Project on spiritual and moral education. "Traditions of the Russian people". Project on the spiritual and moral education of preschoolers Projects on moral education in preschool
Primary goal: creation of pedagogical conditions for the spiritual and moral education of schoolchildren in the process of educational activities.
Project objectives:
- creation of a system of spiritual and moral education of students and conditions for its successful implementation;
- implementation of a set of measures to educate parents in matters of spiritual and moral development and upbringing of children;
- coordinating the actions of the socio-cultural environment of the school during events.
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State educational public institution
Irkutsk region "Sanatorium boarding school No. 4, Usolye-Sibirskoye"
Project
"Lessons for the Soul"
Project curator: educator Larisa V. Furazheva
2015-2016 academic year
Project on spiritual and moral education "Lessons for the soul"
Project summary.
The project "Lessons for the Soul" is understood as a process of promoting the spiritual and moral development of the student, the formation of:
- moral feelings (conscience, duty, faith, responsibility, citizenship, patriotism),
Moral character (patience, mercy, meekness, gentleness),
- moral position (the ability to distinguish between good and evil, the manifestation of selfless love, readiness to overcome life's trials),
- moral behavior (willingness to serve people and the Fatherland, manifestations of spiritual prudence, obedience, good will).
"Me and Animals"
Values: native land, environmental consciousness, mercy, responsibility, kindness, attention, care.
"I and Others"
Values: civil society, freedom of conscience and religion, tolerance, respect for parents, care for elders and younger.
Values: the spiritual world of a person, honor, dignity, moral choice, respect for work, the meaning of life, aesthetic and ethical development, internal culture,
The project is educational, practical, creative and provides an opportunity to practically influence the formation of basic moral values.
The relevance of the project.
The issue of spiritual and moral education of children is one of the key problems facing every parent, society and the state as a whole.
Children are sensitive and receptive to everything that surrounds them. To become kind to people, one must learn to understand others, show compassion, honestly admit one's mistakes, and be hardworking. Of course, it is difficult to enumerate all the moral qualities of a person in the future society, but the main thing is that these qualities should be laid down today.
The level of upbringing of a person is reflected in his behavior. The results of a sociological survey of school students showed that 39% of students do not know what morality is. Therefore, the development of moral qualities, views and beliefs is the essence and relevance of this project and contributes to the activity of students, their participation in the discussion of life situations, awakening the child's interest in the inner world of a person, his moral essence, his actions.
Project participants.
The participants of the project are students of grades 5-9, teachers of the school, parents (legal representatives), headquarters of the school self-government "Leader".
Project duration.
Stage 1: initial - May - June 2015
a) preparatory
Holding an organizational meeting by the initiative group to develop a project and determine a work plan, establish relationships with teachers and parents.
b) diagnostic
Revealing the attitude of students to morality with the help of a sociological survey "What does morality mean to you and is it important today?"
a) practical (project implementation)
a) analysis of the effectiveness of the project (diagnostics of the dynamics of the axiological attitude of students in the direction of "Man", a sociological survey).
Objective of the project:
creation of conditions for the education of a spiritually rich, socially active personality capable of self-knowledge, self-development and self-expression.
Tasks:
Creation of conditions for:
1.formation of the initial idea of moral norms and rules of conduct at school, family, between generations, representatives of social groups;
2. disclosure of the essence of moral deeds, behavior and relationships between people of different ages on the basis of mutual assistance and support;
3. creating a favorable environment in the classroom for self-consciousness of students of their individuality, self-development, self-realization and development of creative abilities;
4. providing pedagogical support for the development of initiative and creative activity of students;
5. Promoting the development of students' desire to contribute to the common cause.
Expected results.
Personal Outcomes
A holistic, socially oriented view of the world in the unity and diversity of nature, peoples, cultures and religions.
Development of ethical feelings, benevolent and emotional-moral responsiveness, understanding and empathy with the feelings of other people;
Development of cooperation skills with peers and adults in different social situations, the ability not to create conflicts and find ways out of contentious situations;
Development of independence and personal responsibility for one's actions based on ideas about moral standards, social justice and freedom;
Formation of aesthetic needs, values and feelings.
Metasubject Results
The ability for spiritual development, the realization of creative potential in educational and gaming, subject-productive, socially oriented activities;
Definition of a common goal and ways to achieve it; the ability to agree on the distribution of functions and roles in joint activities; exercise mutual control in joint activities, adequately assess their own behavior and the behavior of others;
Moral self-awareness of the individual (conscience) - the ability of the teacher to formulate their own moral obligations, to exercise moral self-control;
Willingness to constructively resolve conflicts by taking into account the interests of the parties and cooperation;
Argue your position and coordinate it with the positions of partners in cooperation in developing a common solution in joint activities.
Thematic planning
| Responsible | the date of the | Event | educational product |
| Furazheva L.V. caregivers | September | Hour of communication "Lessons for the soul" | 1. Methodological development. |
| Furazheva L.V. caregivers | Discussion "City animals: friends, neighbors or enemies?" | 1. Methodological development. 2.Information leaflet. 3. Photo report. |
|
| Furazheva L.V. caregivers | Game "Journey to the City of Tolerance" | 1. Methodological development. 2. Photo report. |
|
| Furazheva L.V. caregivers | "Tournament of Connoisseurs of Moral Problems" | 1. Methodological development. 2. Photo report. |
|
| Furazheva L.V. caregivers | Literary lounge "Lessons of morality" | 1. Methodological development. 2. Theatrical performance. 3. Photo report. |
|
| Furazheva L.V. caregivers | KTD "Practice of morality" "Kaleidoscope of Good Deeds" | 1. Methodological development. 2. Photo report. 3. Presentations. |
|
| Furazheva L.V. caregivers | creative report "Control for the soul" | 1. Methodological development. 2. Photo report. |
Criteria for evaluating the result
To assess the effectiveness of the project "Lessons for the Soul", the "Diagnostics of Attitude to Life Values" is used (V.F. Sopov, L.V. Karpushina)
Diagnosis of attitude to life values.
Instruction:
"Imagine that you have a magic wand and a list of 10 wishes, from which you can choose only 5." The psychologist writes the list on the board in advance.
A wish list:
Be the person you love
have a lot of money
Have the most modern computer
Have a true friend
I care about the health of my parents
Have the ability to command many
Have many servants and dispose of them
have a good heart
Learn to empathize and help other people
Have what others will never have
Interpretation:
Numbers of negative answers: Nos. 2, 3, 6, 7, 10.
Five positive answers is a high level.
4th, 3rd - average level.
2-a - below average.
0-1 - low level.
1.Analytical:
Relevance— We live in an interesting and difficult time, when we begin to look at many things differently, rediscover and re-evaluate many things. First of all, this refers to our past, which we, it turns out, know very superficially. What cared, pleased and disturbed our ancestors, what did they do, how did they work, what did they dream about, what did they tell and sing about, what did they pass on to their children and grandchildren? To answer these questions today means to restore the connection of times, to return the lost values. Folk culture at all times has been the basis of all national culture, its historical basis. This simple truth should be remembered in these difficult times, when not only the integrity of folk culture was destroyed, but everything that was connected with the spiritual and moral principles of folk life, starting with the home, family and ending with the attitude to work, Mother Earth, Nature .Academician D.S. Likhachev said: “If a person does not like to look at least occasionally at old photographs of his parents, does not appreciate the memory of them left in the garden that they cultivated, the things that belonged to them, then he does not love them. If a person does not like the old streets, even if they are inferior, it means that he does not have love for his city. If a person is indifferent to the monuments of the history of his country, he is, as a rule, indifferent to his country.” It is impossible to cultivate high moral principles in oneself without knowing what was before us. Culture, folk life have a deep continuity. You can take a step forward only when you start from something. Movement from nothing or from nothing is impossible. Likewise, future generations cannot do without us living today, without our cultural and moral experience, just as we cannot do without the experience of the previous generation. Everything is interconnected. The revival of spiritual and moral patriotic education is a step towards the revival of Russia. Only the one who loves, appreciates and respects what has been accumulated and preserved by the previous generation can love the Motherland, get to know it, become a true patriot.
Hypothesis: if you teach children to determine the significance of the historical heritage of their native land, to attach them to national traditions, its cultural characteristics, using various methodological techniques, then this will contribute to the formation of the ability of preschoolers to realize the meaning of the spiritual and moral values of society and develop a sense of patriotism more effectively. This work suggests that a variety of means, methods and techniques for familiarizing preschoolers with the history of their native land affect the level of knowledge about the phenomena and objects of the surrounding world, a positive emotional and aesthetic attitude towards them, and most importantly, the content and quality of children's views on cultural and historical values
Problem: dominance on TV screens of cartoons and films of vague content, the desire for a prosperous life, not a serious attitude of parents to work on the ground, the acceleration of the rhythm of life, the introduction into everyday life of the standards of Western “prosperous” life (witch festival, Halloween, etc.) led to separation from national culture, its origins. As a result, 80% of the children of the preparatory group do not know the heroes of Russian antiquity, they cannot name the tools of labor (except for a shovel, rake, bucket), they do not know folk crafts and crafts, they are poorly oriented in paintings, knowledge about Orthodox holidays is superficial.
Target: senior preschool age is a period of multidimensional socialization of the child. And one of its sides is the upbringing of spiritual, moral, patriotic feelings and convictions. One of the areas of work is the study of the history, traditions, life of our ancestors .
Tasks:
— one of main tasks education of preschoolers, standing at the present stage is the education of preschoolers love for the Motherland, native land, a sense of pride in their homeland.
- to show the complexity, inconsistency, ambiguity of the historical path of their native land. It is also important to highlight all the best and advanced in the historical past of the region and use this knowledge in the analysis of today's realities. Local history material plays an important role in shaping the historical consciousness of children.
- through an appeal to the peculiarities of culture and life, to help children realize their belonging to the cultural and natural environment, to understand the measure of their responsibility for its preservation and enhancement.
To help preschoolers become more familiar with their native land, understand its history, culture and their relationship with objects and objects of the surrounding reality and the life of society, through acquaintance with the crafts and crafts of Rus', take part in creative productive activities
- disclosure of personality in a child through his inclusion in the culture of his own people. And this is not just knowledge about culture, but living in culture, living in tradition, by entering the yearly holiday circle.
It is well known that among the activities of great educational and educational importance for preschoolers is the game. At the same time, we have in mind not only games in the proper sense of the word, but also all types of activities that, in the folk tradition, have the character of a game (ceremonies, holidays, etc.). It seems to us that the peculiarity of Russian folk games, and maybe any folk games, is that they, having a moral basis, teach the developing personality of social harmonization. Therefore, the next task is to expand the gaming experience of children through role-playing, round dance, mobile, ritual, board games.
Folklore will help to turn to the origins, because its content is the life of the people, human experience, sifted through the sieve of centuries, the spiritual world of man, his thoughts, feelings, experiences
– the formation of a holistic picture of the world through the replenishment and updating of children's knowledge about the history of their native city,
Learn to feel the beauty of nature, develop interest in folklore
— clarify knowledge about the famous Rzhevites
- to teach children to use available information, including the use of a geographical map, to cultivate independence
- to acquaint with the actions, achievements of people as examples of human capabilities
Learn to ask moral questions
– to comprehensively influence the emotional sphere of the child with the help of various types of folk art
– gender education
- education in children awareness of their involvement not only in the family, group or garden, but also in communities of higher orders - city, people
Involve parents in the educational process to work together to study the history of the city, orient them towards patriotic education in the family
Project type: information and creative
Duration: year
Project participants: children of preparatory school group No. 8, kindergarten workers, parents, music director, physical education instructor, educators .
- Theoretical part.
Resource support: scientific-methodical and fiction literature, photographs, TV, paper, pencils, paints, glue, junk material, audio recording.
Educational areas: 
The presence of interdisciplinary connections - different types of activities:
– Cognitive research;
– Reading fiction;
- Game;
— Communicative;
- Artistic and productive;
— Musical.
Predicted results:
- The moral level of pupils will increase;
- The horizons of children will expand, their interest in the history, traditions, life of our country
— Development of initiative, ingenuity, independence;
- The subject-game environment of the group is being transformed;
- the organization of pedagogical search is activated through the implementation of innovative forms;
- The interest of parents in cooperation with the kindergarten on issues of spiritual and moral education will be strengthened;
- Children will have a sense of pride in their city, respect for its history, the traditions of the people.
- Familiarization with history and traditions will continue in the daily life of the group, on a walk, in the family.
- Practical part
Project development (Project implementation stages):
1. Conduct a diagnostic examination of children
2. convey to the project participants the importance of this topic
3. create a developing environment: select materials, toys, attributes for gaming, theatrical activities, didactic games, illustrated material, fiction.
4.pick up material for productive activities
5. draw up a long-term plan of events
Prospective action plan:
NOD “Excursion to the mini-museum of the group. The decoration of the Russian hut”, “Epic heroes”, “Russian costume”, drawing “Merry Fair”, modeling “Motley round dance”, manual labor “Russian doll with their own hands”.
The teacher's story "Folk crafts and crafts of Rus'", about the holidays of the Russian people, household tools in Rus', "How bread was grown", "How a shirt grew in the field."
Children's story "Folk signs", playing stories from folk life.
Reading fiction "Fairy tales", "Epics", "Nursery rhymes, sayings", solving riddles, reading proverbs sayings, "How people lived in Rus'."
Examination of the visibility "Russian costume", "Utensils", folk paintings, examination of embroidery elements, clothing elements.
Learning musical round dance games.
Listening to old Russian songs.
Viewing on TV performances of the folk dance ensemble named after Moiseev.
Acquaintance with the outdoor games "Traps", "Salki", "Lapta", "Gorodki".
Carrying out excursions around the city, to the historical museum of local lore, exhibition hall.
Folklore spring and Easter holidays.
The educational process in kindergarten cannot be organized without the participation of parents. We began our work with parents by identifying their awareness on this topic. The following forms of work were used:
– Assistance in creating a mini-museum “How people lived in Rus'”
— Holding the contest “We study folk signs with the whole family”
— Compilation of a card file “Tools of life in Rus'”
– Production of the album “Folk crafts and crafts”, “Folk holidays”
– Assistance in conducting excursions around the city of Rzhev, in order to study architecture, monuments, and the history of the city. Guided tours to the historical museum. Planned visit to the city exhibition hall
– A joint folklore holiday in the senior group, participation in the farewell to the “Maslenitsa”, it is planned to hold an Easter celebration with tea drinking
- participation in the city Christmas competition
– Consultation “From the history of Rzhev”, photo essay “Spiritual and moral education of a child through acquaintance with his native land”, presentation “Spiritual and moral education of children through acquaintance with the traditions and life of our ancestors”.
Equipment of the pedagogical process:
– Creation of a mini-museum “How people lived in Rus'” in the group”;
— Exhibition of books about the city; folk crafts and crafts, folk holidays, folklore and epics
– Exhibition of albums about Rzhev, neighboring cities, Kalinin land
— Design of products of children's creativity (drawings, layouts, crafts);
— Preparation of attributes for role-playing games
– Update and production of didactic games on the topic. “What first, what then”, “how the shirt grew in the field”, “Tell a story”, “Literary kaleidoscope”
Project activity product: design of a mini-museum, drawing up a layout of the "Obelisk", an exhibition of drawings "Merry Fair" and "Motley round dance" on folk crafts, the holiday "Seeing Shrovetide", making dolls from logs and thread dolls.
Project summary:
In the course of work on this topic, the children got acquainted with the history of the city of Rzhev, its location. Learned how to navigate the map of the city. Children can make a short story about their native city, its monuments, about the interior of the hut, about the work of the peasants. We learned a lot about the traditions of the Russian people, holidays. They are well oriented and distinguish between various crafts (blacksmith, potter, seamstress, etc.) and the tools corresponding to them. In creative works, they use Khokhloma, Kargopol, Gzhel murals with pleasure. We learned a lot of proverbs about work, about tools, folk signs, natural phenomena, about people's behavior. Children showed initiative in the course of conversation, games, and artistic creativity. The children developed a sense of pride in the achievements of their ancestors.
Parents were interested in the educational process, spiritually patriotic education of their children. We fully felt our responsibility for the development and preparation of children for the future adult life.
Kindergarten staff created the conditions for the implementation of the project.
Explanatory note
In recent years, close attention has been paid to the problem of spiritual and moral education. In his message to the Federal Assembly on December 12, 2012, V.V. Putin assessed the state of affairs in the spiritual and moral sphere as a “demographic and value catastrophe” that occurred as a result of the loss of many moral guidelines. The unity of Russia is held together by the patriotism inherent in our people, cultural traditions, and general historical memory. And today in our society there is again a growing interest in our national history, in our roots, in what is dear to all of us. This is, without a doubt, the beginning of a new spiritual upsurge.
The relevance of spiritual and moral education is evidenced by many crisis phenomena of modern life: drug addiction, the criminalization of the children's environment, the low level of public morality, the loss of family values, the decline of patriotic education; children have distorted ideas about mercy, generosity, kindness, justice, patriotism, citizenship.
Today, it is less and less possible to meet a family where that spirituality, that love and respect for traditions that were inherent in generations 20-30 years ago, have not been lost. It has long been known that the formation of moral qualities occurs in early childhood, when a person is not yet ready to meet with a large, unfamiliar world, to interact with strangers. And the closest people, the family, are responsible for this process.
The main goal is to educate, on the basis of cooperation between the family and our center, a person who strives for spiritual growth, kindness, who has positive values and qualities. Work on spiritual and moral education must be built on the basis of introducing children and parents to an accessible understanding of Russia's spiritual values.
The project "We do good" was developed as part of the activities of the day care department of the Social and Rehabilitation Center for Minors "Alisa" in the city of Prokopyevsk. Its significance is due to the basic requirements of the Concept of Spiritual and Moral Development and Education of the Personality of a Russian Citizen.
To implement the project, the institution has all the necessary conditions:social partnership relations with organizations and institutions of the city have been established, transport is provided for travel.
The day care department provides assistance to minors who find themselves in a difficult life situation and a socially dangerous situation. Children are in rehabilitation for three months, which makes it possible to cover different groups of children, both by age and by the territoriality of the city.
The project of spiritual and moral education includes the following areas:
Formation of pupils' spirituality through their attitude to literature, mass media;
Education of patriotism and citizenship;
Aesthetic development of children;
Cooperation of the family and specialists of the center;
Appeal to the spiritual and moral traditions and values of their people.
In the project of spiritual and moral education of children “We do good”, a special place is given to the family as the first mentor of the child, as well as the organization of creative activity, which helps to switch the child’s energy from a destructive direction to a constructive one.
Objective of the project:
the formation of the spiritual and moral foundations of the personality in children in the process of pedagogically organized interaction with the surrounding social environment.
Tasks:
1. Create a shaping space in childrenrespect for history and culturere of his people, country, city.
2. To lay in children the moral foundations of the relationship to themselves, to the people around them.
3. Involve children in creative activities that form an aesthetic taste.
4. To increase the pedagogical potential of parents as the first mentors of the child in spiritual and moral education.
Project progress
The implementation of the project "We do good" involves activities in the following areas:
1. Joint activity of a social teacher with a family.
It is necessary to build partnership relations with parents - to formulate mutual interests, to negotiate and implement these agreements so that parents want to voluntarily participate in the life of their child. To do this, you need to involve parents in participating in joint activities: conversations, excursions. Within this framework, it is quite possible and necessary to educate the parents of pupils - to explain to them the purpose and meaning of the event in which they participate.
2. Social partnership.
Spiritual and moral education of children is carried out not only by our institution, but by cultural and public organizations. The interaction of our center and public organizations is of decisive importance for the organization of the moral way of life of children. In this case, various forms of interaction can be used:
Participation of traditional religious organizations with the consent of children and their parents (legal representatives) in holding certain events within the framework of the implementation of the directions of the spiritual and moral education project;
Visiting the museums of the city (local history, at schools), cultural and exhibition centers, the Drama Theater;
Carrying out excursions to memorable places of the city, virtual city tours;
Meetings with veterans of the Second World War, Afghan soldiers, liquidators of the Chernobyl accident, employees of the Ministry of Emergency Situations;
The work of pupils in the creative associations "Razvivayka", "Needlewoman", "Nature and Fantasy", "Iso-studio".
There are also classes with family members on family values and the development of spirituality.
The main work, of course, is carried out within the family. Since the influence of the family on the development of the child, the formation of his values is more than 40%. Therefore, we explain to parents that the family should have:
1. Atmosphere of love. A person deprived of this feeling is not able to respect his loved ones, fellow citizens, the Motherland, to do good to people. The atmosphere of love and cordial affection, sensitivity, caring of family members for each other has a strong influence on the child's psyche, gives wide scope for the manifestation of the child's feelings, the formation and realization of his moral needs.
2. Atmosphere of sincerity. The child is very sensitive to lies and quickly absorbs it as a norm of behavior.
3. Explanation. Word impact.
Children of different ages need to be persuaded in different ways. Teenagers demand convincing examples from life, from books. A preschooler is convinced by a deep faith in the word of adults. With older school children, it is better to think aloud, share doubts with them, seek advice. Such ease affirms trust, sincerity, sincerity, brings together an adult and a child, opens the way to his spiritual world.
Expected results of the project implementation
Pupils will acquire:
ideas about family traditions, about the peculiarities of family relations, spiritual and moral values, about the value attitude to the world around them; about such feelings as compassion, sympathy, empathy, joyfulness;
positive social experience for personal development - to be useful to the family, native city, native country.
Parents:
cooperate in close contact with our center and other institutions on the formation of spiritual and moral values in children;
bring up love and respect for the home, family, relatives and others, respect for the world around;
understand that only the family, as the first mentor of the child, can instill spiritual and moral values in children.
become active participants in the child-adult event community.
Duration and participants of the project:
The project was drawn up taking into account the short stay of children in the center and the composition of the children of different ages.
The target group for which the project is oriented is children aged 6-15
(pupils of the EDP MKU "SRTSN" Alisa "of the city of Prokopyevsk).
Quantity - 90 people (3 rehabilitation periods for 30 people)
Implementation period - 9 months (1 rehabilitation period 3 months).
Project Implementation Plan:
1. Preparatory stage
Determining the relevance of the project.
Preliminary study of literature, Internet resource, selection of diagnostic material.
Diagnosis of children in order to identify existing knowledge, ideas about spiritual and moral values.
2. Main stage
Implementation of the content of the project.
Process tracking, status analysis.
3. Final stage
Preparation of an analytical report.
Generalization and dissemination of experience:
1.Organization of photo exhibitions, children's drawings.
2. Creation and presentation of the project.
Project plan
The project "We do good" includes 5 blocks, each of which, being closely related to others, reveals one of the essential aspects of the spiritual and moral development of the individual.
Thematic planning
Block name, tasks
Form of occupation
Timing
implementation
note
"I am a citizen of my country"
To cultivate feelings of love for one's country, respect for its defenders, for the people who glorified Russia, pride in the historical past of the Russian state, one's city.
Conversations on the topics: “We are small children on a big planet”, “Our Motherland is Russia”, “My land”, “Defenders of our Motherland”, “This is our Victory!”.
Excursions to memorable places: visiting the memorial to the soldiers of the Great Patriotic War and the monument to the unknown soldier.
Museum lessons in the local history museum.
Meetings with participants in hostilities, employees of heroic professions.
Watching the film "They fought for the Motherland!"
September
October, January,
November, February,
Appendix 2 Appendix 1
"The Land Where You Live"
INnurture a common culture, loyalty to the spiritual traditions of Russia.
Introducehistory and culture of the native land, city.
Introducefolk art, ethno-cultural traditions, folklore, features of life of the peoples of the Kemerovo region.
Conversations on the topics: "History of the emergence of the Kemerovo region, the city of Prokopyevsk", "Introduction to the symbols of the region, city", "Streets and buildings of the city", "Monuments of our city", "Temples of our city", "People of our city and region".
Excursions to the memorable places of the city, virtual tours of the city.
Museum lessons in the Museum of Local Lore.
Visit to the CEC "Vernissage".
Visit to the Drama Theatre.
Appendix 2
"My family is my world"
To acquaint children with the spiritual and moral traditions and way of life in the family.
Education of love, respect and compassion for others, the formation of the ability to understand one's place in the family, to actively participate in household chores.
Conversations on the topics: “Our family”, “Dad, mom, I am a friendly family”, “Our family genealogical tree project”, “We know how to communicate in the family”, “Give mom a deed and a good word”.
Family holiday "Let's take care of each other."
Consultations with parents.
September
October, January,
Annex 3
"Orthodox culture"
To acquaint with the history of Orthodox holidays, traditions.
Conversations with Archpriest Roman.
Visit to the Church of St. Nicholas.
View videos on biblical topics.
Participation of children in the holidays: "The Feast of the Nativity of Christ", "The Feast of Maslenitsa", "Bright Easter".
Baptism of children in the Church parish of St. Nicholas.
Week of good deeds.
Appendix 4
"We are talented"
To educate a value attitude towards beauty, ideas about aesthetic ideals and values.
form
Conversations on the topics: "Ethical and unethical actions," What is
good and what is bad?”, “The moral character of a person. Slander, lies, gossip”, “Speech is a mirror of the human soul”, “Cultural environment”, “Honesty is above all”.
Participation of children in creative associations
"Development"; "Needlewoman"; "Nature and fantasy"; "Iso-studio".
2 times per week
Appendix 5
Possible risks and ways to overcome them
Risks in project implementation
Ways to overcome
Violation of agreements with social partners
Compliance with the obligations of the contract
Low interest of parents in the implementation of project tasks
Individual work with parents, involvement in events.
Monitoring:
Evaluation of the assimilation of the project is carried out with the help of monitoring. In addition, the active participation of children in various activities is taken into account.
Primary diagnosis:
Psychologists of the day care department diagnosed the level of interaction between children and parents in the family, as well as the level of the emotional-volitional sphere of the pupils and found that the level of development of the emotional sphere: low in - 52% of the respondents.
Level of relationships in the family: low at - 80% (children cannot and do not know how to communicate with their parents, parents, in turn, remain “deaf” to their children.
Based on the diagnostic data, the following conclusions can be drawn:
1. The guys are not interested in the society around them. They do not feel the need for emotional self-development.
2. The level of parent-child relations in families is low. Family members do not feel the need for communication, do not know how to organize joint leisure.
3. To intensify work aimed at involving children and their parents in joint activities and the development of the spiritual and moral sphere.
Interim diagnostics:
1. Children and their parents have an interest in the region, the city in which they live. This interest is manifested not only in conversations, but also in children's stories, drawings, several families independently visited Zenkovsky Park, the theater. Pride for their small homeland, a desire to benefit society is brought up.
2. Children show interest in spiritual and moral traditions and the way of life in the family. Love, respect and a merciful attitude towards neighbors are brought up, the ability to understand one's place in the family is formed, and to actively participate in household chores.
3. Children learn to observeOrthodox holidays and follow Orthodox traditions.
4. Valuable attitudes towards beauty, ideas about aesthetic ideals and values are brought up. Formedinterest in works of art, in artistic creativity.
Budget:
Article 340, purchase of fuel and lubricants at the expense of regional subventions
The project is aimed at the moral education of older preschoolers through good deeds. The project is designed for one academic year, the project participants are children of senior preschool age, teachers, parents.
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Project
on moral education
older preschoolers
"Hurry to do good"
Relevance
At the present stage, society is absorbed by the problems of market relations, economic instability, political difficulties that destroy social ties and moral principles. This leads to intolerance and bitterness of people, destroys the inner world of the individual.
Solving the problems of education, it is necessary to rely on the rational and moral in a person, to determine the value bases of one's own life, to acquire a sense of responsibility for the preservation of the moral foundations of society.
Moral education is a purposeful process of introducing children to the moral values of humanity and a particular society. Over time, the child gradually masters the norms and rules of behavior and relationships accepted in the society of people. The result of moral education in preschoolers is the emergence and establishment in the individual of a certain set of moral qualities, the formation of ethical norms of behavior. And the more firmly these qualities are formed, the less deviations from the moral principles accepted in society are observed in a person, the higher the assessment of his morality by those around him.
In the preschool years, under the guidance of adults, the child acquires the initial experience of behavior, relationships with loved ones, peers, things, nature, and learns the moral norms of society. A preschooler comprehends the world of human relations, discovers the laws by which the interaction of people is built, that is, the norms of behavior. In an effort to become an adult, the child subordinates his actions to social norms and rules of conduct.
The task of the educator is to form a benevolent and respectful attitude towards others, a careful attitude to the results of people's work, a desire to help adults. To cultivate activity and independence, responsiveness and sympathy, kindness and joy for good deeds. Feelings encourage children to take action: help, show care, attention, calm, please.
The relevance of the topic is beyond doubt, since the formation of these exceptionally important qualities (kindness and responsiveness) underlies the moral education of a preschooler. The basis of a person's morality are those qualities that determine his moral character, make him internally free and socially valuable in all spheres of public and personal life. The foundation of this process must be laid in childhood, at preschool age. That is why the development and implementation of the project on the moral education of older preschoolers "Hurry to do good" is relevant.
Objective of the project: moral education of older preschoolers through good deeds.
Project objectives:
1. To form ethical ideas about "kindness", "friendship", "mutual assistance", "mutual assistance", "justice".
2. Continue to develop in children the idea of empathy and empathy for other people. Cultivate a sense of mutual support.
3. To educate a humane, emotionally positive, caring attitude towards the natural world and the surrounding world as a whole.
4. To increase the pedagogical competence of parents in the moral education of children.
Project type:
By orientation - information-practice-oriented;
According to the composition of participants - group;
Duration - long term.
Project participants:
Children of senior preschool age;
group tutors;
Social teacher,
Musical director;
Parents.
Base of project activity:
MBDOU "DS No. 12 "Rosinka"
Project implementation timeline:one academic year.
Integration of educational areas:
"Social and communicative development", "Cognitive development", "Speech development", "Artistic and aesthetic development", "Physical development".
Project forms.
Work with children:
1. Reading and viewing fiction, encyclopedias.
2. Conducting didactic, verbal, role-playing games with children.
3. Staging of fairy tales for children of the younger group.
4. Carrying out GCD.
5. Participation in concerts, promotions.
6. Productive activity.
7. Labor assignments in the group and on the site of the kindergarten.
Working with parents:
2. Involvement in participation in the implementation of joint creative work with children.
3. Conducting conversations, oral journals.
4. Conducting a quiz with children and parents "What is kindness."
Expected results:
- children have ethical ideas about "kindness", "friendship", "mutual assistance", "mutual assistance", "justice";
- preschoolers have a desire to help, empathize, support the people around them;
Careful attitude of children to the natural world and to the surrounding world in general;
Improving the pedagogical competence of parents in the moral education of children.
The product of the project activity is:
Creation of the "Book of Good Deeds";
Feast of Kindness.
Stages of project implementation
Stage 1 - organizational- September
Tasks:
1. Explore emotional attitude of preschoolers to moral norms.
2. Create a motivational basis for the active participation of children and parents in the project.
Events | Goals and objectives |
Joint activities of the teacher with children: |
|
Technique "Subject pictures". Analysis of the obtained results. (Annex 1) | To study the emotional attitude of preschoolers to moral standards. |
Working with parents: |
|
Questioning of parents "Education of feelings" (Appendix 2) | To identify the problems of parents in the moral education of children. |
Stage 2 - main- October - March
Tasks:
1. To implement a set of measures in work with children and parents aimed at the moral education of older preschoolers.
Work plan for the implementation of the project on the moral education of older preschoolers "Hurry to do good"
Work form | Program content | Timing implementation |
Didactic games: “What is good, what is bad?” - "Noble Deeds" - How do I help at home? - "The flower of good deeds", - "Let's compliment each other" - Wishes, - "Polite brook", - "Pyramid of Good Deeds" | Teach children to distinguish good behavior from bad; instill in children the desire to do things for the sake of other people; teach children to be considerate to each other, inculcate a culture of behavior in children. | Throughout the project |
Caring for indoor plants, feeding wintering birds. | Education of ecological culture, respect for the environment, the desire to protect and love plants and animals, to care for them. To cultivate the ability to work together, to help each other. | Throughout the project |
Consideration of the demonstration material: - "Lessons of kindness", - Me and my behavior - "Lessons of politeness", - Me and others - "Feelings, emotions." | To form children's ideas about good and bad deeds and their consequences; develop children's speech, the ability to express judgment. | Weekly |
Conversations: - "Do a good deed boldly", - “A kind person will understand by looking, in difficult times he will be there”, - “We are small children on a big planet!”, - What does it mean to be kind? - "The work of man feeds", - "How and with what you can please loved ones", - "Our kind words", How can we take care of our elders? - "Our little friends" | Continue to develop in children the ability to conduct a dialogue on a moral and ethical topic. Encourage the desire of children to talk about moral values, analyzing the actions of the characters and their own. | Weekly |
Learning proverbs and sayings about kindness, friendship. | To form ideas about the purpose of proverbs and sayings, to teach to comprehend the meaning of proverbs and sayings about kindness and friendship. | Throughout the project |
Reading works followed by a discussion of the actions of the characters: V. Oseeva "The Magic Word", - E. Permyak "The Most Terrible", - V. Oseeva "Just an Old Woman", - A. Barto "Vovka is a kind soul", "Left", L.N. Tolstoy "The old man planted apple trees", O. Driz "Kind words", L. Tolstoy "Two comrades", A. Barto "Friends, here's a verse about a boy just in case", V. Krivosheev "Good afternoon", V. Sukhomlinsky "Granddaughter and old grandfather", A. Shibaev "Grandfather and grandson", N. Nosov "Cucumbers", S. Marshak "The Tale of the Unknown Hero", V. Kataev "Flower - seven-flower" R.n. fairy tale “As it comes around, it will respond”, “Havroshechka”. | To form in children ideas about the moral norms of relations with others; to teach children on their own, to convey attitudes towards the actions of heroes, to draw conclusions. | Throughout the project |
Labor activity in the group and on the site of the kindergarten | Improve labor skills in the process of work, teamwork skills, cultivate a sense of responsibility for the task assigned, a desire to help comrades, and show friendly feelings. | Throughout the project |
Labor activity on the site with kids | To teach to act at the request of adults, to understand the significance of one's work for others, to develop a responsible attitude to business, to cultivate a caring attitude towards kids. | Weekly |
Participation in a concert dedicated to the "Day of the Elderly" in the department of temporary residence of the elderly and the disabled in the Harmony Center for Social and Social Education. | To give knowledge about the holiday Day of the elderly. Promote caring attitudes towards the elderly. | October |
NOD "Journey to the Land of Good" | Check with childrenethical ideas about "kindness", "friendship", "mutual assistance", "mutual assistance", "justice". Pinknowledge of the rules of cultural behavior and good manners. | October |
Journey through fairy tales "Good deeds of the heroes of fairy tales and their consequences» | Clarification of children's ideas about good and evil deeds and their consequences; consolidate knowledge of fairy tales. | October |
Playing and discussing situations on a moral topic | To form ideas about the moral norms of relations with others; to cultivate a culture of communication, reciprocal feelings for the care of others; reinforce cultural behavior. | Throughout the project |
Composition of the fairy tale "Little Red Riding Hood and the Good Wolf" | Learn to see the positive and negative qualities of heroes. | October |
Dramatization game "What is good and what is bad" | To form in children an idea of \u200b\u200bgood and bad deeds, behavior, the ability to correctly evaluate themselves and others. | October |
Theatricalization of the fairy tale "Zayushkina hut" for children of the younger group | October |
|
Participation in the action "Children for Children" - performance in a concert for children living in the inpatient department of the BU KhMAO - Yugra "Center for Social Assistance to Families and Children "Our House" | To educate the foundations of tolerance, a friendly attitude towards peers. | november |
Participation in the Feed the Birds campaign - making feeders, posters | To cultivate a caring attitude towards wintering birds, to arouse a desire to take care of them. | november |
Making gifts for mothers and grandmothers. Performance in a festive concert dedicated to Mother's Day | To cultivate love and caring attitude towards close people, the desire to take care of them. | November |
Making gifts for the disabled. Performance in a concert dedicated to the International Day of Persons with Disabilities in the Department of Temporary Residence of the Elderly and Disabled at the Harmony Center for Social and Social Education | To fix the concept of "kindness", "kind", "merciful".To develop the ability to feel the inner world of another person, to form a culture of communication. | December |
"Day of Good Deeds" - the construction of snow figures together by parents and children on the group's site | Involve parents in joint work activities with children. | December |
Participation in the action "Herringbone - a green needle" - making posters "Do not cut spruce!" and placing them on the information stands of the village | Cultivate respect for the environment, the desire to protect plants. | December |
Theatricalization of the fairy tale "Gingerbread Man" for children of the younger group | Teach children to show care and concern for babies. | December |
Thanks Theme Day | To teach children the rules of etiquette, the forms and techniques of communication when meeting with acquaintances and strangers, the rules for using words of gratitude. | January |
Quiz with children and parents "If you are kind" | To consolidate knowledge of proverbs, fairy tales, poems about kindness. To develop mutual assistance, friendly relations between children and adults. Bring children and adults together in joint activities. | January |
Kindness holiday |
Cultivate a sense of kindness, sensitivity, compassion, goodwill; cultural communication skills. | April |
Working with parents to implement a project on moral
education of older preschoolers "Hurry to do good"
Consultations:
- “Education of a caring attitude towards others”;
- "Education in labor";
- "Kindness upbringing":
- "You" or "you"? On the speech etiquette of a preschooler.
- Politeness is brought up by politeness.
Tips for parents:
- "The ability to educate kindness in children."
Memo "We educate kindness in a child."
Folder-slider "Lessons of Kindness".
Stage 3 - final - April
Tasks:
1. Analysis of the result of working with children, processing the data obtained, correlation with the goal.
2. Introduce parents to the results of the work on the project "We hurry to do good."
3. Summarize the experience.
Events | Goals and objectives |
Joint activities of the teacher with children |
|
1.Diagnosis. Analysis of results. | To reveal the level of knowledge of children about "kindness", "friendship", "mutual assistance", "mutual assistance", "justice"; notions of empathy and empathy for others. |
Working with parents |
|
1. Presentation of the project | Show parents the results of the project Encourage active participants in the project. Invite parents to actively cooperate on the project next year. |
Literature
1. Alyabyeva E.A. Education of a culture of behavior in children aged 5-7: Methodological guide. - M.: TC Sphere, 2009. - 128s.
2. Alyabyeva E.A. Thematic days and weeks in kindergarten: Planning and notes. - M.: TC Sphere, 2010. - 160s.
3. Lopatina A.A., Skrebtsova M.V. Education of moral qualities in children: Notes of classes. - M .: Publishing house "Knigolyub", 2007. - 112 p.
4. Petrova V.I., Stulnik T.D. Ethical conversations with children 4-7 years old: Moral education in kindergarten. Handbook for teachers and methodologists. - M .: Mosaic-Synthesis, 2008. - 80s.
5. Semenaka S.I. Lessons of kindness: Correction and development program for children 5-7 years old. - M.: ARKTI, 2002. - 80s.
6. Sokolova O.A. The world of communication. Etiquette for children of preschool and primary school age. - St. Petersburg: KARO, 2003. - 288s.
7. Shipitsyna L.M., Zashchirinskaya O.V. ABC of communication: Development of the child's personality, communication skills with adults and peers. (For children from 3 to 6 years old.) - "CHILDHOOD-PRESS", 2002. - 384p.
8. Cherenkova E.F. Etiquette and courtesy lessons for children. - M .: LLC "ID RIPOL classic", 2006. - 188s.
Visual didactic aids
1. Feelings. Emotions: A set of visual aids for preschools and elementary schools. - Kh.: Publishing house "Ranok", 2007. - 20 separate sheets in a folder.
2. Lessons of kindness: A set of visual aids for preschools and elementary schools. - Kh.: Publishing house "Ranok", 2007. - 20 separate sheets in a folder.
3. Me and my behavior: A set of visual aids for preschools and elementary schools. - Kh.: Publishing house "Ranok", 2008. - 20 separate sheets in a folder.
4.Me and others: A set of visual aids for preschools and elementary schools. - H.: Publishing house "Ranok", 2008. - 16 separate sheets in a folder.
5.Lessons of courtesy: A set of visual aids for preschools and elementary schools. - Kh.: Publishing house "Ranok", 2007. - 16 separate sheets in a folder.
Annex 1
Technique "Subject Pictures"
The technique "Subject Pictures" is designed to study the emotional attitude to moral standards.
The child is presented with pictures depicting positive and negative actions of peers.
Instruction. Lay out the pictures so that on one side there are those on which good deeds are drawn, and on the other, bad deeds. Lay out and explain where you put each picture and why.
The study is carried out individually. The protocol records the child's emotional reactions, as well as his explanations. The child must give a moral assessment of the actions depicted in the picture, which will reveal the attitude of children to moral standards. Particular attention is paid to assessing the adequacy of the child's emotional reactions to moral norms: a positive emotional reaction (smile, approval, etc.) to a moral act and a negative emotional reaction (condemnation, indignation, etc.) to an immoral one.
Results processing
0 points - the child incorrectly lays out the pictures (in one pile there are pictures depicting both positive and negative actions), emotional reactions are inadequate or absent.
1 point - the child correctly lays out the pictures, but cannot justify his actions; emotional reactions are inadequate.
2 points - correctly laying out the pictures, the child justifies his actions; emotional reactions are adequate, but weakly expressed.
3 points - the child justifies his choice (perhaps he names the moral norm); emotional reactions are adequate, bright, manifested in facial expressions, active gestures, etc.
Appendix 2
Questionnaire "Education of the senses"
Dear parents!
We invite you to answer a few questions that will help us plan our work on the moral education of our children. Underline the answers to the survey questions.
1. Do you consider it necessary to educate a child in such qualities as responsiveness, kindness, sympathy?
Yes;
No;
Partially.
2. Have you been able to build a trusting relationship with your child?
Yes;
No;
Partially.
3. What worries you about your child's relationships with others?_________
4. Are the relationships of adults with a child in your family always of a trusting, friendly nature?
Yes;
No;
Partially.
5. Do you involve your child in the daily activities of the family?
Yes;
No.
6. Can your child express sympathy, empathy with words?
Yes;
No;
Don't know.
7. Do you often talk with your child about “Good deeds and deeds”?
Often;
Sometimes;
Never.
8. What good deeds are you doing with your child? _________________________________________________________________
Card file of didactic games
"What is good and what is bad".
Goals: Teach children to distinguish good behavior from bad; Pay attention to the fact that good behavior brings joy and health to both you and the people around you, and, conversely, bad behavior can lead to misfortune and illness.
Demo material:Fragments of their works of art, life facts about the good and bad behavior of a person, children, group.
Game progress: Children use facial expressions and gestures to express their attitude to good and bad behavior (bad behavior - make an angry face, shake a finger; good - smile, nod their heads approvingly). Answer the teacher's questions.
Sample questions.Today Seryozha ate snow again. Guys, is this good or bad? Children use facial expressions and gestures to show that this is bad.
What can happen to Sergei? The children answer.
"Noble Deeds"
Target: To instill in children the desire to do things for the sake of other people. To form an understanding that we call an act not only heroism, but also any good deed for the sake of another person.
Material: ball
Game progress: Children are invited to list noble deeds in relation to girls (women) and boys (men). The teacher throws the ball into the hands of one of the players, he calls a noble deed and throws the ball to the next player at will.
For example , noble deeds for boys: to call a girl only by name; when meeting with a girl, be the first to say hello; give up a seat in transport; never offend a girl; protect the girl help the girl carry heavy things; when a girl gets out of the transport, you need to get out first and give her a hand; the boy must help the girl get dressed, give her coat, etc.
Noble deeds for girls: to call the boy only by name; when meeting with a boy to say hello; praise the boy for showing attention; do not offend or call the boy names, especially in the presence of other children; thank the boy for good deeds and deeds; etc.
"Bag of Bad Deeds"
Game progress: Children receive black paper blots, the teacher offers to put them in a bag, while telling what bad deeds he did today, as well as put negative emotions in this bag: anger, resentment, sadness. And when the children go for a walk, this bag is thrown away.
"The Flower of Good Deeds"
Material : a flower made of multi-colored cardboard, the petals are removable, inserted into the middle.
Game progress: You can play the game individually with a child, you can play with a group of children. Children are invited to collect the "Flower of good deeds", for this each child needs to take a petal and say any good deeds. Children list positive actions in turn, and an adult connects the petals with the middle. When the flower is collected, the children applaud each other.
How can I help at home?
Goals: To form ideas about the household duties of women and men, girls and boys. Cultivate a desire to help people.
Material: a flower made of multi-colored cardboard, the petals are removable, inserted into the middle
Game progress: Children take turns tearing off the petals from the flower, naming the duties that they perform in the family (watering the flowers, sweeping the floor, caring for animals, “educating” younger sisters and brothers, repairing toys, etc.). You can change the game. Let the children list the responsibilities that their mothers perform in the family, and then their fathers.
"Let's compliment each other"
Goals:
Material: Any flower (it is better if it is not artificial, but live).
Game progress: The teacher brings a "Magic Flower" that will help the children express their feelings. Children are invited to give a flower to any child and give him a compliment. If someone is left without attention, the teacher makes a compliment to these children.
"Wishes"
Goals: To teach children to be attentive to each other, to be able to show sympathy for children of their own and the opposite sex. To consolidate knowledge about the qualities of masculinity and femininity.
Material: heart toy (any toy)
Game progress: Children stand in a circle. Passing each other a toy, they say their wishes: “I wish you ....”
"Polite Words"
Target: To educate in children a culture of behavior, politeness, respect for each other, a desire to help each other.
Material: plot pictures depicting different situations: a child pushed another, a child picked up a fallen thing, a child pities another child, etc.
Game progress: Children look at the plot pictures and voice them with polite words.
If the child finds it difficult, ask him leading questions from the picture. For example, what is the magic word you need to say to get a friend to give you a toy?
How do you thank a person for help?
How should adults be treated? (call by name, patronymic and you)
What should you say when meeting someone?
What should you say to everyone when you go home?
What should you say when waking up in the morning, coming to kindergarten in the morning? What words can you wish each other before going to bed?
What do you say if you accidentally push or hit someone? etc.
Children should know and use in life the following words: hello, goodbye, see you soon, be kind, be kind, please, thank you, sorry, good night, etc.
"Piggy bank of good deeds"
Game progress: Children receive paper hearts, the teacher offers to put them in a “box of good deeds”, but at the same time the child must say that he will do good or has already done good today.
- It is very good that you do so many good deeds. It's always nice to see your kind attitude towards each other.
Card file of situations to play out
1 situation:
The girl was wiping the building material with a damp cloth and accidentally spilled water from the basin. The girl was confused, and a boy comes up to her ... What will he do?
2 situation:
The children drew each on their own piece of paper, and suddenly the girl spilled paint on her friend's drawing. What happened next?
3 situation:
The girl came to kindergarten with beautiful new bows. The boy went up to her, pulled her pigtail, and she unraveled. The boy laughed and ran away. What happened next?
4 situation:
“What would mom say?” You spilled milk, stepped on someone's foot, broke a vase, offended a friend, etc. What would mom say? (children play the situation).
5 situation:
Olya made a gift to her mother. The brother ran and some of the leaves fell to the floor. Olya was ready to cry, but her brother said the magic word. Which? Olya smiled and said to her brother...
6 situation:
Grandmother sewed a dress for Katyushina's doll, but it turned out to be small. Katyusha was upset, and her grandmother asked to bring her a doll and sewed another dress. The granddaughter was happy. She…
7 situation:
Vanya was building a garage for a car. Misha asked: "And I will build with you." How would you ask a friend about it?
Misha did not know how to build, and his building fell apart. He said: “I didn't break the garage on purpose…” What word was Misha supposed to say?
And they started playing together.