experience of self-affirmation, learns the joy of success and the bitterness of disappointment, the attractiveness of communication and begins to realize his interests. From childhood, the child takes out what is stored later for life.

Preschool childhood - critical period in the moral development of the individual. Moral education occurs due to purposeful pedagogical influences, familiarization of children with moral standards in the process of various activities.

It is important to form in the child the idea of ​​​​belonging to the human race; cultivate self-confidence. Ability to analyze actions, feelings, thoughts; teach him to take care of his family, friends, other people, animals.

Therefore, at present, the most important is the upbringing of the spiritual and moral side of the personality already from preschool age.

I. Education moral and ethical qualities.

In the heart and soul of a Child there must be

settled bright images,

thoughts and dreams - a sense of beauty,

desire for self-knowledge and self-development;

responsibility for your thoughts;

striving for the good; courage and fearlessness

feeling of care and compassion, joy and admiration,

consciousness of life, death and immortality...

Sh. A. Amonashvili

Interest in the problem of education moral and ethical qualities, its sharpness never weakened. At the turn of the 20th and 21st centuries, social, economic and political changes took place in our country, which led to changes in the field of morally - moral values and norms of behavior in society. In the moral education of modern children, there have been negative trends: books have faded into the background, their place has been taken by the TV screen, from which the characters of fairy tales, cartoon characters, who are not always distinguished by sincerity or moral purity, now constantly enter the life of a child. In the education of preschool children, more attention has been paid to cognitive development preparing children for school. Parents buy colorful encyclopedias for their children. They take them to additional classes with tutors, sparing neither time nor money for training. But for joint reading of books, for making gifts for loved ones, for walks, joint games and other free time is not left. And who will give him moral lessons? Who will teach him first of all to be kind, sensitive, honest, fair? This means that we, teachers, need to fill the resulting gap in education. moral feelings children and get parents involved.

And without the development of spiritual, moral values ​​in a child, the upbringing of patriotic feelings is impossible.

The problem of the formation of patriotic feelings in preschool children is relevant and significant. Patriotism is the most important moral quality of any person, expressed in a deep conscious love for native land, city. Originating in early age, patriotic feelings extremely important for the further formation of personality.

In the moral education of preschool children, the formation of humane relations between children. educating moral qualities personality, many different events: conversations on ethical topics, reading fiction, discussion of positive and negative actions of children. Necessary condition the formation of the moral sphere of the child becomes an organization joint activities children, contributing to the development of communication and relationships of children with each other, during which the child learns socio-historical experience. In a group kindergarten there are three mandatory regulations:

You can not beat and offend people;

It is impossible to break and spoil the results of the work of others;

You can not take other people's personal belongings without permission;

When compiling thematic planning on the upbringing of the spiritual and moral qualities of the personality of children, it should be taken into account that for a child of preschool age with speech disorders, short-term interests, unstable attention, and fatigue are characteristic. Therefore, repeated appeal to the same topic only contributes to the development of children's attention and long-term preservation interest.

Accounting age features requires children wide application playing tricks which are important both for enhancing cognitive activity children, and to create an emotional atmosphere for the lesson. Big interest cause children to play "travel and travel" (according to Petukhovo, into the past of the city, etc.). Thus, each theme is supported by different games, productive species activities (making collages, crafts, albums, thematic drawing) . The results of work on a topic that unites children's knowledge are presented during common holidays, family entertainment.

The main goal of this work is to create conditions for familiarizing children of senior preschool age with spiritual and moral values, as well as educating readiness to follow them.

It is important to maintain and develop in children an interest in the world of adults, to arouse a desire to follow what is worthy of imitation, and objectively evaluate misbehavior and activity. To cultivate interest, respect and a benevolent attitude towards people, their activities, culture, life; to form an idea about the Earth and the life of people on Earth, about their country; to cultivate a sense of citizenship, patriotism, tolerant attitude towards the inhabitants of the Earth.

Raising a child, raising a person in him, a personality is not an easy task, very responsible, but grateful.

II. Morally – ethical education preschool children.

The ultimate goal of intelligent parenting is

in the gradual formation in the child of a clear understanding of the things of the surrounding world. Then the result of understanding should be the erection

good instincts of a child's nature into a conscious striving for the ideals of goodness and truth and, finally, the gradual formation of a firm and free will.

N. I. Pirogov

Currently, Russia is going through one of the difficult historical periods. And the biggest danger that lies in wait for our society today is not in the collapse of the economy, not in the change of political systems but in the destruction of personality. Nowadays, material values ​​dominate over spiritual ones, so children's ideas about kindness, mercy, generosity, justice, citizenship and patriotism are distorted. High level juvenile delinquency is caused by a general increase in aggressiveness and cruelty in society. Children are distinguished by emotional, strong-willed and spiritual immaturity. The destruction of the institution continues families: through the so-called. "sex education" children develop extra-marital, anti-parental and anti-family attitudes. Forms of collective activity are gradually lost.

"Chaos and confusion modern life, the collapse of families, public institutions, discredited through the fault of the "human factor" lofty ideas- all this is a consequence of the loss of responsibility. By ceasing to be responsible for what they have done, a person is not able to realistically assess the depth of violations and the nature of the necessary corrections. His connection with the outside world is destroyed. the very content of life in society. The current generation is growing up and brought up from the cradle in a coreless, frameless atmosphere. The structure of life, its hierarchy, customs, boundaries of any kind are the external framework in which it is possible for the sprouts of responsibility to grow in modern society, ruthlessly eliminated." (Hegumen Evmeny. Spirituality as a responsibility).

Spiritual and moral education based on Orthodox traditions formed the core of the personality, beneficially influencing all aspects and forms of human relationships with the world: on his ethical and aesthetic development, outlook and formation citizenship, patriotic and family orientation, intellectual potential, emotional state and general physical and mental development.

Appeal to the experience of Orthodox pedagogy at the present time, when there is a search for the spiritual revival of Russia, is especially important, since society and the state are in dire need of educational models providing spiritual and moral components in the content of education.

This proves the special significance and relevance of developing a program for spiritual and moral education and upbringing of preschool children. When developing a program for spiritual and moral education, it is important not to overload the child and strictly follow the age characteristics.

The main tasks of the work of teachers

on spiritual and moral education children:

1. Cultivate respect for moral standards morality. Learn to distinguish between good and evil, to be able to do good. stop (in different forms) immoral manifestations in the aspirations and actions of the child.

2. Create conditions for the education of a holistic picture of the world.

3. To form a feeling of love for the Motherland based on the study of national cultural traditions.

4. Develop the ability to perceive and analyze literary works, learn to express feelings, enrich vocabulary.

5. Develop musical culture, introduce to choral singing, classical, sacred and folk music.

6. Carry out purposeful work on physical education, strengthening the will and endurance.

7. Instill work skills, teach how to perform simple household tasks, teach the basics manual labor, productive activities.

8. Orient the family to the spiritual and moral education of children (familiarization of parents with the basics of Orthodox pedagogy and psychology, the formation of ideas about the forms of the traditional family way of life)

1. Classes on cognitive development on the topic of spiritual and moral education of children.

2. Excursions, target walks in the city.

3. Theme nights aesthetic leisure (painting, music, poetry).

4. Conversations with children about rules of conduct.

5. Listening to sacred music, chimes, lullabies, acquaintance with the work and biography of Russian composers.

6. Ethical conversations.

7. Meetings with families (stories about family traditions, relics, design of visual and illustrative material "My family". Joint creative work of children and parents).

8. Reading fiction on spiritual and moral topics.

9. Visiting a museum, library in order to get acquainted with the spiritual values ​​and history of the Fatherland.

10. Exhibitions of photographic materials, family wall newspapers, joint creative works children and parents.

11. Holding holidays together with parents.

Working in the direction of the spiritual and moral education of preschoolers, we help children find harmony in relationships with other people, form the ability to understand another person, accept him as he is, teach him to live in harmony with himself and conscience, develop self-esteem.

Methodical developments.

Material on the social and moral education of children.

It does not matter who the child will be in the future when he grows up - a collective farmer, scientist, teacher or businessman, the main thing is that he grows up as a PERSON creator, and not a life-burner!

Conversation "Our Names"

Goals:

1. Tell about names, about the rules of acquaintance.
2. Improve the culture of communication with adults and peers.
3. Cultivate respect for the name of another person.
Each of you has a name, right? Why do you need it? Why do people give each other names? (People give names to distinguish one person from another, to distinguish people.)
How would we address each other if not for the name?
You sometimes shout to each other: "Hey, you, come here!". It's insulting, insulting and very impolite. Is it okay to call someone that? Do you respond when you are called that? Do not respond if someone calls you in this way.
But sometimes you want to address someone, but you don't know the name. How to proceed in this case? You need to ask for a name, get to know each other. Are you good at dating? Let's play a little. Imagine that you do not know each other and really want to know the name. How will you do it? (The teacher calls two children, preferably active, and invites them to find out each other's names.)
- What is your name?
- My name is Sasha: What is your name?
- My name is Vova.
Okay, kids, you got the name. But, unfortunately, they did not show themselves very polite. First, if you want to get acquainted, then you need to smile, make a gesture with your head or hand, emphasizing this desire. Secondly, the name is called in its entirety. Who will tell you how to name yourself correctly? Thirdly, after meeting, they say: "It was very nice to meet you (with you)." Or simply: "Very nice." Let's try again, without errors.
You can address a person like this: “I want to get to know you (with you). Let's get acquainted!"
The replies are: “Nice to meet you. I am cordially glad to meet you (with you).
It is also important to remember that you need to give each other a hand and shake it. If a girl and a boy meet, then the girl gives the first hand.
(You can repeat the scene of acquaintance again with the introduction of new acquaintance formulas and gestures).
So we got the name. But there is another mystery here. Here, listen to the poem. It is called "How many names does a girlfriend, Olya have?". Can any of you guess how much?
How many names does your girlfriend, Olya have?
As if, friends, do not get confused here.
Olya is the name of this girl at school,
Mom and dad are called Olga.
Aunty calls her Olyushka.
"Olka!" - shouts the mischievous in the yard.
Who, tell me, will count
How many names does my friend have?
That's right, Olya has one name, and other forms are variants of the name. official version, full name, which?
That's right, that's what they call her at school or in other official settings. And why do dad and mom, relatives, call her Olechka, Olushka?
Yes, these are affectionate forms of the name. Remember what your parents, grandparents called you. And why does the mischievous one shout: “Olka!”? Is it a cultural form of the name? No, of course it's impolite. Do you call each other "Petka", "Tanka", "Sashka"? I think no. After all, if you turn to someone like that, everyone will immediately understand that you are an ill-mannered person.
We learned that there are full and incomplete names.
How well do you know the full and incomplete forms of the same name? I will name the complete one, and you will select incomplete forms for it. There are several of them, right?
Ekaterina - Katya, Katyusha, Katya.
Lyudmila - Luda, Lyudochka, Mila, Darling, Lyudmilka.
Elena - Lena, Lenochka, Alenka, Alyonushka.
Sergey - Serezha, Serezhenka, Serezhechka.
Vladimir - Vova, Vovochka, Volodya, Volodechka.
Now, on the contrary, I name the incomplete form, and you complete.
Yasha, Yashenka - Jacob.
Theme, Temochka - Artem.
Kolya, Nikolenka, Kolechka - Nikolay.
Nastenka, Nastya - Anastasia.
Lesha, Alyoshenka - Alexey.
Lenya, Lenechka - Leonid.
Let's go back to dating etiquette. It is not always enough to say only the name. If you want to be distinguished from other Sash, Van, Tan, then state not only your first name, but also your last name. Now I will introduce you to another form of etiquette: introduction through an intermediary. An intermediary is a person who knows two people who do not know each other and introduces them to each other.
(The teacher calls three children, one of them will be an intermediary and introduce the other two.)
Do not forget that everyone's facial expression should be friendly, get acquainted with a smile and, after shaking hands, do not forget to say that it was very nice to meet you.
Intermediary: I want to introduce you to my friend (brother, sister) Petrov Alexander (Sasha). And this is my neighbor, Sergey Smirnov. Let me introduce you...
The mediator can only say the first phrase “Let me introduce you ...”), and the acquaintances introduce themselves to each other, shake hands and say “very nice”.
You have learned the etiquette of dating and now you can find out the name and surname of another person. I am sure that today you have become more educated and well-mannered.
2. The game "Names of people"
All children take paper chamomile; remember what their friends call them, the teacher writes on the petals.
For example:

3. Memorizing the poem "How many names does a girlfriend, Olya have?".

Conversation "Our names"

Goals:

Give an idea of ​​the origin of surnames.

Develop curiosity.

Cultivate interest in the past.

1. My last name is Nechaeva. She appeared from the old Russian verb "to look forward" - to wait. In modern language there is a word accidentally, it means unexpectedly. In the old days, this was the name of the last children in the family. All the children have grown up, all are already adults, but another child was born, who did not seem to be expected. And if they waited a lot, they called Zhdan.
How many of you know the meaning of your last name?
Even 150-200 years ago, most people did not have surnames, they had nicknames and patronymics, Petrov, Nikolaev, Sidorov - these are the sons of Peter, Nikolai and Sidor. So, Vasiliev had a great-great-great-great-grandfather, whose name was Vasily. If the surname is Vaskin, then the great-pranra-great-grandfather was called Vaska.
Let's come up with surnames from the Russian name Ivan together. I start: Ivanov, Vanyushin, Vanechkin. Go on!
What interesting surnames were obtained from nicknames!
If a person had white hair, he could be called Belyak, and the surname turned out to be ...
If the legs are long, like those of a crane, it will work out ... Some surnames come from the names of professions: Plotnikov, Kuznetsov, Goncharov. Some - from the names of the places where the person lived. For example, Moscow or Moskvichev. When do you think the great-great-great-grandfather of a man named Zimin was born?
Some surnames are easy to guess, and some are difficult, because they are based on old Russian words. For example, the surname Ushakov comes from the word "hidden" a man of small stature.
There are scientists who unravel the origin of names and surnames. This science is called onomastics. You don't have to memorize this word. Maybe when you become adults, one of you will be engaged in this interesting science.

2. Memorizing a poem
- Girl Emilia,
What is your last name?
- Sweet surname, -
Emilia says.
How is she spelled?
Sweet last name?
- Just like it sounds -
Emilia says.
- What about parents?
Do you have a last name?
- Just like me, -
Emily says,
Only now with dad - Dear,
And my mother - dear ...

3. Homework(working with parents) Find out from your parents the meaning of your surnames.

Conversation "Russia is our Motherland"

1. Children are invited to discuss the following questions:
What is Motherland? What is the name of our country? Name the capital of our country.
Is it necessary to take care of the Motherland? How?
Why is it said that love for the motherland begins with love for one's family, for one's home?
my good home
Cozy and warm in the house
It has a lot of joy and noise,
He doesn't know how to be ugly
I'm lucky with our house.
Sundays on the playgrounds
Here and there residents scurry,
Some go out to charge,
Others sing songs.
Dads play with us
And mothers bake pies
And treat us with cakes
Everyone in the house is waiting for Sunday.
We go to visit neighbors all day,
We have been friends with them for a long time,
Smiles, jokes we give them
We are proud of our home!
But Monday comes
And our noisy house freezes.
All worries are full,
But the house is not sad anyway.
It contains our grandparents
Cooking meals for the grandchildren
Apartments are being washed, something is being repaired,
It's busy every day!

What do you feel when you return home? Is your family friendly with their neighbors?
What do you think pleases and what upsets your home?

2. Exercise in the name of the home address, phone number (individually with each child during the day)

WHO AM I

Purpose: to develop children's self-awareness: to know the full name, patronymic, surname, address, phone number, country, native language and information about parents (last name, first name, patronymic and place of work).
Dictionary: information, nationality, country, citizen.

Educator Children, today we will talk about a very important things. Long ago, when there was a war, a very young soldier was wounded - and he lost his memory: he forgot his name, his last name, his home address. And for many, many years, the doctors in the hospital where he was lying called him the word "soldier".
What do you think this person experienced, what did he feel? Imagine that somewhere far away his mother was waiting for him and, probably, his mother was crying, and maybe his sisters and brothers.
How did you feel when you heard this story? What does a person need to know about himself in order not to get lost?
What you tell about yourself is called "information". From the word "to know" - "to know".
Is what you have said enough?
In order for the information to be complete, it is necessary to name your last name, first name, patronymic in full (children pronounce it), just like information about parents (pronounce it).
Do you know your exact address?
How many of you remember your phone numbers and your grandparents?
People who permanently live in one country are called "citizen", "citizen" of this country. What is the name of the country we live in?
I can say about myself that I am a citizen of Russia or a Russian woman. I suggest that each of you identify yourself correctly: “I am a Russian or a citizen of Russia. I am a Russian woman or a citizen of Russia.”
In Russia there is one compulsory language for all - Russian. It is spoken by Russians and people different nationalities living in our country. But people of other nationalities also love their native language. They read books on it, sing songs, and if they want, they study in their own language at school. Every nation has its own National clothes, very beautiful, elegant.
Information about yourself is also knowledge about your national characteristics.
Katya is Russian, Venus is a Tatar, Anya is a muzzle. Please, Venus, tell us about yourself and your family... And now you, Anya...
Today we heard a lot of interesting things about you and your parents. Complete information is also knowledge about grandparents: last name, first name, patronymic, address, phone number, city, country.
How many of you can now give us information about grandparents? (2-3 children answer.)
I hope that today's lesson will be useful for you when you go to school.
And the soldier, whom I told you about at the beginning, recovered only many years later and remembered his name, surname and address. During this time, his mother and sisters became old, he also grew old, and they hardly recognized each other.

Conversation "My mood"

GOALS:

Give children an idea of appearance man, about his features as a living organism.

Determine the emotional state of the schematic images.

Make a verbal portrait of a person.

Encourage your child to talk about themselves.

To notice individual traits in oneself and in other people (I am like this, and he is different).

Know useful and bad habits of people.

Approximate directions for talking with children: “I rejoice when ...”; "I'm sorry when..."; "I'm happy when..."; "I'm sad when..."; "I would like to... "; "My dreams"; "What is happiness"; "My house"; "My friends"; "Our good deeds"; "What kind of student will I be?"
Examples of tasks for children:

recall poems, stories, fairy tales in which the characters laugh, cry, are surprised;

try to come up with short stories, fairy tales (one child will tell, and the rest will determine which of the pictures the story or poem fits);

say the sentence “I will go to school” In three versions: joyfully, sadly, surprised;

Match the spoken sentence with the picture.

The people around us always see our face.
If facial features are given to us by nature and parents, facial expression is something that we create ourselves. You need to be able to control your face, it is not at all necessary for everyone around to know what is in our souls. Sometimes they say about a person: “He has such a kind face!” And there are evil people with kind faces As a rule, no. After all, a person is able to accumulate feelings that he most often has to express. What is your face?
A person needs to monitor his emotions and think whether he always expresses them correctly. The main thing is that our emotions should be pleasant both to us and to those around us.

What kind fairytale heroes you know?

What evil fairy tale characters do you know?

Which of you can read funny poem?

How many of you know a sad poem?

Tasks for children:

smile like the sun

frown like a cloud;

get angry like stubborn rams on a bridge;

depict a sly fox;

depict a frightened bunny;

draw a portrait of your family so that everyone is cheerful on it.

Children stand with their backs to each other and take turns describing the hairstyle, face, clothes of the child standing behind the back. The winner is the one who turned out to be more accurate in describing a friend.

What is the human body made of? Show body parts and name them. (head, forehead, eyes, eyelashes) ears, mouth, nose, cheeks, chin, neck, chest, back, abdomen, legs, knees, feet, hands, fingers.)

Why do people need eyes, eyelashes, ears, heart, legs, stomach?

Should children take care of their health?

What needs to be done for this?

I want to ride all over the planet
Explore what children are doing in the world.
What are their names?
Do they live well?
Find out who is in school.
Cope, school is far from them.
How is their health, how old are they?
Does dad have a job or not?
Who adjusts the blanket on them,
Who gives them medicine with jam?
D. Rodari
2. Drawing on the theme "My mood"

The teacher also draws his mood. Then we count how many cheerful and sad children are in the group today. Why? How to improve mood?

3. Memorizing a poem
Whispering mouth: "Hey, listen,
What are you, spout, depressed?
You are indifferent to everything
It's like the world doesn't like you."
The sad nose replies:
"Didn't you notice
Eye - two, ears - two,
Two arms and two legs.
Only we live with you
Alone, freaks.
“What are you, spout, why are we worse?
I told you more than once:
If you and I are friends
So there are two of us too!
S. Kaputikyan

An exercise in determining the emotional state of a person using pictograms, photographs, drawings

Mirrors can be used in class to teach children how to express different emotional states.
Tasks for children:

determine the mood from pictures and photographs: sadness, melancholy, despondency, grief, sadness;

describe a friend.

2. Reading and discussion of the poem "Girl - revushka"

Reading and discussion of "Hedgehog - dressmaker"

Once upon a time in the forest there lived a Hedgehog-dressmaker. She didn’t have a free moment: either the hares asked to sew new coats for the winter, or the squirrel decided to get a hat. Even the bushes and trees helped Hedgehog. Someone will peel off the bark, tear off the leaves - trees and bushes are crying, their name is Hedgehog. She sews the bark and leaves in place - and everything grows right there. Everyone thought that Hedgehog's needles and threads were magical. But in fact, she used her own needles, and forest spiders wove her threads.
In one day, Jerzyha had so many orders that she almost lost her feet.
It was already dark when Hedgehog ran to the ravine, where a deer was waiting for her. Her deer began to play and touched a sharp branch with its side. Mom was very worried about her son and, seeing Ezhikha, said:
- Get out of here, unknown beast, here is my son, his skin is torn. We are waiting for Yezhikha.
- Don't you recognize me, deer? I'm in a hurry to you, - Hedgehog answered in surprise.
- Oh, I'm sorry, I misunderstood. Yes, and it’s no wonder: I’m used to hedgehogs walking with needles, and you have a single needle with a skein of cobwebs sticking out in the middle of your back.
Then the Hedgehog realized that she had used up all her needles, but there was no time to worry. The deer lay with his eyes closed and groaned. The hedgehog pulled out her last needle, threaded a cobweb into it, and a minute later the deer's skin was neatly sewn up.
The mother deer licked the wound with her warm tongue, and soon the fawn opened its eyes.
“Mom,” he said, “my side doesn't hurt anymore.
Then the deer noticed the Hedgehog and looked at her in surprise:
- Mom, who is this: a hamster or a gopher?
The deer hissed angrily at him:
- This is Hedgehog. She sewed up your skin. Instead of asking stupid questions, it's better to say "thank you" to her.
- Mom, I didn’t know that hedgehogs exist. I thought they were all in needles ...
The hedgehog did not listen to the deer. Sad, she climbed out of the ravine, hid under a dense tall spruce and quietly wept. The beautiful spruce shook its fluffy branches and asked:
- Hedgehog, why are you crying? Did someone offend you?
- I offended myself! She spent all the needles on sewing and turned into an unprecedented beast, which no one will recognize. And you, El, how did you guess that I was a Hedgehog?
- We, the trees, have a special flair, so I will never confuse you with anyone. And it’s not difficult to help your grief: it’s not only you who grow needles, ”Yel added affectionately and shook her branches.
The hedgehog felt a tingle and carefully touched the back with her paw. Spruce needles covered her from all sides. She thanked El and ran home, glad that now she could help the inhabitants of the forest again.
The hare, who met her, exclaimed admiringly:
- Oh, Hedgehog, what a beautiful fur coat you have become: needle-like and fluffy!
And these new needles sewed even better than the previous ones and helped Ezhikha to do many more good deeds!
What was the Hedgehog? Why do you think so? Give examples.
Name the kind inhabitants of the natural world and tell how their kindness is manifested.

Drawing "Tree of Kindness"
The teacher draws the children's attention to the "tree of kindness" drawn on a piece of paper and asks them to tell about their good deeds.
As they speak, the participants draw new fruits on the tree.
The exercise continues until the children name their good deeds.
At the end of the exercise, the drawing of the tree can be hung on the wall and new fruits can be added to it from time to time.

Reading and discussion of the fairy tale "Fairy of Dreams" by E. Lazorenko

Putting Tanya to sleep, dad wished her pleasant dreams.
Having kissed dad, Tanyusha curled up... and suddenly saw the Fairy in silver clothes with rays of the sun over her head. She held in her hand magic wand. The wand shimmered with mother-of-pearl, like a shell, which Tanya found more than once on the Black Sea coast when she walked there with her father and mother.
The fairy touched Tanya's head with a magic wand, and Tanya felt that she was growing wings, like an angel in a fairy tale. The fairy took Tanyusha by the hand, and the girl flew with her over the sleeping city to distribute dreams to people and animals. It was the Fairy of Dreams.
Where only Tanyusha and the Fairy have not visited during the night. Tanyusha was tired, but she was so happy to see the gentle smiles that appeared on the faces of children and adults, as soon as the Fairy of Dreams touched them with a magic wand.
As soon as they returned home and the Fairy put Tanya to bed, the fatigue immediately disappeared. I didn't even want to sleep. Tanechka opened her eyes to say goodbye to the Fairy of Dreams, and saw an affectionate and tender mother. Mom smiled with a Fairy smile.
- Mom, - said Tanyusha, - where do you hide your sparkling clothes? Why have you never shown me a magic wand before?
Mom kissed Tanyusha and pressed her to her chest:
- My sunshine, you had a wonderful dream.

Questions and tasks for the fairy tale:

Give the children cards with drawings of different animals (birds, fish, insects.) Children should talk about the tender dreams that Fairy and Tanyusha will give to one or another animal.

Imagine that the Dream Fairy came to visit you and invited you on a journey to magical land sweet Dreams. Tell us about your journey.

Have there been times in your life when someone tender word helped you in Hard time? Say this word with tenderness.

Ask the children to remember everything tender names, which parents call them, and tell how they feel about it.

Ask the children to come up with affectionate names for their loved ones.

Conversation "Modesty"

Questions and tasks for the conversation:
How should a modest person behave in the forest, on a visit, in a theater, on a train, etc.? For example: in the forest, a modest person should not scream, leave garbage behind, break branches, etc.
What food seems modest to you, and why? Come up with a menu for a modest breakfast (lunch, dinner). For example, a modest breakfast: a glass pure water, a sandwich with herbs and two baked potatoes.

Game "Humble Beasts"
Two leaders are selected from all children. They are the owners of the tower. The rest receive cards with drawings of different animals, birds and insects. The owners of the tower hold hands, raise them up, depicting a tower, and then invite everyone who knows how to behave modestly to visit.
Each in turn approaches the tower and asks on behalf of his beast (insect, bird) to let him into the tower. If he manages to convince the owners of the tower that he will behave modestly, they let him into the tower. If he fails, they ask him to learn to behave more modestly and come to them in the teremok later.
For example: a lion can promise that he will not frighten anyone, and ride small animals on his back; the hedgehog will not prick animals with needles, but will bring mushrooms from the forest to them, etc.

BEAUTY OF FACE AND SOUL

Purpose: to develop in children the ability to analyze their actions and deeds, to correlate them with generally accepted norms of behavior; develop the ability and skill to peer into human faces, adequately assess facial expressions.
Vocabulary: lovely, lovely.
Teacher: Let's talk about your group today. Do you like being in a group? What attracts? What would you change in the group?
On whom does it depend that the group was pleasant, interesting, good?
Now close your eyes and think... about yourself: do you like that you are a girl (boy), your hair color, face, voice?
What would you like to change in yourself or what would be different: like mom, dad?
What is more important for others: the color of your hair or your attitude to friends, to the environment? Prove it.
Explain to me the meaning of the words of the writer Leo Nikolayevich Tolstoy from his book “Childhood”: “It seems to me that in one smile lies what is called the beauty of the face ...»
Why did he write like that?
And what kind of faces are called charming? Sometimes they look at a person, a child and say: “What a charm!” (Those in which tenderness, modesty, friendliness are expressed.)
Examines paintings-portraits of the artist A. Shilov with children. Can you imagine them being evil?
Now look at this portrait. What is this person's face? The face of a person deteriorates, and he himself becomes angry, gloomy. (Examines with children a portrait of Ivan the Terrible by artist I.B. Repin.)
Is it pleasant to communicate with such a person?
Do you have such acquaintances?
Which portrait do you like the most? How? From which persons are our own faces become prettier?
Now make a wish (optional):
- I want to be beautiful;
- I want to be kind;
- I want to be such that people want to be with me.
Think about it, do I always want this, am I rude, do I offend others with swear words?
Would you like to say about your desire? (If not, then don’t. But remember, if you really want something, then you will succeed.)
Examines with children cases from the life of the group: talking with chewing gum, whistling.
What rule can be deduced from today's conversation? “You have to be kind - then the face will be friendly, pleasant. A smile is a symbol of kindness.

The moral education of younger students is one of the most difficult tasks of a teacher. To solve this problem, the teacher needs not only knowledge of primary school subjects and methods of teaching them, but also the ability to direct their activities towards the formation of the moral education of children. Questions of moral education, improvement of the child worried society always and at all times. Especially now, when cruelty and violence can be encountered more and more often, the problem of moral education is becoming more and more urgent.

In the process of moral education of a younger student, the accumulation of knowledge about the norms and requirements of morality becomes important. In this regard, the need for organizing the moral education of students, starting from the 1st grade, is obvious. The need for organizing special work teacher to explain the essence moral standards, the moral relationship of a person to society, the team, work, to the people around him and to himself. The opportunity to provide moral knowledge at a level where the student will have the ability to cover the general and essential in various phenomena of the surrounding life, to realistically assess the situation that has arisen, the consequences of his act.

In the education of any moral quality, various means of education are used. AT common system moral education important place occupies a group of means aimed at judgments, assessments, concepts for the education of moral convictions. This group includes ethical conversations.

Ethical conversation is a method of systematic and consistent discussion of knowledge, involving the participation of both parties; teacher and student. The conversation differs from the story, instruction precisely in that the teacher listens and takes into account the opinions, points of view of his interlocutors, builds his relationship with them on the principles of equality and cooperation. An ethical conversation is called because its subject most often becomes moral, moral, ethical problems.

The effectiveness of ethical conversations depends on the observance of a number of important conditions:

1. It is important that the conversation has a problematic character, involves a struggle of views, ideas, opinions. The teacher should stimulate non-standard questions, help students find answers to them themselves.

2. An ethical conversation should not be allowed to develop according to a pre-compiled scenario with the memorization of ready-made or prompted by adults answers. Children should be given the opportunity to say what they think. Teach them to respect the opinions of others, to patiently and reasonably develop the right point of view.

3. It is also impossible to allow the conversation to turn into a lecture: the teacher speaks, the students listen. Only frankly expressed opinions and doubts allow the teacher to direct the conversation so that the children themselves come to a correct understanding of the essence of the issue under discussion. Success depends on how warm the nature of the conversation will be, whether the students will reveal their soul in it.

4. The material for the conversation should be close to the emotional experience of the pupils. It is impossible to expect and demand from them activity when discussing difficult issues or those in which facts are taken as a basis, phenomena connected by incomprehensible alien events and feelings. Only when relying on real experience can conversations on abstract topics be successful.

5. During the conversation, it is important to identify and compare all points of view. No one's opinion can be ignored, it is important from all points of view - objectivity, fairness, culture of communication.

6. Proper leadership of ethical conversation is to help pupils independently come to the correct conclusion. To do this, the educator needs to be able to look at events or actions through the eyes of the pupil, understand his position and the feelings associated with it.

It is a mistake to think that conversation is a spontaneous method.

Highly professional teachers conduct interviews infrequently and prepare thoroughly for them. Ethical Conversations are built according to the following approximate scenario: reporting of specific factors, explanation of these factors and their analysis with the active participation of all interlocutors; discussion of specific similar situations; generalization of the most significant features of specific moral qualities and their comparison with previously acquired knowledge, motivation and formulation of a moral rule; the use by students of the acquired concepts in assessing their own behavior, the behavior of other people.

At the first grade school, ethical conversation has more simple structure. Here, the inductive path is preferable: from the analysis of specific facts, their evaluation to generalization and independent conclusion. In middle and high school, a conversation can begin with the formulation of a moral rule and, for illustration, use specific material from life, fiction.

Conducting ethical conversations includes:

    preparatory stage;

    holding a conversation;

    organizing and evaluating the daily activities and relationships of children on the basis of learned moral norms and rules.

The experience of conducting ethical conversations shows that it is advisable to conduct them after school hours twice a month. Preparation for each conversation takes 7-8 days. The duration of the conversation should not exceed 25-30 minutes in grades I-II, 35-40 minutes in grades III-IV.

The preparatory stage, the longest and most laborious, includes a variety of activities of the teacher and children. Can be various options preparing for the interview, we recommend the following:

1. Depending on the age of students, the level of development children's team and moral problems is determined by the topic of the conversation.

2. The purpose of the conversation is the assimilation of certain norms, concepts that students must understand; the practical conclusions to be drawn.

3. A selection of factual material, which tells how to act, what to do.

4. The questions of the conversation are thought out.

5. Preparing students for a conversation:

a) the topic of the conversation is announced in advance, literature is indicated, situations are prepared, questions to think about, examples to be selected;

b) if necessary, individual tasks are determined, since this psychologically sets up students for introspection of behavior, and they are convinced of the need to improve it;

c) group tasks are determined.

Conducting a conversation requires great skill from the teacher. The main requirement is to ensure the activity of children in the process of the conversation itself. The teacher does the right thing, who, after a conversation, asks questions, gives vivid examples, makes brief persuasive remarks, directs and clarifies the statements of the children, and does not allow wrong thoughts to take hold.

When conducting a conversation on the material read, it is very important to be able to ask questions. Questions should touch the mind and feelings of children, force them to turn to facts, examples, events of life around them.

The sequence of questions should lead the children to the derivation of a moral rule that must be followed when communicating with other people, performing their duties. When asking questions in conversations on moral topics, you can adhere to the following recommendations:

1. The question should direct the attention of children to the moral side of life, actions, phenomena hidden behind the objective actions of people.

2. The question should make the child think about the motives of the act, see the complex relationship between the motive and the result of the act.

3. The question should make children see the moral consequences of any action for other people.

4. The question should draw the attention of schoolchildren to the inner experiences of people, teach the child how to outward signs learn about the state of a person, understand this state and, therefore, empathize.

Questions that would help schoolchildren to connect what they read with their own moral experience, their collective experiences are very important.

Ethical conversations with children should take place in a relaxed atmosphere. They should not be of a moralizing nature, contain admonitions, reproaches and ridicule. Children express their opinions, freely share their impressions.

In ethical conversations with younger students, there should be elements of entertainment. To do this, it is advisable to include various situations that contain a moral problem in the content of the conversations. It is very important that the object of public opinion be the positive actions of schoolchildren and should not be directed public opinion only on actions associated with poor academic performance and discipline. The development of public opinion occurs through the introduction of new and adjustment of existing moral concepts, teaching children the rules for discussing and evaluating the events of collective life, the actions of individual children. The developed rules for the life of the children's team act as criteria for moral assessment.

There are various options for the sequence of ethical conversations, we recommend the following:

1. Determination of the topic of conversation and arousal of students' interest in the perception and assimilation of the material.

2. Justification of the relevance, significance of the topic under discussion.

3. Disclosure of the topic of conversation on the example of life and work prominent people, as well as on the material of the surrounding life.

4. Analysis of the state of affairs in the classroom in connection with the problem under discussion and the definition of specific tasks (advice, recommendations) to improve the work and behavior of students.

5. Summarizing the results of the conversation and a brief survey of students on the main provisions of the material presented.

Of course, this structure of the conversation should not turn into a stencil. As in educational work in general, so in conducting a conversation, there can be no stencils, recipes for all occasions. However, the more such recipes the teacher knows, the more chances he has for their implementation. They do not limit the creative activity of the teacher, but stimulate it.

When determining the topic at the beginning of the conversation, it is necessary to arouse the interest of schoolchildren in the perception and assimilation of ethical material.

To do this, you can use the following methods:

a) raise questions related to clarifying the essence of the moral concept that underlies the content of the conversation. For example, what is politeness, etc.;

b) before announcing the topic, you can talk about some entertaining event or fact related to the intended topic;

c) before announcing the topic, you need to recall some case from class life, which allows you to justify the need for in-depth disclosure and understanding of the relevant moral norm;

d) having announced the topic, try to give it special importance and emphasize its significance with the help of a meaningful statement or aphorisms.

The method of presenting moral material can combine a question-answer form, a teacher's story and explanation, short reports from students on certain issues, reading from books, newspapers, using art pictures, etc. Wherein the main role remains with the teacher, since only he can deeply and skillfully reveal the essence of morality.

When analyzing the behavior of schoolchildren, it is best to focus on positive examples and facts, and talk about shortcomings in a benevolent tone, emphasizing in every possible way your confidence that students will eliminate them.

Summarizing the results of the conversation, vivid statements should be made so that the conversation penetrates deeper into the consciousness and feelings of schoolchildren. Clearly highlight those categories that constituted the purpose of the conversation.

Thus, preparing and meaningfully conducting an ethical conversation is a very difficult matter. not without reason experienced teachers they say that it is much more difficult to conduct a conversation on a moral topic than a lesson. I hope that these methodological recommendations can be useful for teachers. primary school, class teachers, organizers of educational, extracurricular activities, students during ethical conversations.

Society has long changed its appearance, foundations. Everything changes and only spiritual and moral principles remain unchanged. Believe me, it does not matter at all what age is in the yard. It is important to human society had the right guidelines and always remained human. Young people, especially in adolescence tend to err in their values ​​and principles. Therefore, the task of society is precisely to help the younger generation to set the right priorities. should begin around the 7th grade, when the transition from children to adolescents and the formation of personality occurs.

Before starting any conversation on this subject, it is necessary to find out what the concept of morality means for young people. No need to claim precise definitions, it will be much more indicative if the guys name their associations after hearing the word morality.

It will probably surprise many that teenagers, along with such associations as honor, decency, tolerance, will call:

  • limitation,
  • dogma,
  • outdated rules.

After all, there is an opinion that being good is boring. In fact, the word morality itself appeared in the 18th century and it came from the word temper. In those days, temper, morality, ethics were synonymous. Today, these concepts have somewhat different essences. just to bring clarity to this difficult dilemma. In simplified terms, morality is understood as the ability to divide one's words and deeds into good and bad. Of course, this is a simplified interpretation, because morality includes many factors:

  • The ability to find mutual language in any situation,
  • mutual respect,
  • kindness,
  • mercy,
  • honesty,
  • a responsibility.

A moral person not only knows well about morality in theory, but also skillfully uses all these qualities in life. Yes, it is not easy to achieve the title of a moral person. To do this, you need to work long and hard on yourself.

In a strong healthy society moral principles trying to adhere to absolutely every person. should not be solely reliant on schooling. Only by joint efforts can a good result be achieved.

The younger generation, like a sponge, absorbs information from the outside world. If a child sees around him only cynicism, hypocrisy, anger, then in most cases in the future, he will also have such qualities. That is why it is necessary to take care of the environment of teenagers. Adults simply have to start with themselves and then personal example energize the youth. Talks and lectures alone will not be enough.

  • We need to change the environment.
  • Correct, instructive films and cartoons,
  • motivational literature,
  • collective trips.

moral education younger generation an extremely difficult and responsible task, and every conscious citizen of the planet is obliged to fulfill it.