Youth and beauty 

Play as a means of moral education of preschool children. Play as a means of raising children

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

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

"Piggy bank of good deeds"

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

"We throw out the anger"

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

"Affectionate names"

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

"Compliments"

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

"Pyramid of love"

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

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

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

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

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

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

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

Different sides games were constantly the subject of careful and detailed study. Games in the moral education of children considered in the works of L. S. Vygotsky, A. N. Leontiev, J. Levy, R. Kaitz, J. Piaget, K. D. Ushinsky, J. Huizinga and others. in the works of N.P. Anikeeva, O.S. Gazman, T.E. Konnikova, D.V. Mendzheritskaya, I.I. Frishman, G. 1T. Cherny, S. A. Shmakov and many others.

Have preschoolers moral ideas are formed about a careful attitude towards the objects around them, toys as products of adult labor, about norms of behavior, about relationships with peers and adults, about positive and negative personality traits.

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

Movable games.

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

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

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

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

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

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

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

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

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

"Magic water" N.M. Metenova.

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

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

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

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

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

1. "POLITICAL HEAD"

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

2. "FLOWER OF BEAUTIFUL WORDS"

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

3. "TRACK"

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

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

4. "WHAT IS GOOD, WHAT IS BAD"

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

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

He is driven in his development by physiological and emotional needs. However, gradually, thanks to parents and other surroundings, the baby learns what rules and norms are accepted among people, what they condemn, what they encourage, and also what the most important values ​​of this world are fraught with: love, compassion, mercy, honesty, justice etc. The leading activity of the kid for a long time is the game. From an early age, it is games that become a catalyst for the development of their moral qualities for children.

When to start the development of morality in a child?

Children's teachers and psychologists designate the age of 3-4 years as the period of the appearance of the first moral qualities. Until about 10 years of age, children learn to distinguish bad from good, moral from immoral, focusing on the reaction of adults: their punishment or encouragement. A three-year-old playing in the sandbox can already determine which act of his peers is good and which is not.

Closer to the age of 10, children begin to realize the social usefulness of moral behavior, the need to comply with generally accepted norms. And only from the age of 13, adolescents are able to independently assess the actions of other people and act based on the principles they have learned. This decade of a child's life is extremely important for his assimilation of moral and ethical norms, the beginning of the formation of a conscious, harmoniously developed personality.

The moral development of the child falls into three broad areas:

  • assimilation of norms and principles of behavior and relations between people, accepted in society;
  • the ability to interact with other members of society, empathize with them and act together;
  • development of their own moral qualities and the development of their own unique view of the world.


Game environment: from a fictional world to a real one

The role of the first moral teachers for a child is played, of course, by his parents. The atmosphere in the house is also important, and the way its inhabitants solve everyday problems and overcome conflicts. It is clear that the influence of parents is the most important component of the upbringing process.

If a baby from an early age sees examples of aggression, dishonest, indifferent or abusive behavior, this will certainly affect his actions, and subsequently, his worldview. On the contrary, in a family where problems are used to solving the world, where the interests of all household members are taken into account and kind words are often spoken, there are more chances to grow up a positive person who is not indifferent to others. As a rule, if the family has elderly relatives, younger brothers and sisters, pets, the child absorbs universal human values ​​earlier.

But it is not enough to teach the child the moral standards of society. It is also necessary to consolidate their benefit in the minds of children and make moral behavior an urgent and natural need for a future member of society. A good service to teachers and parents is rendered by Russian folk and other fairy tales, in which good triumphs over evil, and the honest, noble deeds of the heroes return to them a hundredfold.

Reading fascinating stories, discussing the good and bad deeds of the heroes, imagining oneself in the place of this or that character contribute to the child's acceptance of the basic values ​​of our world. An excellent effect is given by the child writing his own fairy tale with good and evil characters and with a happy ending.


The greatest help in the process of moral and ethical education is provided by role-playing games. These are games in which each participant gets his role, and the development moves according to a certain, albeit not rigid, plot. Thus, preschoolers enjoy playing in the “family”, where “dad” goes to work, “mom” prepares lunch, “children” go to school and kindergarten, and so on.

Boys build "spaceships" from chairs and set off to conquer uncharted distances, and girls arrange balls or treat toy animals. Role-playing games for children are extremely valuable for moral education, their understanding of goodness, duty, selflessness, compassion, honesty, etc. In fact, this is a little training in adult life situations in which each person can express themselves in different ways. In addition, role-playing is a cooperative behavior that develops the ability to work together, "a sense of fellowship", communication skills, the ability to listen to and take into account the opinions of others, and tolerance.


Games for the development of moral behavior

Among the variety of children's games organized in a team, there are activities that are aimed specifically at the development of moral qualities:

  • "Sweet words"

A popular game for conducting it in kindergartens and elementary schools, which develops a child's benevolent attitude towards other people. Children stand or sit in a circle, the teacher gives them a small ball. Children pass the ball in a circle, calling the recipient of the ball with an affectionate name (Serezhenka, Alinochka, Vikulya). After completing the circle, the game is repeated, but in the opposite direction. Then you can let the children throw the ball to anyone in the game, calling it affectionately.

  • "Grandpa and me"

This game can be played indoors or outdoors. She develops attentiveness to another person, the ability to empathize, the ability to express their thoughts and hear others. Participants are divided into pairs, each pair has one child - "grandfather" (he is blindfolded with a handkerchief), the second - "grandson" ("granddaughter"). Grandchildren should move their grandfathers across the street. The presenter explains that the grandfather is old and does not see and hear well, he must be treated with respect and tact. In a simple version of the game, grandchildren are allowed to lead their grandfathers by the hand, in a difficult version - only to help politely with words. On the route of the pairs, the leader places chairs and other obstacles so that the road does not turn out to be too easy. The winner is the couple who not only came to the finish line first, but also showed the best ability to work together.

  • "Good deeds"

This is a game for every day, which is not limited by the time frame. From one person to the whole group in kindergarten or the whole class in elementary school can participate in it. The organizer of the game (parents, teachers) needs to find a suitable chest (or a piggy bank, a box with a slot), and also make beautiful coins out of cardboard or plastic. Each coin corresponds to one good deed. At the end of the day, ask your child to drop as many coins into the piggy bank as he / she has done well in the day. If the baby finds it difficult, help him find the good even in the most mundane actions. The game helps the child to better understand the moral and ethical side of life and stimulates him to moral actions.


  • "Miracle necklace"

This fun develops tolerance in children, raises self-esteem and teaches respect for other people. It is good to play in a large family, a kindergarten group, an elementary school class. Prepare beautiful large beads of different colors, textures, shapes according to the number of participants in the game. Also take a needle and thread. Explain to the children that each bead is one person from your group. Each bead is different from the others, but beautiful in its own way, and if you put them all together, you can create a unique necklace. Give them to the children, let them hold them in their hands and admire them. Say the name of the child, take the bead from him and put it on a string. When the necklace is complete, again note that each part is important, and if you remove at least one element, the necklace will be different.

When organizing games specially designed for the development of moral qualities, it is necessary to understand that individual events will not have an effect if they are not supported by well-organized child's leisure time, and most importantly - by a personal example of adults who are significant for the child.

Course work

on pedagogy of folk art

"GAME AS A MEANS OF MORAL EDUCATION OF PRESCHOOL CHILDREN"

Performed

student

Supervisor:

Ph.D., associate professor

Samara 2008

Introduction

Chapter 1: Theoretical foundations of the problem of moral education of a preschooler through play

      Age portrait of a preschooler

Chapter 2. Practical part

2.1 Diagnostics of the moral education of preschoolers

through the game

conclusions

Bibliography

Application

Introduction

Throughout human development, in the life of both a child and an adult, play has been used as one of the most important means of education and training.

Therefore, play has a special place in various learning systems, since it flourishes in childhood and accompanies a person throughout his life.

The problem of play has attracted and is attracting the attention of researchers, not only teachers and psychologists, but also philosophers, sociologists, ethnographers, and art historians. All representatives of scientific industries are interested in studying "their" aspects, but they all agree that - the game is an integral part of human culture. After all, part of this culture, that is, play, is very consonant with the nature of the child, who pays great attention to play from birth to maturity. A game for a child is not just an interesting pastime, but also a way of modeling the external, adult world, a way of modeling his relationships, in the process of which the child develops a pattern of interactions with peers. Children are happy to come up with games themselves, with the help of which the most commonplace, everyday things are transferred to a special interesting world of adventures.

A detailed study of the problem of moral education of preschoolers through play will allow a deeper understanding of the ways, means and possibilities of pedagogical work with children in preschool educational institutions.

Research object: moral education of preschool children.

Subject of research: play as a means of moral education of a preschooler.

Purpose of the research: to study play as a means of moral education of a preschooler.

Research objectives.

    On the basis of a theoretical analysis of psychological, pedagogical and methodological literature, determine the key concepts and identify their essence and structure.

    The essence of moral education of a preschooler.

    Describe the age portrait of a preschooler.

    Diagnose the moral education of preschoolers.

    Program for the development of moral education of a preschooler through play

Chapter 1

Theoretical foundations of the problem of moral education of a preschooler through play

      The essence of moral education of a preschooler

Having opened the “Great Encyclopedic Dictionary” on the word “morality”, we read: “morality” - see “morality”. And the "Explanatory Dictionary of the Russian Language" says: "Morality is the rules of morality, as well as morality itself." Consequently, the identity of these concepts is assumed. It is interesting that the word "morality" is absent in the German language at all. „ DieMoral “Is translated as“ morality ”and as“ morality ”. Also in two meanings (morality and ethics) the word „ dieSittlichkeit “(Compliance with customs, decency).

A woman came to a sage with a one-year-old child to consult when to start raising him. “You are a year late,” the sage replied. In order for a real person to turn out of a human being, efforts are needed both from those around him and himself. Upbringing affects us so that we overcome our animal egoism for the sake of activities that are accessible only to a well-educated being: creativity, self-development, spiritual search. For this, society puts forward a set of requirements that we are taught to fulfill from childhood.

V.A. Sukhomlinsky said that it is necessary to engage in the moral education of the child, to teach the ability to feel a person.

“Nobody teaches a small person:“ Be indifferent to people, break trees, trample on beauty, put your personal above all ”. The whole point is in one, in a very important pattern of moral education. If a person is taught goodness skillfully, intelligently, persistently, demanding, the result will be good. They teach evil (very rarely, but it also happens), the result will be evil. They teach neither good nor evil - there will still be evil, because it must be done as a person ... the unshakable foundation of moral conviction is laid in childhood and early adolescence, when good and evil, honor and dishonor, justice and injustice are accessible to a child's understanding only on condition vivid visibility, obviousness of the moral meaning of what he sees, does, observes ”.

Vasily Andreevich also asserted: “In practical work on moral education, our teaching staff sees, first of all, the formation of universal norms of morality. At a young age, when the soul is very susceptible to emotional influences, we reveal to children the universal human norms of morality, teach them the alphabet of morality:

1. You live among people. Do not forget that your every action, your every desire is reflected in the people around you. Know that there is a boundary between what you want and what you can. Check your actions with a question to yourself: are you doing evil, inconvenience to people? Do everything so that people around you feel good about you.

2. You enjoy the benefits created by other people. People make you the happiness of childhood. Pay them good for it.

3. All the blessings and joys of life are created by labor. You cannot live honestly without labor.

4. Be kind and sensitive to people. Help the weak and defenseless. Help a friend in need. Do not harm people. Respect and honor your mother and father - they gave you life, they educate you, they want you to become an honest citizen, a person with a kind heart and a pure soul.

5. Be partial to evil. Fight against evil, deception, injustice. Be irreconcilable to the one who seeks to live at the expense of other people, harms other people, steals from society.

This is the alphabet of moral culture, mastering which children comprehend the essence of good and evil, honor and dishonor, justice and injustice. " ...

In the formation of the personality of a younger student, from the point of view of S.L. Rubinstein, a special place is occupied by the issue of the development of moral qualities that form the basis of behavior.

At this age, the child not only learns the essence of moral categories, but also learns to evaluate their knowledge in the actions and actions of others, his own actions.

The teacher has a priority role in the education and training of schoolchildren, in preparing them for life and social work. The teacher is always an example of morality and commitment to work for students. The problems of morality of preschoolers and junior schoolchildren are especially relevant at the present stage of development of society.

A specific feature of the process of moral education should be considered that it is long-lasting and continuous, and its results are delayed in time.

An essential feature of the process of moral education is its concentric structure: the solution of educational problems begins at an elementary level and ends at a higher one. To achieve the goals, all-complex types of activities are used. This principle is implemented taking into account the age characteristics of students.

One of the tasks of upbringing is to properly organize the child's activities. Moral qualities are formed in activities, and the emerging relationships can affect the change in goals and motives of activities, which in turn affects the assimilation of moral norms and values ​​of organizations. Human activity also acts as a criterion for his moral development.

There are two programs of moral development:

Min program

"Before a child grows up to the measure of a Christian, he must grow to the measure of a person." (Minister of Trade. Anthony Surozhsky). Consequently, at the first stage - ethical moral standards (actions), their implementation is carried out by the child for the sake of the mother's smile, for the praise of the teacher, the approval of peers, etc.;

Max program

Social behavior in accordance with the golden rule of morality: “Do not do what you don’t want to get for yourself” (or the psychological principle of group identification - “For yourself, as for another and for another, as for yourself”).

Today, “in our cruel age”, there is an urgent need for a child to acquire good humane relations with the world and his place in it as a problem of forming a harmonious picture of the world ¾ an integral ordered system of ideas, knowledge, child's relations to his environment ¾ to the world of things and the world of people. The children's picture of the world is in the emotional visual form the child's fixed attitude to the surrounding reality ¾ natural and social. And the task of adults is to help a child harmonize his picture of the world in order to resist evil in his heart and build the foundations of good.

In the understanding of a small child, the categories of good and evil must have clear outlines and boundaries. Turning to an adult with an explicit or hidden question on the topic "what is good and what is bad?" The reversal of the requirements in the affirmation of goodness or the confusion of ideas about mercy, humanity, which are provided by modern "means of education" - even new fairy tales (where evil is done by traditionally "good" characters and vice versa) and toys (which embody not the "image of an ideal life", but from the underworld) are detrimental to the formation not only of ideas about good and evil in the child's mind, but also to the personal and moral and spiritual development of the child.

The development of a child's moral consciousness occurs through the perception and awareness of the content of influences that come from parents and teachers around people through the processing of these influences in connection with the moral experience of the individual, his views and value orientations. In the mind of the child, external influence acquires individual significance, thus, forms a subjective attitude towards him. In this regard, the motives of behavior, decision-making and the child's moral choice of his own actions are formed. The orientation of school education and the actual actions of children may be inadequate, but the meaning of education is to achieve compliance between the requirements of proper behavior and internal readiness for this. ...

Aphorisms on the topic of morality:

The main condition for morality is the desire to become moral

Seneca

Morality does not depend on hereditary factors

K. Vasiliev

Morality is a set of norms of human behavior in society, moral qualities of a person.

So, in everything you want people to do to you, so do you to them; for in this is the law and the prophets

Matthew 7:12

True morality is where desires are exalted, where they coincide with the commands of God.

By the name of morality, we mean not only external decency, but also the entire internal basis of motives

Ya.A. Kamensky

The moral qualities of a person should be judged not by his individual efforts, but by his daily life.

B. Pascal

"Reasonable and moral always coincide"

“Two exact sciences: mathematics and moral teaching. These sciences are accurate and unquestionable because all people have the same mind, which perceives mathematics, and the same spiritual nature, which perceives (the doctrine of life) the moral doctrine. "

“It is not the quantity of knowledge that is important, but its quality. Nobody can know everything, but it is shameful and harmful to pretend that you know what you don’t know ”.

“The purpose of life of every single person is the same: improvement in goodness. And therefore, only the knowledge is needed that leads to this. "

"Knowledge without a moral foundation means nothing."

“It seems to us that the most important work in the world is work on something visible: building a house, plowing a field, feeding livestock, collecting fruits, and working on one's soul, on something invisible, is not important, such as you may or may not do. Meanwhile, this is only one thing, work on the soul, to become better and kinder every day, only this work is real, and all the other visible works are useful only when this main work on the soul is done. "

L. N. Tolstoy

“Wisdom is not about knowing a lot. We cannot know everything. Wisdom is not in knowing as much as possible, but in knowing which knowledge is most needed, which is less and which is even less needed. Of all the knowledge a person needs, the most important knowledge of how to live well, i.e. live in such a way as to do as little evil as possible and as much good as possible. In our time, people learn all sorts of unnecessary sciences, and do not learn this one, the most necessary one. "

Calvin

"The higher a person is in mental and moral development, the more pleasure life gives him, the freer he is."

A. Chekhov

“For man there is no bliss in immorality; in morality and virtue only he achieves the highest bliss ”.

A. I. Herzen

1.2 Age portrait of a preschooler

Preschool age is a particularly crucial period in upbringing, since it is the age of the initial formation of the child's personality. At this time, in the child's communication with peers, rather complex relationships arise, which significantly affect the development of his personality. Knowledge of the peculiarities of relations between children in a kindergarten group and the difficulties that arise in this case can provide serious assistance to adults in organizing educational work with preschoolers.

In preschool age, the child's world is already, as a rule, inextricably linked with other children. And the older the child becomes, the more important contacts with peers become for him.

It is obvious that communication between a child and peers is a special area of ​​his life, which is significantly different from communication with adults. Close adults are usually attentive and friendly to the baby, they surround him with warmth and care, teach him certain skills and abilities. Everything happens differently with peers. Children are less attentive and benevolent, they are usually not too eager to help each other, support and understand a peer. They can take away a toy, offend, not paying attention to tears. And yet communication with other children brings the preschooler incomparable pleasure.

Beginning at the age of 4, a peer becomes a more preferred and attractive partner for a child than an adult. If a preschooler is faced with a choice - with whom to play or walk: with a friend or with a mother - most children will make this choice in favor of a peer.

The main activity of preschool children is play, imitation of adults. In the game, first of all, the child learns to fully communicate with peers, the child teaches himself to obey the rules of the game, moral assessments are improved (the concepts of "good", "bad" appear), new needs are formed, new types of creative activity are mastered (drawing, modeling from plasticine) ... Children in a playful way imitate the life of adults.

Most often, preschool children are not very conflicts. At least, they will not do this without a special reason. However, do not forget that the child during this period is still very emotional. Compared to the earlier period, children of this age are more restrained in emotional reactions. They are already worried not about what is happening now, but may also happen in the future, or has already happened.

In preschool children, not only self-esteem is formed, but also self-identification and a sense of "I". The child is aware of gender differences. He identifies himself as a boy or a girl.

Preschool age is fertile for the development of creativity, cognitive activity and interests of children. The whole atmosphere of children's life should contribute to this.

The subject of special attention of the educator is the social and moral development of children, the formation of their relationships with others. An adult by his behavior should show examples of a kind, caring attitude towards people, encourage them to notice the state of their peers (offended, upset, bored) and show compassion and willingness to help. The adult should push the child to show care, attention, help. This enriches the moral experience of the children.

Older preschoolers are able to master the rules of culture of behavior and communication. They understand the motives for following the rules. In supporting positive actions and deeds, the adult relies on the child's developing sense of self-esteem and his growing independence.

A characteristic feature of preschoolers is the emergence of interest in problems that go beyond kindergarten and personal experience. Children interested in the events of the past and the future, the life of different peoples, the flora and fauna of different countries.

Discussing these problems with children, an adult seeks to educate children in a spirit of peacefulness, respect for all living things on earth. He shows children how their kind deeds make life better and more beautiful.

Mathematical representations:

Determines the time by the clock. Names the colors of the rainbow. Names the days of the week, parts of the day, seasons, months. Knows how to write numbers from 0 to 20, solves examples.

Memory:

Ask your child to memorize a series of numbers by ear (for example, 5 8 3 9 1 2 2 0). Repetition of 5-6 numbers is considered the norm for children 6-7 years old. Memorizing 10 words (for example: year, elephant, ball, soap, salt, noise, hand, gender, spring, son). The child listens to this series of words and repeats those that he has memorized. After one presentation, a child of 6-7 years old must remember at least 5 words out of 10, after 3-4 readings he calls 9-10 words, after 1 hour he forgets no more than 2 words.

Thinking:

Knows how to classify objects, name the similarities and differences between objects and phenomena.

Speech development:

He reads the text on his own and transmits its content. Knows how to write down simple words.

Ideas about the world around:

It is good if the child has an idea about nature - about wild and domestic animals, carnivores and herbivores, about wintering and migratory birds; about herbs, shrubs and trees, about garden and field flowers, about the fruits of plants; about natural phenomena. You also need a stock of geographical knowledge - about cities and countries, rivers, seas and lakes, about planets. The child should be familiar with the professions of people; kinds of sports.

Working on the problems of the moral upbringing of primary schoolchildren, a number of features can be identified:

1) Addiction to the game. In the context of play relationships, the child voluntarily exercises, mastering normative behavior. Play, more than anywhere else, requires a child to be able to follow the rules. Their children notice the violation with particular acuteness and uncompromisingly express their condemnation to the violator. If the child does not obey the opinion of the majority, then he will have to listen to many unpleasant words, and maybe leave the game. So the child learns to reckon with others, receives lessons in justice, honesty, truthfulness. The game requires from its participants the ability to act by the rules. “What a child is like in a game, that is in many ways he will be in work when he grows up,” said A.S. Makarenko.

2) Inability to engage in monotonous activities for a long time. According to psychologists, children 6-7 years of age cannot keep their attention on one object for more than 7-10 minutes. Further, children begin to be distracted, to switch their attention to other objects, therefore, a frequent change of activities during classes is necessary.

3) Lack of clarity of moral concepts due to little experience. Taking into account the age of the children, the norms of moral behavior can be divided into 3 levels:

A child under 5 years old learns a primitive level of rules of behavior based on the prohibition or denial of something. For example: “Don't talk loudly”, “Don't interrupt conversations”, “Don't touch someone else's thing”, “Don't throw the trash”, etc. If the baby has been taught to fulfill these elementary norms, then those around him consider this baby to be a well-bred child.

By the age of 10-11, it is necessary that a teenager be able to take into account the state of the people around him, and his presence not only did not interfere with them, but would also be pleasant.

It makes no sense to talk about the second level of moral education if the first is not mastered. But such a contradiction is observed among adolescents: they want to please the people around them, but are not trained in elementary behavior.

Psychologists have long been studying the games of children and adults, looking for their functions, specific content, comparing them with other types of activity. The need for play is sometimes explained as the need to vent excessive vitality.

Another interpretation of the nature of play is the satisfaction of the needs for rest. A living creature, playing, trains in a peculiar way, learns something. The game can also be caused by the need for leadership, competition. Play can also be viewed as a compensatory activity, which in a symbolic form makes it possible to satisfy unfulfilled desires.

Already in the animal kingdom, it destroys the boundaries of physical existence.

"Animals can play, which means they are already somewhere more than just mechanisms. We play, and we know that we are playing, which means that we are more than just smart creatures, because play is very smart." From the point of view of a linear deterministic world, the game can only be viewed as a super-dimension, which is not based on any traditional foundation.

Play is an activity that is different from everyday everyday activities. Mankind again and again creates its own invented world, a new being, which exists next to the natural world, the natural world. The bonds that connect play and beauty are very close and diverse. Any game is, first of all, free, free activity.

The game proceeds for its own sake, for the sake of satisfaction, which arises in the very process of performing a game action.

Play is an activity that depicts the relationship of a person to the world that surrounds him.

Human independence in the middle of the game plot is limitless, it can return to the past, look into the future, repeat the same action many times, which also brings satisfaction, makes it possible to feel significant, omnipotent, desired.

In play, the child does not learn to live, but lives his own true, independent life.

The game is the most emotional and colorful for preschoolers. The well-known researcher of children's play D. B. Elokonin very correctly emphasized that in play the intellect is guided by an emotionally-effective experience, the functions of an adult are perceived, first of all, emotionally, there is a primary emotionally-effective orientation in the content of human activity.

The importance of play for the formation of personality can hardly be overestimated. It is no accident that L. S. Vygotsky calls play "the ninth wave of child development."

In play, as in the future activity of a preschooler, those actions are carried out that he will be capable of in real behavior only after a while.

Children's creativity is manifested in the concept of the game and the search for means for its implementation. How much invention it takes to decide which journey to go, which ship or plane to build, which equipment to prepare! In the game, children simultaneously act as playwrights, props, decorators, and actors. However, they do not nurture their intentions, do not prepare for a long time to play the role as actors. They play for themselves, expressing their own dreams and aspirations, thoughts and feelings that dominate them at the moment.

Therefore, the game is always improvisation.

The importance of the motivational sphere of the child, the conscious desire to learn is great. Paying attention to this feature of the game, D.B. Elkonin writes:

“The significance of play is not limited to the fact that the child has new motives for activity and tasks associated with them.

It is essential that a new psychological form of motives arises in play ... It is in play that a transition occurs from motives that have a form to conscious affectively colored immediate desires, to motives in the form of generalized intentions that are on the verge of consciousness.

Of course, other types of activity pour water on the mill for the formation of new needs, but in no other activity there is such an emotionally filled entry into the life of adults, such an effective separation of social functions and the meaning of human activity, as in a game. This is the first and foremost importance of role play for the development of a child. "

There are different types of games that are typical for children. This is an active game (games with rules), didactic, games - dramatization, constructive games. Of particular importance for the development of children aged 2 to

7 years old have creative or role play. They are characterized by the following features:

1. Play is a form of active reflection by a child of the life of people around him.

2. A distinctive feature of the game is the very way that the child uses in this activity. The game is carried out by complex actions, and not by separate movements (as, for example, in labor, writing, drawing).

3. Play, like any other human activity, has a social character, therefore it changes with changes in the historical conditions of people's life.

4. Play is a form of creative reflection of reality by a child. While playing, children bring into their games a lot of their own inventions, fantasies, combinations.

5. Play is the manipulation of knowledge, a means of clarifying and enriching them, the way of exercise, and the development of the cognitive and moral abilities and forces of the child.

6. In its expanded form, play is a collective activity. All participants in the game are in a cooperative relationship.

7. Diversifying children, the game itself also changes and develops. With systematic guidance from the teacher, the game can change: a) from the beginning to the end; b) from the first game to subsequent games of the same group of children; c) the most significant changes in play occur as children develop from younger ages to older ones. Play, as an activity, is aimed at the child's cognition of the world around him through active participation in the work and everyday life of people

The means of play are: a) knowledge about people, their actions, relationships, expressed in the images of speech, in the experiences and actions of the child; b) methods of action with certain objects in certain circumstances; c) those moral assessments and feelings that appear in judgments about good and bad deeds, about useful and harmful actions of people.

Some children are considered very demanding, because either the attention of adults is undivided, or their behavior is such that adults have to intervene. Sometimes there is boredom behind this - children get bored with familiar toys and repetitive activities. In such a situation, new and expensive toys are not needed. A bored kid can be "shaken" by joining in his affairs.

He will enjoy participating in household chores that seem boring and monotonous to an adult. And for a child to put things in order in the buffet, carry out errands and help make decisions on household issues is a fresh impression and experience.

By the beginning of preschool age, the child already has a certain life experience, which is not yet sufficiently understood and is rather a potential ability than an established ability to implement skills in their activities. The task of upbringing is precisely to rely on these potentialities, to advance the consciousness of the baby, to initiate a full-fledged inner life.

How can this problem be solved in the context of public preschool education?

Trying to answer this question, let us dwell on some of the fundamental provisions underlying the proposed system of games.

First of all, developmental games are a joint activity of children with an adult. It is the adult who brings these games into the life of children, introduces them to the content.

He arouses children's interest in the game, encourages them to active actions, without which the game is not possible, is a model for performing game actions, the leader of the game - organizes the play space, introduces the game material, monitors the implementation of the rules.

Any game contains two types of rules - rules of action and rules for communicating with partners. The rules of action determine the methods of action with objects, the general nature of movements in space (tempo, sequence, etc.)

The rules of communication affect the nature of the relationship between the participants in the game (the order in which the most attractive roles are performed, the sequence of actions of children, their consistency, etc.). So, in some games, all children act simultaneously and in the same way, which brings them closer, unites, teaches benevolent partnership. In other games, children take turns in small groups. This enables the child to observe his peers, to compare their skills with his own. And finally, each section contains games in which a responsible, attractive role is played in turn. This contributes to the formation of courage, responsibility, teaches to empathize with the partner in the game, to rejoice at his success.

These two rules, in a simple and accessible form for children, without edification and imposition of a role on the part of an adult, teach kids to be organized, responsible, and self-restrained, educate the ability to empathize and be attentive to others. .

Among the various types of creative activities that preschool children like to engage in, the fine arts, in particular children's drawing, take a large place. By the nature of what and how the child depicts, one can judge his perception of the surrounding reality, about the features of memory, imagination and thinking. In drawings, children strive to convey their impressions and knowledge received from the outside world.

Observations of the behavior of children in the classroom for visual activity have shown that very often the tasks set by the teacher do not meet their needs and interests. By offering children, say, to draw balloons, the teacher wants to teach them how to draw rounded shapes. But children, of course, do not understand the meaning of this programmatic task. This is the first thing. Secondly, many people are not at all interested in drawing just like that. So there will be no effort.

It is important to understand one thing: a baby, like any person, thinks that everything he does is directly needed by someone. But to whom? In what world can apples painted on paper plates find their use? Short brush strokes depicting grass. Fortunately, such a world exists! This wonderful world of dolls that visit each other; hares, bears and foxes are friends there; toys visit a hairdresser and shops; turn to the child for help if they are sick. Only in this wonderful world, which is called a game, a child can and should fully live and learn. If you mentally transfer yourself to the world of children's play, it turns out that these apples and leaves are very needed. The inhabitants of the toy world will immediately and usefully use everything that the child has drawn, blinded or cut out and pasted on.

However, when connecting the world of play with learning, the teacher carefully and necessarily follows certain rules:

Firstly, the child must know that the result of his labor is necessary for some play character (play characters can be called toys - three-dimensional or plane figures of animals - domestic and wild, birds). Consequently, children should have a desire to help one of the inhabitants of the game world;

Secondly, in order to draw the attention of children to the needs or concerns of the game character, special techniques are required, which, by the way, are very simple and accessible. At the beginning, you should show those characters who will become the heroes of this lesson (for example, if in the lesson children learn to draw a house for a squirrel, then small toys or flat squirrel figures cut out of paper are shown). Then, briefly, but rather convincingly, the teacher tells, say, that these playable characters found themselves in a dangerous or difficult situation: winter has come, and the little squirrels do not have a house. It is important that the teacher not only identifies the difficulties, but also obtains a response from his listeners. Therefore, he reveals all the complexity and danger; little squirrels can die from cold, hunger and enemies. But these animals have defenders, the teacher emphasizes, and points to the guys. Thus, he puts children in the position of helpers, protectors, which is especially important for solving educational problems.

Thirdly, in order for the children to be actively involved in the work, the teacher explains: to save the game character, it is precisely the object that is to be drawn (blinded, or applied by means of application) is needed.

So, in order to save the mouse, you need to deepen his mink (shade the circle so that the silhouette is not visible). It turns out: on the one hand, helping the mouse, the child plays, and on the other, he acts not in an imaginary plan, but in reality.

His pictorial activity differs from play in that he cannot limit himself to imaginary actions, but necessarily creates some kind of real product (drawing, modeling, application), i.e. sets the task himself, in the solution of which the teacher is interested. However, in this situation, one "but" arises. The child himself does not know how to draw, he needs an explanation, a demonstration of methods of image. It is now that he will be interested and businesslike (after all, he will have to do all this!) Will listen to the teacher's explanations and apply them in his work.

Fourthly, one should not forget that children solve not an educational, but a game problem. They are in the game world. Therefore, if the teacher notices any shortcomings, he suggests - and only in a playful way: "Natasha, your squirrel really wanted her house to be covered with a roof that would save her from the rain." It doesn't matter what kind of squirrel the adult says. It is significant that the instructions of the educator do not destroy the integrity of the game world. They are also in the context of play, not learning activities.

But now the lesson is over, the children came to some result: they drew a house, grass, sculpted feeders or something else. All this they drew this time for a cow, which was eagerly awaiting the end of the work.

This game action is very important for the learning process. It is precisely this that is the rational kernel of all previous activities, plus a positive result. The proposed pedagogical process is a very important psychological process, on which the success of subsequent education largely depends.

“In preschool childhood, play is the most important independent activity of the child and is of great importance for his physical and mental development, the formation of individuality and the formation of the children's team” - this is how the role of play in the upbringing program in kindergarten is interpreted.

Chapter 2

Practical part

2.1 Diagnostics of the moral education of preschoolers.

In order to identify the level of education of preschoolers, the method of observing the following parameters of morality was used: friendly attitude towards peers, mercy, self-respect, adherence to the rules of culture of behavior, organization and punctuality, exactingness towards oneself. These parameters were entered in the table (Appendix 1), where the first option is 4 points, the second option is 3 points, the third option is 2 points, and the fourth is 1 point. The maximum score for the level of moral education of the child is 20, the average is 11, and the minimum is 4.

The observation involved 5 children aged 5 to 7 years.

Selivanova Natalia (table 1) - 4 + 3 + 2 + 3 + 3 = 15 points - the level of moral education is above average.

Grafov Ivan Alexandrovich (table 2) - 2 + 3 + 2 + 2 + 2 = 11 points - the average level.

Ruzaev Nikolay Mikhailovich (table 3) - 2 + 2 + 3 + 2 + 2 = 11 points - the average level.

Urazbekova Odelya Rustamovna (table 4) - 2 + 2 + 2 + 2 + 2 = 10 points - below average.

Svetlichny Alexander Vladimirovich (table 5) - 3 + 3 + 4 + 2 + 3 = 15 points - the level of moral education is above average.

As a result of the analysis of the data obtained, the following conclusions can be drawn: preschoolers generally respect their elders, sympathize with and help the weak, know about the rules of the culture of behavior, but are not sufficiently independent and disciplined. Preschool children need teacher supervision.

2.2 Program for the development of moral upbringing of a preschooler

through the game.

The program for the development of moral education through play is intended for preschoolers 5-7 years old.

The purpose of the program: to develop the moral education of the preschooler.

In this paragraph, I propose a number of games that:

Contribute to the development of children's attention to each other;

Help the child become more open;

Introduce important, good qualities in a person;

Teach children to work in a team.

Game "What am I like?" (Appendix 2).

Purpose of the game: to help the child tell about himself.

Rules: children are given questionnaires in which they must continue the sentences. After filling it out, they should split into groups of four and read their fillings to each other. Then they are asked to find out:

Who do they have the most in common with?

Whose answers, in their opinion, are the most interesting?

What was the hardest question to answer?

Game "Secret friend"

Purpose of the game: to push the child towards friendship.

Rules: write down the name and surname of each person on separate pieces of paper and fold them so that what is written cannot be read by the person sitting next to him. Fold the folded leaves into a box and invite each child to draw out one of them. Ask the children not to tell who they got on the piece of paper. If someone draws out his name, he draws out the piece of paper again. It should be explained to the children that the person whose name they pulled out now becomes their "secret friend", and during the next three days they should secretly show him as much attention as possible. A few days later, the "secret friends" are revealed to each other. After that, a conversation about friendship is held.

Game "Joint drawing"

Purpose of the game: to teach children to work in a team.

Rules: Children are divided into groups of 2-4 people. For each group 1 sheet of paper. The teacher gives each group the theme of the drawing and tells the children that first they must agree among themselves, distribute who will draw what on which part of the sheet. (Practice shows that children aged 5-6 begin to draw right away. It is difficult for them to understand what would not hurt to come to an agreement. Children of 7 easily agree with each other).

Game "Only good".

Purpose of the game: to focus the child's attention on the good qualities of a person.

Rules: the teacher with the ball in his hands stands in front of the children, asks them to line up, and then throws the ball to each of them. Children catch the ball only when some good quality is pronounced (truthfulness, kindness, accuracy). In this case, they take a step towards the teacher. If children accidentally “catch a bad quality” (intolerance, greed, anger), they take a step back.

The winner is the one who reaches the teacher first. This person becomes the leader.

Thanks to such games, children in a team begin to show those qualities of their character that in ordinary life would develop over the years.

I believe that a teacher of any activity related to preschool children is obliged to use techniques and methods that develop moral education in a child.

Conclusion: in this section, a program was presented to develop the moral education of a preschooler through play. It is a system of creative tasks, the main goal of which is to develop the morality of a preschool child. The proposed tasks also contribute to the acquisition of various skills and abilities and form the foundation for the subsequent development of the child.

Conclusions.

The path of cognition that a child takes from 3 to 7 years old is enormous. During this time, he learns so much about the world around him and so masters various intellectual operations that many psychologists and teachers of the past believed that the preschool child had passed the main path of the development of thinking and that in the future he had only to master the knowledge gained in science.

By imitating adults, the child practically reproduces the relationships that he observes. Along with this, he himself is imbued with an appropriate attitude towards other people. If a child in the game treats his doll cruelly, talks rudely with the “passengers” he “transports”, does not coordinate his actions with other players, does not concede a toy to other children, carelessly treats his toys, then the child first forms bad habits , and then negative character traits appear: selfishness, slovenliness, stubbornness.

We can say that in the period of preschool childhood, a special children's worldview is really formed, which includes some general idea of ​​the world, attitude towards it and attitude towards oneself in this world.

Thus, the following conclusions can be drawn:

1. Play for the development of preschoolers is of decisive importance, it is she who is the leading activity in preschool age.

2. It is important through play to form in children not only ideas about proper behavior or communication skills, but above all moral feelings. Only in this case can the child be taught a sense of community, the ability to understand another, to compare himself with others, to listen to himself and those around him. A moral attitude towards people around is built on this foundation: sympathy, empathy, tolerance, assistance.

3. The development of moral judgments and assessments on the part of adults is necessary, but not sufficient for moral education. It is important to create play conditions when the moral norm begins to regulate the child's real behavior, that is, to establish a connection between moral consciousness and moral behavior. And adherence to the norm acts as emotional reinforcement for the preschooler.

4. The relationship between moral consciousness and behavior is established when a child is trained in moral actions, put in a situation of moral choice, when he decides what to do and how to find a way out.

5. In the sphere of moral education for a child, the example of an adult plays a vital role.

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With the help of games, children can develop memory, speech or physical endurance. And there are also games, thanks to which the child learns what friendship, honesty and mutual assistance are.

From about 2-3 years old, the baby begins to perceive himself as a person and it is very important to start explaining to him at this time such concepts as good and evil. After all, what will be laid down for a child at this age depends on his further perception of the world, relations with people and his goals in life.

Parental influence is the most important part of moral education in a child

Good deeds

The child will get acquainted with the concept of kindness in a playful way.

Make a box with a hole, write "Good deeds" on it. Cut out bright hearts. At the end of the day, invite your child to put as many hearts in the box as how many good deeds he did today. If the baby finds it difficult to remember, sort out his good deeds with him.

Bad deeds

The game teaches the kid to analyze his actions, to distinguish bad from good deeds.

Cut out the nasty black blots and give the baby the bag. Let him put blots in it according to the number of his bad deeds in a day. Also, the child should leave all his negative emotions in the bag - sadness, resentment, hatred and envy. When you go for a walk with your baby, do not forget to let him throw this bag away.

Good words

Playing helps you express your feelings and be friendlier.

Children sit down and join hands. They are given the task - looking into the eyes of the neighboring child, to say something good about him. The toddler accepting compliments says, "Thank you." In turn, he should also praise his neighbor. Be sure to help your child if it is difficult for him to express his thoughts or find words.

A three-year-old baby can tell the difference between a good deed of another baby and a bad one. A ten-year-old child already understands the need to comply with generally accepted principles of behavior, and from the age of 13 he can evaluate the actions of other people and act on the basis of the learned moral norms.

We are going to rest

The game instills in the child independence and attention to his family.

To play, you need three boxes, as well as many cards with images of adult and children's clothing, underwear, shoes and hats. Tell the children (child) that the family is going to the warm sea and that you need to collect three suitcases with things as soon as possible - for dad, mom and child. The second option - the family goes to the north on vacation. And let the children comment on their choice.

Help grandpa

The game helps to instill sensitivity, responsiveness and respect for elders.

You can play this game at home and outdoors. Children are divided into pairs. One of them is a grandfather and he is blindfolded, the other is a grandson (granddaughter). They explain to the grandchildren that the grandfather is old. He sees poorly, hears, his legs hurt, he must be taken across the street and addressed to him politely. You can take an “elderly person” by the hand, or you can walk alongside and help with words. Place obstacles such as chairs in the path. The winner is the one who leads the grandfather to the finish line first, while remaining the most tactful.


Seven-flowered flower

The game makes the kid analyze relationships with other people and the events of the world around him.

Prepare a flower for the children (child) with words written on the petals. The child's task is to come up with the end of the sentence written on the petal.

On the petals, you can write the following:

I'm not like everyone else because ...

I try to help my mother because ...

My favorite hero ... .because ...

When I want to meet someone, I do ... ..