Material on the topic: "Formation of moral qualities through the game. Card file game. " Educational and methodical material on the topic: games for the formation of the moral qualities of the child

27.09.2020

Spiritual and moral education process is a long-term, which implies the internal change of each participant who can find a reflection is not here and not now, in preschool childhood, but much later, which makes it difficult to evaluate the effectiveness of the activities, but does not reduce the significance of our work.

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Games on formation

Preschool childhood - This is an important period in the life of the child, when the feelings of our own opportunities are formed, the need for independent activities, the main ideas about the world, good and evil in it, the ideas about the family text and native land.

That is why it is now extremely important to create a normally functioning system of spiritual and moral education in preschool institutions; The system built on the values \u200b\u200bof the traditional spiritual culture, which meets the needs of the child's identity development and aimed at the development of bodily, mentally (mentally) and spiritually healthy person.

The winged phrase "It all begins with childhood" - as it is impossible to be combined with this question. Thinking about the origins of moral feelings, we always appeal to childhood impressions: it's and trembling lace with young birch leaves, and native jerseys, and the sunrise, and the murmur of spring streams. Educating the feelings of a child from the first years of life is an important pedagogical task. The child is not born evil or kind, moral or immoral. What moral qualities will develop in a child depends, first of all, from parents, teachers and its surrounding adults, from how they bring up, what impressions will enrich.

"Let the child feel beauty and hesitates her, albeit in his heart and in memory will forever preserve the images in which the Motherland is embodied." V.Sushechinsky.

Our work on the spiritual and moral education of children is based on the "main educational program of the Dow" (the educational region "Socialization").

Purpose: Education of the spiritual - moral personality through the solution of the following tasks:

Tasks:

1. Formation of civil self-consciousness, Love to the Motherland and your people.

2. The acquisition of children to the traditional spiritual - moral values \u200b\u200bof Russia, acquaintance with the Orthodox culture.

3. Awakening of such feelings as debt, responsibility, patriotism, citizenship, conscience, shame, faith.

4. Form the moral and moral position of the personality, Expressing in readiness is fair to evaluate the deeds performed.

5. Creation of spiritualized gaming and educational space of the child's vital activity.

6. Promote the integral spiritual and moral and social development of the identity of the child of the preschooler, Through its admission to the highest values \u200b\u200bof the Orthodox culture, when mastering the spiritual and moral traditions of the people (norms of behavior, communication skills and mutual assistance).

7. Develop moral consciousness.

8. Develop the emotional-willed personality of the child

Games on formation

The moral qualities of the child

"We speak with children"

Imagine that you leave the kindergarten home and see how the boy pushes the girl in a puddle. Her shoes were hiking, the bow on the head barely holds, and tears flow along the face. What would you do? Children, you see that the mood of a person depends on the actions and behavior of others. Let's help the girl.

"Determining the mood of family members."

You can show children pictures with images of family members in different mood. At the same time, speech accompaniment may be:

What is the mood here at Mom and Son? Why?

In the game you must come up with these photos a certain situation. For the mood of family members come up with their dialogue.

Do you know that a bad mood happens to your loved ones in the family? Why? What is the mood of your mother or grandmother?

Find out how the child understood the reason for the mood of loved ones - the game will help

"Finish the proposal."

Dad is upset because ...

Mom was upset because of ...

Grandfather looked at me strictly because ...

The younger brother burst out from ...

The conclusion of such a game may be the question:

What needs to be done to improve the mood to close person?

Have you been attentive to the mood, the well-being of your relatives?

"Wonder Tree".

Children are proposed as follows:

Come up with how you can please someone from family members! For each offer you can take one green leaflet from the basket of good deeds. These leaves will symbolize your good deeds. Attaching them to our miracle tree, you can revive it!

Children should go to the basket one by one, briefly talk about any kind of kind for the sake of a close man, take a piece of leaf and attach it to a tree branch. The conclusion should be the answers to the following questions:

Look at how green has become our tree! So in your family life will be joyful if you and all your loved ones will become more attentive and kinder to each other. Do you want to please someone today and improve your mood? How can we now please each other?

"Make a compliment."

We expand pictures characters with the image of family members on the table, overgrowing their picture down. Children come to the table with couples, choose symbols and make up compliments' dialogs:

Children, tell me good and kind words with your loved ones, it will be nice, and you raise them mood.

"Generous Gifts"
Purpose: to form the ability to perceive good, justice and generosity.
One child - Fairy generosity. The rest of the children receive different letters and remember them. To the music, children are circling. When the music breaks down, the children die. "Fairy generosity" adapts to someone with his magic wand. At the same time, the child calls his letter. "Fairy Generosity" should come up with what a generous gift for this letter it prepared. For example, by whom the letter is, she will give an umbrella to not wet in the rain, or a bunny, so that he played with him. If the "Fairy of Generosity" cannot come up with some gift, they help her those children, which she already revived

"Faithful friends"
Purpose: Continue to form an idea of \u200b\u200bmutual assistance and friendliness.
Divide the room with chalk or ropes into two parts. One part is sushi, the other sea. Children take hands and go to the music in a circle. When the music breaks down, everyone stops. Those children from the circle, which were at the "land", must save those who found themselves in the "Sea". For this, children perform different tasks that the teacher offers them. The task of children is to save their children faster.

"How to take care"
Purpose: Continue the formation of ideas about good, love and care.
Children get up in a circle. The teacher commits a circle and puts into the hands of children of different toy beasts, and then calls one toy beast, for example, a cat. The one who has a cat in his hands, comes to the middle of the circle and asks children in turn to tell how to take care of the cat. A child in the center of the circle gives his toy that whose story liked him more.

"Only good"
Objective: Help children to form an idea of \u200b\u200bgood; Development of oral speech: creative thinking, imagination.
The teacher with the ball in his hands stands in front of the children, asks them to lure in a row, and then each of them throws the ball. Children catch the ball only when some good quality (truthfulness, kindness, accuracy) is pronounced. In this case, they take a step towards the teacher. If children accidentally "catch bad quality" (intolerance, greed, anger), they take a step back. Wins the one who will come first to the teacher. This man becomes the lead.

"Favorite Quality"
Objective: Development in children understanding the phenomena of reality from the position of moral and ethical standards.
Ask the children to sit in the circle and offer them to think about your favorite quality. Then, in turn, the children call their favorite quality.
If any quality like most children, this quality is invited to settle in the group. It is distinguished by a beautiful chair that becomes a chair of kindness, caringness, observation or courage.
In the future, any child who wants to have grown in it on a chairs of this or that quality.
Also, if any of the children behaves badly, crying, he listens poorly, the teacher offers him to sit on a chair of this or that quality.
Children can choose every week new quality and offer him to settle in their group.

"Wrestlers of beauty"
Purpose: assistance in the formation of the child's personality, his social and moral relations with the world around the development of the best qualities.
To tell the children that you have a carriage of beauty. It is worth sending a ring on any person how everything is visible in it immediately. Children get into the circle and pull out folded palms ahead. The teacher imperceptibly puts the ring to someone in the palm. Then the children are shouting with the choir: "The ring, the ring, go on the porch." The resulting ring runs on the middle of the circle. He must touch his friends a ring and tell me that he sees the beautiful in them. One who else saw the beautiful in his friends, gets a carriage of beauty as a gift.

"Circle of honesty"
Objective: Continue to form social and moral relations with the world around the development of the best qualities of the child.
Children are divided into two teams. Members of one team get up in a circle and, holding hands, raise them up. This is a circle of honesty. The second team gets into a chain. For each other, funny music runs and runs out of the circle of honesty, like a stream. When the music stops, children forming a circle of honesty lower hands and do not produce anyone from the circle. Those who remained in the circle take turns talk about any honest actions. Then the commands change places.

Educational games

"Swan geese"
Purpose of the game:
* formation of responsiveness;

* Call a desire to help a comrade;

The number of players is at least 7 people.
The course of the game.
A child is chosen on the role of a wolf who will catch geese and their owner by draw. The rest of the children are depicting geese
The tutor spends two features on Earth at a distance of 25-30 steps. For one of them - the house of the owner and geese, and after the other - the meadow, where the geese graze. The circle is denoted by the nonra wolf.
The owner escorts geese on the meadow. Geese freely walk, pull the grass. At the call of the host, which is in the house, geese is built up at the line (the boundaries of the meadow), and the following dialog happens between them:
Host: - Gusi-Gus!
Geese: - ga-ga-ha.
Host: - Do you want? .
Gus: - Yes, yes yes!
Host: - Well, fly!
Gus: - We can not! Gray wolf under the mountain does not allow us home!
Host: - Well, fly, as you wish, only the wings take care!
The last phrase is a signal: geese run to the owner, and the wolf catches them.
When the wolf is allocated by two or three geese (touched by hand to them), he takes them into his hole. The owner considers Gusey, notes who is missing, and asks for children to keep out the goosyt in trouble. All participants of the game together with the educator are suitable for fox.
Geese: - Wolf Wolf, give our gooshta!
Wolf: - I will not give!
Gus: - Then we will take them away with you!
The educator invites children to stand up for him "Guskom" and firmly grab each other for the waist. "Crane for me!" - says the owner. He comes to the wolf, takes him by his arms and says, turning to the goose: "Keep firmly. Tyant - dying. Wow! " All participants of the game, resting on the legs and keeps each other, make movement by the body back to the words of the educator

"Dya-it!" (times - three - three).
As soon as the wolf under the pressure of this chain will make the first step forward, caught geese run away from the hole and return home.
Then the new wolf is selected, and the game starts first.

"Help the blind grandfather"
Purpose of the game:
* Formation of feelings Respect for adults and peers;
* Teach children attentive attitude towards people around them, trust to each other;
* Development of character traits that contribute to better interaction and mutual understanding in the communication process;
* mastering the skills of interaction and cooperation;
* Promotion to ethical standards of behavior, conscientiousness and honesty in the execution of the rules of the game.
Material - technical support: Stopwatch, eye dressings.
The number of players is at least 2 people. You can also play in this game by teams (7 players).
The game is best done on the street or in a large room.
The course of the game.
At the beginning of the game is chosen leading by draw. The presenter must offer all participants to divide the couples and find out which of them will play the role of grandfather, and who will help him. The host explains that the "grandfather" sees badly because He is old, so the eyes tie him. Then the leader with the rest of the players comes up with a route (the route should not pass on a straight road, it is advisable to bypass bushes, trees, furniture ...). On this route, players will hold the "blind grandfather". After that, the pair stand at the start and the lead the lead is sent to the road. The victorious is the couple that quickly and without errors will overcome the entire route.
The complication of the game - to the "grandfather" can not be touched and you can only lead his movement with words.

"Compliments"
Purpose of the game:
* formation of goodness;
* formation of a positive emotional attitude;
* Teach children attentive attitude towards people around them, mastering the skills of interaction and cooperation;

The course of the game.
Children sit in a circle, take hands. Looking into the eyes of a neighbor, I must tell him a few good words for something to praise him. A player accepting a compliment says "Thank you, I am very pleased," then he tells the compliment to his neighbor, etc.

"Affectionate names"
Purpose of the game:
* formation of goodness;
* formation of a positive emotional attitude;

* Teach children attentive attitude towards people around them;
* Formation of qualities such as friendliness and mutual respect in relation to all participants of the game.
Material - technical support: Rubber ball.
The number of players is not limited.
Stroke Game
Children get up in a circle. One of the players throws the ball to another player, gently calling him by name (Kiryusha, Masha, Svetka, etc.). I caught the ball should throw him the next player also gently calling him by name and so on. The player who called more affectionate names.

"Saluch-corrosive"
Purpose of the game:
* the formation of such qualities as self-criticism and justice;
* Education in children's ability to come to each other in a timely manner for help;
* formation of a positive emotional attitude;
* Formation of children in collaboration and cooperation
* the formation of such qualities as friendliness and mutual respect to all participants of the game;

* education in children of organizedness, ability to manage their behavior in the team;
* Promotion to ethical standards of behavior, conscientiousness and honesty in the execution of the rules of the game.

The course of the game.
Choose "Salochka" by drawing. Salochka becomes in the center of the site and closing the eye believes to 20. The remaining players must disperse from it in the perimeter of the playground. As soon as the salochka finishes count, it will open the eyes and run to sire (adopted to the shoulder gently) the rest of the guys should run away from her.
To whom she will touch, he must stop. It is impossible to run for him, until someone from the guys will help him. To rescue the comrade, you need to touch his shoulder, like this. As soon as it was touched, you can run again. If the salting is completely close, you can squat (in the house). One who sat down, the Salka will not touch.

"Sovka"
Purpose of the game:
* the formation of such qualities as friendliness and mutual respect to all participants of the game;
* Development of character traits that contribute to better interaction and mutual understanding in the communication process;
* upbringing in children of organizedness, the ability to manage their behavior in the team, mastering the skills of interaction and cooperation;

* formation of a positive emotional attitude;
* Educating the humane attitude of children to animals and insects.
Materially technical support: big hoop (nest).
The number of players is at least 5 children.
The course of the game.
Choose "Sovka" by drawing. The remaining players distribute the roles of mice, bugs, butterflies. The platform is denoted by the socket in which it is. The rest of the players: mice, bugs, butterflies - located throughout the hall (platform). According to the tutor signal, all children walk, run by the site, advanced patterns of the image, trying not to hurt each other. After some time, the teacher says: "Night" and everyone gets freeze, remaining in place in the position in which they caught them. The sovuka wakes up, flies out of the nest and of the one who moved, leads to his nest. According to the "Day" signal, the sovuka flies, and the mice, beetles, butterflies begin to frolic again. The game is repeated with another leading (from the number is never caught).

"Movement Rules"
Purpose of the game:
* mastering the skills of interaction and cooperation;
* Development of character traits that contribute to better interaction and mutual understanding in the communication process;
* education in children of organizedness, ability to manage their behavior in the team;
* Promotion to ethical standards of behavior, conscientiousness and honesty in the execution of the rules of the game;

* formation of a positive emotional attitude;
* Continue to teach children to navigate on road signs, follow the rules of the road;
* educate the ability to navigate in the road situation;
* Expand the vocabulary of children: "traffic police post", "traffic light", "Violation of Movement", "Speed \u200b\u200bExcess", "Fine".
Materially - technical support: Toy cars, road signs, traffic lights; For the traffic police officer - Militia forage, wand, radar; Driving licenses, Tehtalona.

The course of the game.
Children offer to choose traffic police officers (State traffic safety inspection) so that they follow the order of the city's roads. One of the children are asked to repeat the rules of the road - to stop near Zebra to give a pedestrian to move the road, do not go beyond the road and on the oncoming line, do not go at high speed, stop on the red color at the traffic light .... The rest of the children - motorists choose toy cars. At the request, children distribute among themselves the roles of fuel station workers. During the game, children try not to violate the rules of the road.

"Turtle-traveler"
Purpose of the game:
* formation of such qualities as tolerance and attentiveness;
* Development of character traits that contribute to better interaction and mutual understanding in the communication process;

* education in children of organizedness, ability to manage their behavior in the team;
* formation of a positive emotional attitude;
* Promotion to ethical standards of behavior, conscientiousness and honesty in the execution of the rules of the game;
* bring up the ability to be polite, attentive to each other;
* develop a sense of humor;
* Education of the feeling of collectivism.
Materially - technical support: small poles (shells) in accordance with the number of children.
The number of players is not limited.
The course of the game.
At the beginning of the game, children are divided into teams and are built into the columns each other. The educator explains the children that the turtle is a slow animal. Try moving quickly if you have a real house-shell on your back. And yet the turtle overcomes long distances, traveling through the desert. For this game, each team needs pelvis (metallic or plastic). The first participant gets on all fours, a pelvis at the back is set upside down. It turned out a turtle. Now she must pass the way to turn and back, without losing its shell-pension. Since the pelvis is not fixed by anything, then the child is unwilling to move carefully, and, therefore, slowly like a turtle. Otherwise there is a risk of staying without a shell, and for the turtle it is equivalent to death. When the player is passing to the start, it takes off the following player in turn behind him. The player's player and install it on his back, after which it takes the task and so to the last player. The team that did not violate the rules and finished the task first.

"So there is a scattered outdoor pool"
Purpose of the game:
* develop a sense of humor;
* formation of a positive emotional attitude;
* develop the ability to maintain a secret;
* bring up the ability to be polite, attentive to each other;

* Development of character traits that contribute to better interaction and mutual understanding in the communication process;
* Education in children in organizationalness, ability to manage their behavior in the team, mastering the skills of interaction and cooperation.
Material - technical support: 3 leading cards - a photo of a man, women and a child, cards with drawn items of clothing, shoes, hats, various accessories.
The number of players is not limited.
The course of the game.
The tutor arbitrarily chooses the character from the cards, which today will go for a walk, he puts the card on the prominent place to the image down. For children, this mysterious person at the end of the game will be a surprise.
Children, divide the teams, from the proposed pair of things choose one. Each command is in secret from another. The educator folds selected items next to the photograph of the scattered. When the children finish their choice, the teacher announces: "Today, pouring the pouring rain on the street, and our hero decided to go for a walk to the park. What did he put on (the weather and place of walking may change each game)? ". The teacher calls the clothes chosen by children. For example, he took the suitcase, the cane, tied to the neck of the handkerchief, shoved in orange sandals and blue socks, put on a hat-troops, a red skirt, purple jacket, openwork gloves, a sweatshirt and a white blouse in the crimson polka dot. Next, the teacher opens the personality scattered. Many of the proposed things may not approach the weather, season, sexual or age-related accessories. Mixing over the scattered together with the children, the educator invites children to help him gather for a walk. Children perform the task of the educator.

"We have an order"
Purpose of the game:
* Teach children quickly and gently fold things in their place, teach a child to self-control, careful attitude to things and toys;
* Touch the result of both their own and with the help of comrades;
* bring up the ability to be polite, attentive to each other;
* Development of character traits that contribute to better interaction and mutual understanding in the communication process;
* upbringing in children of organizedness, the ability to manage their behavior in the team, mastering the skills of interaction and cooperation;
* Promotion to ethical standards of behavior, conscientiousness and honesty in the execution of the rules of the game;
Material - technical support:
1st Option: Dollhouse with furniture and all sorts of things.
2nd option: Pictures depicting furniture items (cabinets, buffets, shelves, bedside tables, antlesole) and pictures depicting householdware things).
3rd option: The situation of the real house or the kindergarten group.
The number of players is not limited.
The course of the game.
Children are divided into equal teams. During the game, it is necessary to notice as many things that are not in their places as possible, and as soon as possible to remove them. For each cleaned thing, 1 point is given, extra glasses are accrued for pasty.
Teams fold things in turn, giving an explanation to their actions. For example, a member of the same team says: "I put the book on the shelf in the bookcase" (he earns for his team point). The participant of the second team says: "And I hang the towel near the washbasin." Children from the third team by friendly efforts moved a shop to the window, as she stood in the middle of the group and interfered with everything to perform tasks. They get 1 points at once: for a good deed and for manifested care. The game continues until a complete victory over the mess. The team wins the greatest amount of points.
Games are held regularly with the entire group (in the group and on a walk) within two weeks.

Music and didactic games

Music and game exercise "Who can be!"

Children stand in two circles outdoor and internal form a couple.

We need to look at each other's eyes, think about who in front of you. Words and good music will help children.

1 pair. Look at the man standing in front of you. Look into his eyes, try to understand what he is in the shower now? He is light, calm? Or is something disturbing? Is he tense? What is he afraid of? Look in your eyes. What are they talking about? What should these eyes light up with happiness? What could you give him? Decide, make a choice. Show your choice. Do what you have chosen. Thank you. You will now break out, do not say anything to each other - everything is already said.External circle - take a step to the right, and - there are new couples,

2 steam. Stay alone with each other. See each other in the eyes, feel that each other has a soul. Is that person alone? Does he want to love? Does it hurt him when he remains alone? Does he meet with misunderstanding and indifference? What will you give him?

Participants decided, showed their choice, expressed feelings. New transition

3Para: Look at this person. This is a real child! Big child, sometimes capricious, he loves affection and warm. Sometimes it happens to him sadly, I want to cry, but he knows what it is already impossible to do this ... What could you warm it up? Your choice. If the text is supported by light music, the festive choice makes almost all children.

Music and gaming exercise "My Sun"

Children draw themselves in the form of the sun. All sign the sun with their name and transmit it under light music in a circle, and children say that they wanted to give a sun with this name

Music and Didactic Game "Musical Hood"

With the help of a musical hat, we will play one very cheerful and very useful game.

In the game, we will pass a hat from hand to hand to the music, and as soon as the song is over and the music stops, one who in his hands will be a hat putting her head in the circle. And we will admit and praise in your hands, and then let's call one positive quality of this person.

Music sounds: "Well, guys, do not yaw, pass the hat, only stop singing, you need to wear a hat. Tra-la, tra la, tra la-la (3 times) and admire the people like a hat goes. "

You need to give a hat to the one who would like to thank.
The game continues from the man who has a hat in her hands.

Game "Snowball"

The background of the game is melodious music. Close your eyes and imagine: white, white snow around, he gently falls on the ground, enveloping everything with a soft bedspread, white fields, forests, walkways, at home. Snow outlines more and more, and you want to easily blind the first snowbab. Presented to themselves? Very good, open your eyes, tell me, do you like to sculpt a snowbabo? And what are the com? That's right, first mold a small snowball, and then gradually rolling the big snowball. So and we will now roll com now. Only he will not be out of snow, but from good greetings. Now I will explain to you and show you. Let's go ... (together we go to the center)

System of classes "Learn to talk in heart"

Learn to talk heart

Purpose: Improve the attitude of children to people with disabilities, to show that disability is not a reason for rejection of man that he is the same person, as well as everyone else and has equal rights and opportunities.

Tasks of the lessons of kindness:

formation of ideas about the peculiarities of people with disabilities and what devices and conditions allow them to conduct an independent life;
give an idea of \u200b\u200bthe physical and living opportunities of persons with disabilities by the method of gaming projection;
give an idea, about the rights of persons with disabilities, about how and where they can learn, where and by whom they can work, what kind of sports and creativity can do;

talk about joint training in the usual kindergarten children with disabilities and without disability, i.e. About the affordable kindergarten for everyone.
upbringing socially approved stereotypes of behavior;
the development of the desire for the manifestation of sympathy and empathy to all those who need them;
development of the ability to emotional empathy;

Thematic planning

subject	Form of work	Clock
Whether these legs will lead it.	Comprehensive occupation	30 minutes
What will be seen these points.	Comprehensive occupation	30 minutes
What will hear these ears.	Comprehensive occupation	30 minutes
It is difficult, it is difficult, but otherwise it is impossible	Conversation, game activity	1 h 30 min

The study system "Learn to talk in heart" is designed, as an addition to the preventive program "Kindness lessons »Prudnikova M.S., Ryrkova E.A. Classes are designed for children of preschool age from 4 to 7 years. Conduct classes must be a teacher-psychologist, or to the educator, but with the obligatory presence of a teacher psychologist. Classes can be held at any convenient time, be sure to familiarize themselves in the form of a subgroup work (6-10 people).

In addition to classes during the free activities of children, it is necessary to include additional forms of work:

Didactic games of "profession";
Reading the fairy tale "Resistant Tin Soldier"
Carrying out mobile games (for children with low levels of motor activity;
Free drawing based on classes;
Exhibition in the bookcard "I am a child and I have the right" (Didactic allowance "Child Rights" M., Spring-Design, 2005, 10 l.)
Occupudia "We are different, but we together"
Excursions in the Museums of Correction Groups
Listening and learning songs "Point, dot, comma", "Expenditure of Good"

Lesson number 1

"Does these legs be taught him"

Materials and equipment:

Sheets of tinted paper, colored crayons, mittens by the number of children, wide tape, set of familiar toys, telephone, illustrative material With the image of the walkers, wheelchair, Thin books in the number of children.

Conversation

IN: Hello guys. I want to talk about what we all are different, we have a different color of hair, eye, different growth. But you can change the hair color? And can each of us can be engaged in sports? And draw, watch cartoons, listen to fairy tales, ride a bike? Do you like to do it?

And tell me, guys, do you hurt you? Merry this occupation? Guys, and there are different unpleasant cases when a person was injured - for example, broke his hand or leg. Maybe he then do everything just like a healthy person? Let's check.

The exercise. "Naughty buttons"

Children are divided into pairs, take each other by the hand, the second hand remains free.

Disseminate two buttons
Selling two buttons

And what do you think, why are the buttons such naughty? Do not want to spread and fasten? (Test to the conclusion that it is uncomfortable with one hand)

And now do not hold on hands and try to do it again

IN: Here, you see, guys, a person who got injured and cannot move with his hand, it is difficult to perform a simple task, but buttons have to be fastened every day.

However, guys, doctors can not always help, for example, if the injury is very strong. And there are people who have their hands and legs from birth. Such people are called disabled. In our garden there are such children. What do you think they probably don't like to do what you like - draw, do crafts from paper, view books, ride on sledding or skiing from a slide? Let's try with you how it turns out.

Exercise "Imitation"

Fixing the legs together, bring a toy from the bedroom.
Sit on the chair and try to get a toy from the top shelf.
Sit on the chair and reach the toy on the table.
Wear on the hands of the mittens and turn the book.
Having a hand behind the back - unscrew the plug.

Problem situation - get a phone from the shelves without getting out of the chair, the phone is necessary for an urgent call. (Formation of the idea of \u200b\u200bthe need for assistance)

Creative Task "Flower-Seven Sweets"

Share children into groups:

1 group - those who coped with the tasks in violation of the conditions (stood, replaced with legs, etc.)

Task Terms:

1 group clothes mittens on both hands

The group 2 clothes mittens on both hands, but gets a couple of children from the 3rd group.

Instruction: Go to the tables; Take a sheet of paper and pencils; Draw "Flower-Seven Flower".

(ATTENTION! They can help children in the mittens, but only either by their direct request, or at their own desire, pre-reconcile whether the child needs help)

IN: For people with disabilities, which are poorly moving, there are different devices - crutches, walkers, chairs. With their help people can move, get the necessary items

And along with other guys, they want to play? Guys, and what we can do with you, so that these children do not miss, did not take offense, did not be upset if they didn't work something?

Finally

Homework.

Lesson number 2.

"What will be seen these points."

Check your homework.The guys say that they answered close to their questions.

IN: Guys, we already talked about disabled people, did you tell your parents about it? Who are such people with disabilities? Can I meet on the street or in our kindergarten? / Check homework /

Conversation.

IN: Today we will talk about people who see well. We know that there are people who have already from birth to any disease, and there are people who have become disabled due to illness or injury that cannot be cured.

Tell me, who of you is afraid of darkness? However, the vision of people can be different.

A person who sees poorly - wears glasses, a person who does not see at all - walks with a wand, which grips the road and objects. Doat dogs help blind people, these dogs are specially trained, how to switch the road, how to warn a person about the riding car.

Projection. "Hedgehog in the fog"

Children wear sunglasses and tell what is shown in the picture (you can replace the cartoon view of not more than 1.5 minutes)

Exercise "under the car"

Children in sunglasses, demonstrate images of simple items and symbols that need to be portrayed on paper

(Kids comments are welcome)

All we tried is not a complete blindness. Let's try to find out how blind people can act, who do not see anything at all.

Exercise "Imitation"

Children tie their eyes and ask for several tasks

Find a specific toy among several
Wash the hands
"Make tea"
Wear a jacket
Wear and tie boots

All executable tasks ask comment, even at the level I can not.

Problem situation - "Fire" - to get out of the room (the formation of the idea of \u200b\u200bthe need for assistance)

Creative task "Good heart"

Share children into groups:

2 Group - those who did not cope with the task and limited to the conclusions "I can not, impossible"

3 Group - those who have not coped with the task, but guessed to attract the help of another person.

Task Terms:

1 group binds eyes

Children of the 2nd and 3rd groups remaining without a pair perform the task without additional conditions.

(ATTENTION! They can help children with bandages, but only or by their immediate request, or at their own desire, pre-reconcile whether the child needs help)

IN: You now take your sheet and look at him. What do you see? (glued heart) correctly, this is to make it easier for you to draw a heart, take it with your fingers, feel that it performs on a leaflet, so when we start your eyes, you can decorate the heart, touching the other hand of the edge, braid Heart.

Now we will cover your eyes and begin to draw.

After the drawing is finished, a bandage is removed from the eye. And children are asked. What did they like to draw with knit eyes? Was it difficult for them?

In custody - viewing drawings and fixing the output of mutual assistance.

Homework. Leaders ask for children to talk to parents about people with disabilities, ask them that they know about it, as belonging, etc.

Lesson number 3.

"What will hear these ears."

Check your homework.

IN: Guys, we have already talked about disabled people, you told about it our parents. Who are such people with disabilities? Is it possible to meet them on the street or in our kindergarten? / Check homework /

Conversation.

IN: Today we will talk about people who hear badly. Let's wrap up ...... What are we hearing?

Reading the story "Silence"

IN: Tell me, guys, is it really important to listen carefully and hear? Why?

IN: And today we will try to find out, and how can the deaf people who do not hear anything at all. People who are bad or not at all hear, wear hearing aids to better hear sounds

The exercise. "Ruor"

Children are divided into pairs, one of which is auditing, and the second from the distance of 10 m is voiced by images on cards in full voice, whisper, whisper in the mouthpiece.

Exercise "Imitation"

Children put on headphones and perform tasks:

Raise the card if you hear the phone call
Raise a card if you hear your number
Raise the card if you hear your name
Raise the girl's card
Raise the boys card

Problem situation - "Go across the street" - go through the road without a pedestrian crossing (forming the idea of \u200b\u200bthe need for assistance)

Creative task "Multicolored rays"

Share children into groups:

1 group - those who coped with the tasks in violation of the conditions

2 Group - those who did not cope with the task and limited to the conclusions "I can not, impossible"

3 Group - those who have not coped with the task, but guessed to attract the help of another person.

Task Terms:

1 group binds eyes

The group 2 ties eyes, but gets a couple of children from the 3rd group.

Children of the 2nd and 3rd groups remaining without a pair perform the task without additional conditions.

Task: pronounced in a whisper.

Draw in the center of the sheet a circle of yellow color and color it;
Draw three red rays;
Draw two green rays;
Draw three blue rays;
Other rays draw yellow

In custody - viewing drawings and fixing the output of mutual assistance.

Heading the phrase in the language of gestures "We are with you - Friends"

Homework. Leaders ask for children to talk to parents about people with disabilities, ask them that they know about it, as belonging, etc.

Lesson number 4.

"It's hard, it is difficult, but otherwise it is impossible"

Check your homework.

Conversation.

IN: Tell me guys, who of you have a younger brothers or sisters? Do they know how to draw? Draw just as good as you? Do you know how to dress yourself? And let the letters, numbers know how to determine the time? Know the same as you and you? And why? (still small) What do you think they will learn everything you know? And you know, guys, there are children with disabilities, whose head will not be able to think so quickly like yours, they are very difficult to teach, even read and write. For such children there are special textbooks. So do not want to read the fairy tale? And what can we do to help such children? (explain, show, tell) in our kindergarten there are many such guys, and today we will not try with you that you can do such guys, but just everyday together with them in the group, play together and let's go for a walk.

Stage "Up Rainbow"

Children of the mass group are divided into subgroups of 5-6 people and, accompanied by a psychologist, are introduced into correctional groups for up to 1.5 hours in the current regime. Upon returning to the group, children exchange opinions that they liked it or did not like at a party, what they did, what features noticed in children of the correctional group would want to go to visit them once again, or invite to themselves?

Lesson number 5.

"Only that man will come out of the little man"

The final conversation is to carry out a guided tour of the kindergarten with a demonstration of markers, construction features, mechanisms and accessories for the disabled, to once again pay attention to the guys on the key problems of this topic.

Game like a means of moral educationPreschooler.

"No game is not and can not be

full development.

The game is a huge bright window,

through which to the spiritual world of the child

livestream flows

representations, concepts.

The game is a spark, igniting

sparkle of inquiry and curiosity. "

V.A. Sukhomlinsky

We are facing the following tasks for the moral education of children:

1. To educate friendly relationships between children, habit to play, work, engage together; To form the ability to negotiate, help each other; The desire to please the eldest good deeds.

2. To bring up a respectful attitude towards others. Explain to children that one should not interfere in the conversation of adults; Learn to listen to the interlocutor and without challenge not to interrupt it.

3. Rail a caring attitude towards kids, older people; Learn to help them.

4. Forming such qualities as responsiveness, justice and modesty.

5. Develop volitional qualities: the ability to limit their desires, overcome obstacles standing on the way to achieve the goal, obey adult requirements and fulfill the established norms of behavior, in their actions follow a positive example.

6. Enrich the dictionary by the formulas of verbal courtesy: "Hello", "Goodbye", "please", "Sorry", "Thank you", etc.

7. Develop in boys and girls of quality, characteristic of their gender (in boys - the desire to help girls give way, squeeze a chair, skip the doorway at the door; in girls - modesty, care for others).

8. To form a self-esteem of their actions, to teach goodwill to evaluate the actions of other people.

9. Rise up the desire to express their attitude to the surrounding reality.

10. To form the ability to calmly defend your opinion.

11. To educate the desire to learn the culture of their people (through fairy tales, proverbs, sayings, works of people's decorative creativity), to form a careful attitude towards it.

12. Relieve respect for the culture of other peoples.

Moral education is carried out using certain funds and methods.

1.Iigra, as an effective means of moral education.

The game is one of the most effective means of moral education of the preschooler in the family.

In preschool age, the game is the type of activity in which its internal content is enriched, its internal content is enriched, the basic meaning of the game related to the activities of the imagination is that the child has a need to transform the surrounding reality, the ability to create a new. It connects real and fictional phenomena in the plot of the game, gives new properties and features familiar items. Taking some role (doctor, artist of the circus, chauffeur), the child does not simply try on the profession and features of someone else's personality: he enters her, gets in, penetrating her feelings and sentiment, enriching and deepening his own personality.

The child's game has its own characteristics. The emotional side of the game is often determined by the attitude between the child and adults. These relationships cause a child a desire to imitate senior family members, their relationships. What is a democratic relationship between family members, the brighter they manifest themselves in the communication of the child with adults, transferred to them in the game. Communication, a variety of life situations create conditions for the game activity of the child, especially for the development of plotting games with household themes, there is a moral education of the child. The game - as a leading type of activity of the preschooler, causes qualitative changes in his psyche (which mentioned above). The game is important for the acquisition by the child social skills of communication, interaction with peers, not to mention that the child's penetration into the world of adults takes place in the process of gaming activities. Thus, the human game is such an activity in which the social relations between people outside the conditions of direct utilitarian activities are reconstructed.

The role-playing elements begin to develop even in early childhood. In preschool age, the game consists in specific activities, which has a complex structure. It is known such a variety of preschoolers games that it is necessary to structure our knowledge - otherwise confusion will arise.

The most relevant for preschoolers are plot-role, didactic and mobile games.

1. Suitering and role-playing games The following structural components have:

Plot - That is, the reality that children reflect in their games. Usually they reproduce scenes from family life and work. At the same time, each preschool age is typical to reproduce different sides of reality within the same plot (from concentrating on the performance before the reflection of complex social relations).

Throughout preschool childhood, there is a complication of both the plot and the content of the game.

In the course of the plot games, the preschooler takes certain role And obeys rules, demanding from other children of their observance. Given this feature of the plot-role-playing games, an adult is important to competently manage the game of children to convey to them moral norms of behavior and rules that are reproduced by children in the process of gaming activities.

2. Didactic games - This is a specific and informative activity for children. This type of game has ready gaming material, intent and rules. Didactic games are used in the pedagogical process (in contrast to the plot-role, which have a spontaneous character). Didactic games have target. This game is aimed at obtaining a specific result. The goal has two aspects:

Cognitive, i.e. what we must teach a child;

Educational, i.e. Those ways of cooperation, form of communication and attitudes towards other people who should be instilled in children.

The purpose of the didactic game is aimed at the development of certain mental processes, abilities. The game plan is a gaming situation in which a child is introduced, and which he perceives as his own. In all cases, the intention of the game is implemented in gaming actionswho are offered to the child to take place.

An important feature of the game is gaming regulationswho are coming to the consciousness of children its intention, game actions and training task.

Adult organizes the game and directs it - it helps to overcome the difficulties, assesses the actions of the child. Didactic games are meaningful to the child with activities in which he willingly turn on. The resulting social experience becomes his personal property, as it can be applied in other conditions. The game should give a child the opportunity to apply in practice what it is familiar to him and encourage to absorb a new one.

Preschoolers form moral ideas about the careful attitude towards the surrounding subjects, toys as adult labor products, on the norms of behavior, about relationships with peers and adults, about the positive and negative qualities of the person.

In the upbringing of the moral qualities of the person's personality, a special role belongs to the content and rules of the game. Most didactic games are collective. The presence of rules creates conditions for self-organization of children, and this in turn is the basis for the formation of proper behavior and relationship among people.

3.Work games Aimed at improving health, improving the general physical fitness of children, satisfying their biological need for movements. The distinctive feature of the moving games is their emotionality (it is impossible to allow monotony). Moving games must contain interesting motor tasks, gaming images, unexpected situations. There are mobile games aimed at the development of agility, movement coordination, speed, etc.

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

These games make up a large group of games with rules. They are based on a variety of movement - walking, running, jumping, climbing, throwing, etc. Moving games satisfy the need of a growing child in motion, contribute to the accumulation of diverse motor experience.

Moving games are even more diverse than didactic. By birth, folk and author's games are distinguished. According to the structure, they can be divided into plot and immutty games (using motor toys, with the inclusion of sports elements). There are also games in the nature of their organization: in this case, games are allocated without separating players to groups (commands) and with division into groups.

4.Translate games (dramatization games) - make it possible to acquaint the preschooler with the world around the images, paints, sounds. Entertainment causes joy, and the fabulous images strengthens the attractiveness of the game.

Theatrical games are divided into directorial and dramatization games.

The directors include a desk theater, shadow theater. Here the child or adult is not an active person, but creates the scene, leads the role of a toy character - volumetric or plane. He acts for him, depicts him intonation, faithful. By participating in dramatization games, the child seems to be in the image, reincarnates to him, lives his life.

Dramatic game He contributes to the mental development of children, the development of mental processes (memory, imagination, attention, etc.) and such qualities of personality as independence, initiative, emotional responsiveness, imagination. The importance of these games for the aesthetic education of preschoolers, the development of artistic abilities and creativity, which is manifested in search of a variety of expressive means to create an image of the hero of the work. The development and improvement of movements in the game contributes to the physical development of children.

Especially I would like to highlight the value of the game-dramatization in the socio-moral education of preschoolers. Children attracts the inner, emotional saturation of literary plots, concrete active acts of characters. Children emotionally master the literary work, penetrate into the inner meaning of the actions of heroes, they have an estimated attitude towards the hero. Literary work
Rates a child with a literary character, activates the processes of formation of empathy, sympathy, assistance, contributes to the formation of moral motives of behavior.

Thanks to the fairy tale, the child will know the world not only by the mind, but also with a heart, expresses his own attitude to good and evil. Favorite characters become samples for imitation and identification. In the process of work on the expressiveness of the replicas of characters, the dictionary is imperceptibly activated, the sound culture of speech, its intonational system is improved. Pronounced replicas put it before the need to correctly express. The dialogic speech is improved, its grammatical system. Theatrical activity is aimed at developing in children sensations, feelings and emotions, thinking., Imagination, fantasies, attention, memory, will, as well as many skills and skills (speech, communicative, organizational, designer, motor).

Output.

Thus, I would like to conclude that the game, as the leading activity of the preschooler, is essential in the formation of personality. Each type of game (didactic, construction, plot-role-playing, mobile, dramatization) affects the moral development of a preschooler child.

Educator

Ganina Marina Rafailovna

Course work

on pedagogy of folk artistic creativity

"Playing as a means of moral education of preschool children"

Performed

student

Scientific adviser:

ph.D., Associate Professor

Samara 2008.

Introduction

Chapter1.Toretical foundations of the problem of moral education of the preschooler through the game

Age portrait of a preschooler

Chapter 2. Practical Part

2.1 Diagnostics of the moral liction of preschoolers

through the game

conclusions

Bibliography

application

Introduction

Throughout human development, in the life of both a child and an adult, the game was used as one of the most important means of upbringing and learning.

Therefore, the game is given a special place in various training systems, since it flourishes in childhood and accompanies a person throughout his life.

The problem of the game attracted and attracts attention to researchers, not only teachers and psychologists, but also philosophers, sociologists, ethnographers, art historians. All representatives of scientific sectors are interested in learning "their" aspects, but they all agree that - the game is an integral part of human culture. After all, part of this culture, i.e. the game, very consonant with the nature of the child, who is from birth and before the onset of maturity pays great attention to games. The game for a child is not just an interesting pastime, but also a way of modeling an external, adult world, a method of modeling its relationship, in the course of which the child produces a scheme of interactions with peers. Children are happy for themselves to come up with games with which the most banal, household goods are transferred to a special interesting world of adventures.

A detailed study of the problem of moral education of preschoolers by means of the game will make it possible to more deeply comprehend the paths, the means and possibilities of pedagogical work with children in the Dow.

Object research: moral education of preschool children.

Research Subject: Playing as a means of moral education of the preschooler.

The purpose of the study: study the game as a means of moral education of the preschooler.

Tasks for research.

Based on the theoretical analysis of psychological, pedagogical and methodological literature, identify key concepts and identify their essence and structure.

The essence of the moral education of the preschooler.

Designer to describe the age portrait of a preschooler.

Diagnose the moral fiction of preschoolers.

Program for the development of the moral fiction of the preschooler through the game

Chapter 1

Theoretical foundations of the problem of moral education of the preschooler through the game

Essence of the moral education of the preschooler

Outflection "Big Encyclopedic Dictionary" on the word "morality", we will read: "Morality" - see "Moral". And in the "Russian Language Dictionary" said: "Morality is the rules of morality, as well as morality itself." Consequently, the identity of these concepts is supposed. Interestingly, in German, there is no word "morality" in general. "Diemoral "Translated as" morality "and as" morality ". Also in two values \u200b\u200b(morality and morality) consumes the word "diesittlichkeit. "(Compliance with customs, decency).

A woman with a one-year-old child came to one sage to consult when to start his upbringing. "You're late for a whole year," the sage replied. In order for the human being a real person, the efforts and others need, and his own. Education affects us so that we overcome our animal egoism for the sake of classes affordable only to the educated creature: creativity, self-development, spiritual search. To this end, society makes a set of requirements, which will be taught from children's years.

V.A. Sukhomlinsky spoke that it was necessary to engage in the moral education of the child, to learn the ability to feel a man.

"No one teaches a little man:" Be indifferent to people, break the trees, Pour beauty, above all put your personal. " It's all about one, in a very important pattern of moral education. If a person teach good skillfully, cleverly, persistently, demanding, as a result will be good. Eating evil (very rarely, but sometimes), as a result will be evil. Neither good, neither evil - it will still be evil, because he needs to do it ... the unshakable basis of moral belief is laid in childhood and early adherence, when good and evil, honor and disgrace, justice and injustice are available to understanding the child only Bright clarity, the evidence of the moral meaning of what he sees, does, observes. "

Vasily Andreevich also argued: "In practical work on moral education, our pedagogical team sees first of all the formation of normal norms of morality. In the younger age, when the soul is very militant to emotional effects, we reveal the universal norms of morality before children, we learn their alphabet of morality:

1. You live among people. Do not forget that everyone is your act, every wish is reflected in the people around you. Know that there is a border between what you want, and what you can. Check your actions as a question to yourself: Do you do evil, inconvenience to people? Do it all so that people around you were good.

2. You use the benefits created by other people. People make you childhood happiness. Pay for this good.

3. All the benefits and joy of life are created by difficulty. Without difficult, it is impossible to honestly live.

4. Be kind and sensitive to people. Help weak and defenseless. Help a friend in trouble. Do not cause people evil. Relieve and read Mother and Father - they gave you life, they raise you, they want you to become an honest citizen, a man with a kind heart and a clean soul.

5. Be not indifferent to evil. Bring against evil, deception, injustice. Be indarceible to the one who seeks to live at the expense of other people, causes evil to other people, is placing society.

Such is the alphabet of moral culture, whose hosting children comprehend the essence of good and evil, honor and dishonor, justice and injustice. " .

In the formation of the identity of the younger schoolboy, from the point of view of S.L. Rubinstein, a special place occupies the issue of the development of moral qualities that make up the basis of behavior.

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

The teacher belongs to a priority role in the upbringing and training of schoolchildren, in the preparation of them for life and public labor. The teacher is always for students an example of morality and devotional attitude towards work. The problems of morality of preschoolers and younger schoolchildren at the present stage of the development of society are particularly relevant.

The specific feature of the process of moral education should be considered that it is longer and continuous, and its results are delayed over time.

A significant feature of the process of moral education is its concentric construction: the solution of educational tasks begins with the elementary level and ends higher. To achieve goals, all-specific activities are used. This principle is implemented taking into account age characteristics of students.

One of the tasks of education is to properly organize the activity of the child. In operation form moral qualities, and emerging relations may influence the change in the objectives and motives of activities, which in turn affects the absorption of moral norms and values \u200b\u200bof organizations. Human activity also acts as a criterion for its moral development.

Allocate two moral development programs:

Min.

"Before the child is growing up to a Christian, he should grow in moderation." (Polyprop. Anthony Surozhsky). Therefore, at the first stage - ethical moral standards (actions), their execution is carried out by the child for the sake of a smile mom, for the sake of teacher's praise, approval of peers, etc.;

Max

Social behavior in accordance with the golden rule of morality: "Do not make one other, which you do not want to get yourself" (or the psychological principle of group identification - "for yourself, for both for another for another, as for yourself").

Today, "in our cruel eyelid" urges the need to gain good humane relationships of the child to the world and its place in it as the problems of forming a harmonious picture of the world ¾ of a holistic orderly system of ideas, knowledge, child's relationship to the world to the world of things and the world of people. Children's picture of the world and there is an emotional visual form to the child's attitude to the surrounding reality ¾ natural and social. And the task of adults to help the child harmonize his picture of the world to resist the evil in his heart and build the foundations of good.

In understanding the small child, the category of good and evil is obliged to have clear outlines and borders. Turning to an adult with an explicit or hidden question on the topic "What is good and what is bad?", The child wants to confirm the moral content and the meaning of this or that phenomenon, actions, a deed. Communication of requirements in the approval of good or mixing ideas about mercy, humanities that provide modern "funds of education" - even new fairy tales (where evil is going on traditionally with "good" characters and on the contrary) and toys (which are not "image of an ideal life", and immigrants From the underworld) the detumes for becoming not only the ideas of good and evil in the children's consciousness, but also for the personal and moral and spiritual development of the child.

The development of the moral consciousness of the child occurs through the perception and awareness of the content of the impacts, which comes from parents and teachers surrounding people through the processing of these impacts due to the moral experience of the individual, its views and value orientations. In the consciousness of the child, the external impact acquires individual importance, thus, forms a subjective attitude to it. In this regard, the motives of behavior, decision-making and moral choice of their own actions are formed. The focus of school education and real acts of children can be inadequate, but the meaning of education is to achieve compliance between the requirements of due behavior and internal readiness for this. .

Aphorisms on morality:

The main condition of morality is the desire to become moral

Seneca

Morality does not depend on hereditary factors

K.Vasiliev

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

So, in all, as you wish, in order to come with you, so do you and you with them; For this is the law and prophets

MF.7: 12.

True morality where the desires are elevated, where they coincide with the velats of God.

Under the name of morality, we understand not only an external decency, but also the entire inner base of motivation

Ya.Kamensky

About the moral qualities of a person should be judged not by individual efforts, but on his daily life

B.Pascal

"Reasonable and moral always coincide"

"Two sciences are accurate: mathematics and moral teachings. These sciences are accurate and undoubted because all people have the same mind that perceives mathematics, and the same spiritual nature, perceiving (the doctrine of life) moral doctrine. "

"It is important not the number of knowledge, but the quality of them. Nobody knows everything, but it's ashamed and harmful to pretend that you know what you do not know. "

"The goal of the life of every individual person is alone: \u200b\u200bimprovement in good. And therefore only those knowledge that lead to it is needed. "

"Knowledge without a moral foundation means nothing."

"It seems to us that the most important work is the work on something visible: to build a house, plow the field, feed the cattle, collect fruits, and work on your soul, over something invisible - this is an unimportant thing, which is what You can do, but you can not do. Meanwhile, only one thing is the work, work on the soul, to make every day better and kinder, only this work is real, and all other works visible, useful only when this main work is done on soul. "

L. N. Tolstoy

"Wisdom is not to know a lot. We can not know anything. Wisdom is not to know as much as possible, but in to know what knowledge the most necessary, what less and what are even less needed. Of all the knowledge of the necessary person, the most important knowledge of how to live well, i.e. Living so to do as much evil as possible and as much as possible. In our time, people learn all unnecessary sciences, and not learn this one, the most necessary. "

Calvin

"The higher the person in mental and moral development, the greater the pleasure of life gives him, the more freer."

A. Chekhov

"For a person there is no bliss in immorality; In morality and virtue only he reaches the highest bliss. "

A. I. Herzzen.

1.2 Age Portrait of a Preschooler

Preschool age is a particularly responsible period in the upbringing, since it is the age of the initial formation of the child's personality. At this time, a rather complex relationship arise in communication with peers, which significantly affect the development of his personality. Knowledge of the characteristics of relations between children in the group of kindergartens and those difficulties that they have in this case may have serious assistance to adults when organizing educational work with preschoolers.

In preschool age, the child's world is already inextricably linked with other children. And the older the child becomes, the greater the importance of contacts with peers acquire.

Obviously, communication of a child with peers is a special sphere of its life, which is significantly different from communicating with adults. Close adults are usually attentive and friendly to the kid, they surround it with warmth and care, learn certain skills and skills. Everything happens with peers differently. Children are less attentive and friendly, they usually do not too seek to help each other, support and understand the peers. They can take a toy, offend, not paying attention to tears. Nevertheless, communication, with other children, brings the preschooler with nothing with anything comparable.

Starting from 4 years of age, the peers becomes more preferred and an attractive partner than an adult. If before the preschooler it is worth choosing - with whom to play or walk: with a friend or with mom, most children will make this choice in favor of peers.

The main activity of preschool children is the game, imitating adults. In the game, first of all, the child learns to fully communicate with peers, the child teaches to subjugate himself with the rules of the game, moral assessments are improved (the concepts "well" appear, "badly"), new needs are formed, new types of creative activities are being developed (drawing, laying from plasticine) . Children in games form imitate the life of adults.

Most often, children of preschool age are not very conflicts. At least, they will not do this without a special occasion. However, do not forget that the child during this period is still very emotional. Compared with an earlier period, the children of this age are more detained in emotional reactions. They are already experiencing not because what is happening now, but can occur in the future, or has already happened.

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

Preschool age gracious for the development of creativity, cognitive activity and interests of children. This should contribute to the entire atmosphere of the life of children.

The subject of special attention of the educator is the socio-moral development of children, the formation of their relationship with others. Adult to his behavior should show examples of a good, caring attitude towards people, encourage to notice the state of peer (offended, is distressed, misses) and show sympathy, willingness to help. An adult must push the child to the manifestation of care, attention, help. This enriches the moral experience of children.

Senior preschoolers are able to master the rules of culture of behavior and communication. They become understood by the motives of rules. Supporting positive actions and actions, adult relies on a sense of self-esteem developing in the child and its growing independence.

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

Discussing these problems with children, an adult seeks to raise children in the spirit of peacefulness, respect for the whole living on Earth. He shows the children like their good acts make life better and beautiful.

Mathematical views:

Determines the time by the clock. Calls the colors of the rainbow. Calls the days of the week, part of the day, seasons, months. Able to write numbers from 0 to 20, solves examples.

Memory:

Ask a child to remember a number of numbers on the hearing (for example, 5 8 3 9 1 2 2 0). The norm for children 6-7 years is considered to be a repetition of 5-6 digits. Memory 10 words (for example: year, elephant, ball, soap, salt, noise, hand, gender, spring, son). The child listens to this series of words and repeats the ones that he remembered. After one presentation, the child 6-7 years should recall at least 5 words out of 10, after 3-4 readings calls 9-10 words, after 1 hour forgets no more than 2 words.

Thinking:

Able to classify items, call similarities and differences between objects and phenomena.

Speech development:

Independently reads the text and transmits its content. Able to record ordinary words.

Performances of the world around:

Well, if a child has ideas about nature - about wild and domestic animals, predatory and herbivores, about winter and migratory birds; about herbs, shrubs and trees, about garden and field colors, plants on plant fruits; On the phenomena of nature. Geographic knowledge is also needed - about cities and countries, rivers, seas and lakes, planets. The child must be familiar with the professions of people; sports.

Working on the problems of the moral liction of younger students, you can reveal a number of features:

1) Next to the game. In the conditions of gaming relationship, the child voluntarily exercises, mastering regulatory behavior. Games, more than anywhere, requires the ability to follow the rule. The violation of their children with a special sharpness is noticed and uncompromisingly express their condemnation to the violator. If the child does not obey the opinion of the majority, he will have to hear a lot of unpleasant words, and maybe get out of the game. So the child learns to reckon with others, receives lessons of justice, honesty, truthfulness. The game requires its skills to act according to the rules. "What a child in the game is, in many ways he will be in work when it grows up" A.S. Makarenko said.

2) the inability to engage in monotonous activities for a long time. According to psychologists, the children of 6-7-year-old age cannot hold their attention on one thing more than 7-10 minutes. Further, children begin to be distracted, switch their attention to other items, so a frequent change of activities during occupation is necessary.

3) Insufficient clarity of moral ideas due to small experience. Given the age of children, the norms of moral behavior can be divided into 3 levels:

A child up to 5 years old assimilates the primitive level of behavior rules based on the ban or denying anything. For example: "Do not talk loudly", "do not interrupt the talking", "do not touch someone else's thing", "do not throw garbage", etc. If the baby was taught to perform the data of the elementary norms, then the surrounding consider this baby with a brought up child.

By 10-11 years, it is necessary that the teenager can take into account the state of those around people, and his presence not only did not prevent them, but it would be pleasant.

It is pointless to talk about the second level of moral education, if the first is not mastered. But it is such a contradiction among adolescents: they want to please others, but not trained in elementary behavior.

Psychologists have long been learning the games of children and adults, looking for their functions specific content comparing with other activities. The need for a game is sometimes explained as the need to give an excessive life exit.

Another interpretation of the nature of the game is to satisfy the needs of rest. A living creature, playing, in a peculiar way, trains, doing something. The game can be caused and the need for leadership, competition. You can consider the game and as compensatory activity, which in symbolic form makes it possible to satisfy unfulfilled desires.

Already in the world of animals, she ruins the boundaries of physical existence.

"Animals can play, then they are already somewhere more than just mechanisms. We play, and we know that we play, it means that we are more than just smart creatures, because the game is very smart." From the point of view of the linear deterministic world, the game can only be considered as a solution that does not relieve any traditional foundation.

The game is an activity that differs from everyday everyday actions. Humanity again and again creates its invented world, the new being, which exists next to the world of natural, the world of nature. The bonds that link the game and beauty are very close and diverse. Any game, it is primarily free, free activity.

The game proceeds for herself, for the sake of satisfaction, which arises in the process of performing a gaming action.

The game is an activity that depicts the attitude of the person to the world that it surrounds.

Independence of a person in the middle of the game plot is limitless, it can return to the past, to look into the future, multipoint repeating the same action that brings and satisfaction makes it possible to feel the meaningful, omnipotent, desirable.

In the game, the child does not study live, but lives his true, independent life.

The game is most emotional, colorful for preschoolers. Very faithfully stressed the well-known explorer of the children's game D. B. Eloconin, in the game Intellect is sent for emotionally effective experience, the functions of adult are perceived, first of all, emotionally, there is a primary emotional and effective orientation in the content of human activity.

The value of the game for the formation of a person is difficult to overestimate. It is not by chance that L. S. Vygotsky calls the game "Nine Tamper of Children's Development".

In the game, both in the upcoming activities of the preschooler are carried out those actions to which it will be able to in real behavior only after a while ..

Children's creativity is manifested in the plan of the game and search for funds in its implementation. How much fiction is required to decide which journey will go, what to build a ship or a plane, which equipment to prepare! In the game, children simultaneously act as playwrights, butafors, decorators, actors. However, they do not wear out their idea, do not prepare for a long time to fulfill the role as actors. They play for themselves, expressing their own dreams and aspirations, thoughts and feelings who own them at the moment.

Therefore, the game is always improvisation.

Great meaning of the motivational sphere of the child, a conscious desire to learn. Paying attention to this feature of the game, D.B. Elkonin writes:

"The value of the game is not limited to the fact that the child has new ones in their content the motives of activity and associated tasks.

It is essential that the game has a new psychological form of motives ... It is in the game that the transition from motives that have a form to conscious affectively painted immediate desires, to motives having the form of generalized intentions on the verge of consciousness.

Of course, other activities pour water to the mill on the formation of new needs, but not in any other activity there is no such emotionally filled entry into the life of adults, such an effective allocation of social functions and the meaning of human activity, as in the game. This is the first and basic meaning of the role game for the development of the child. "

There are different types of games characteristic of children's age. This is a moving game (games with rules), didactic, games are dramatization, design games. Of particular importance for the development of children aged 2 to

7 years have creative or role-playing games. They are characterized by the following features:

1. The game is the form of active reflection by the child of the people around him.

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

3. The game, like any other human activity, has a public character, so it changes with the change in the historical living conditions of people.

4. The game is a form of creative reflection by a child of reality. Playing, children make a lot of their own inventions, fancy, combination.

5. The game is operating knowledge, the means to clarify and enrich, the path of exercise, and the development of the cognitive and moral abilities and forces of the child.

6. In the detailed form, the game is collective activities. All participants of the game are in relations to cooperation.

7. Diversified development of children, the game itself also changes and develops. With the systematic manual from the teacher, the game can change: a) from the beginning to the end; b) from the first game to the subsequent games of the same group of children; c) The most significant changes in games occur as children develop from younger ages to the elders. The game, as a type of activity, is aimed at knowing the child of the surrounding world by active complicity in the work and everyday life of people

The means of the game are: a) knowledge of humans, their actions, relationships, expressed in speech images, in experiences and actions of the child; b) methods of action with certain subjects under certain circumstances; c) those moral assessments and feelings that act in judgments about the good and bad act, 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 interfere. Sometimes behind it lies boredom - children annoy familiar toys and repetitive classes. In such a situation, you do not need new and expensive toys. The bored baby can be "shake", incorporating in his case.

He will like part in domestic affairs, which adult seem boring and monotonous. And for a child, to restore order in the buffet, to carry out instructions and help the acceptance of decision-making issues - this is a fresh impression and experience.

By the beginning of the preschool age, the child already has certain life experiences, which is not yet realized and is rather potential abilities rather than the current ability to implement skills in their activities. The task of upbringing is just in relying on these potential opportunities, to promote the kid's consciousness, put the beginning of a full-fledged inner life.

How to solve this problem in the conditions of public pre-school education?

Trying to answer this question, let's stop on some principal provisions underlying the proposed game system.

First of all, educational games are joint activities of children with adults. It is an adult to makes children these games, introduces them to the content.

He causes interest to the game in children, encourages them to active actions, without which the game is not possible, is a model of performing game action, the game manager - organizes the game space, introduces the game material, follows the execution of the rules.

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

Communication rules affect the nature of the relationship between the participants of the game (the priority of the most attractive roles, the sequence of the actions of children, their consistency, etc.). So, in some games, all children act at the same time and equally, which brings them closer, unites, teaches a friendly partnership. In other games, children act in turn, small groups. This makes it possible to watch the child to watch the peers, compare their skill with your. And finally, each section contains games in which the responsible, attractive role is performed in turn. This contributes to the formation of courage, responsibility, teaches to empathize the partner in the game, rejoice in its success.

These two rules in a simple and accessible form for children, without aspirational and imposing roles from the side of the adult, are involved in the kids to organize, responsibility, self-restraint raise the ability to empathize, carefully treat others. .

Among the diverse types of creative activity, which children of preschool age love, is a great place for visual art, in particular children's drawing. By the nature of the fact that both the child depicts, one can judge his perception of the surrounding reality, about the features of memory, imagination and thinking. In drawings, children seek to transmit their impressions and knowledge obtained from the outside world.

Observations for the behavior of children in visual classes showed: very often the tasks that the teacher puts do not meet their needs and interests. Offering children, let's say, draw balloons, the teacher wants to teach them to portray rounded forms. But children, of course, do not understand the values \u200b\u200bof this software tasks. This is first. Secondly, it is not at all interesting to draw so much. So there will be no effort.

It is important to understand one thing: the baby, like any person, it seems that everything he does is need to be directly necessary for someone. But who? What world can applies drawn on paper plates? Short strokes depicting grass. Fortunately, such a world exists! This amazing world of dolls that go to visit each other; There are a hare, bears and foxes; Toys attend hairdresser and shops; They turn to the child for help if they are sick. Only in this beautiful world, which is called the game, the child can and should fully live and learn. If you mentally move to the world of the children's game, it turns out that it is these apples and leaflets very needed. The inhabitants of the toy world immediately and with the benefit of themselves will eat everything that painted, blinded or cut off and pasted the child.

However, connecting the world of the game with learning, the teacher carefully and necessarily complies with certain rules:

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

Secondly - in order to attract 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, it is necessary to show those characters that will be the heroes of this classes (for example, if in class children will learn to draw a lodge for squirrels, then small toys or planar figures are shown, cut out of paper). Then briefly, but a teacher says quite convincingly, let's say that these game characters were in a dangerous or difficult position: winter has come, and there is no small lodge. It is important that the teacher not only identify difficulties, but also achieved a response from his listeners. Therefore, he reveals all complexity and danger; Small luckers can die from cold, hunger and enemies. But these animals have defenders, emphasizes the educator, and points to the guys. Thus, he puts children to the position of assistants, defenders, which is especially important for solving educational tasks.

Third - so that children are actively involved in the work, the teacher explains: to save the game character, it is precisely the item to be drawn (to make, or perform the method of appliqué).

So, to save a little mouse, you need to deepen the mink to him (to shame the circle so that the silhouette is not viewed). It turns out: on the one hand, helping a mouse, the child plays, and on the other - it acts not in the imaginary plan, but really.

Its visual activity is different from the game that it cannot be limited to imaginary actions, but necessarily creates some kind of real product (drawing, modeling, application), i.e. He himself puts the task, in the decision of which the teacher is interested. However, one "but" arises in this situation. The child does not know how to draw, he needs an explanation, showing image methods. It is now that he is interested and in business (after all, he will do it all!) Will listen to the explanations of the teacher and apply them in their work.

Fourth - we should not forget that children decide not learning, but a gaming task. They are in the world of games. According to this, the teacher, if notes any flaws, offers - and only in the game form: "Natasha, your whitelie very much wanted her house covers the roof that will save it from the rain." It does not matter that adult says for the protein. It is significantly the fact that the instructions of the educator do not destroy the integrity of the gaming world. They are also in the context of gaming, not educational activities.

But now the occupation is completed, the children came to some result: drew a house, grass, cut her feeders or something else. All of this they painted this time for a cow, which was looking forward to the end of work.

This game action is very important for the learning process. It is it that is rational grain of all previous activities, plus a positive result. The proposed pedagogical process is a very important psychological process, from which the success of subsequent training depends largely.

"In preschool childhood, the game 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 formation of a children's team" - this is exactly what the role of the game in the educational program in kindergarten is interpreted.

Chapter 2.

Practical part

2.1 Diagnostics of the moral liction of preschoolers.

In order to identify the level of pupilness of preschoolers, a method of observing the following parameters of morality was used: a friendly attitude to peers, mercy, self-esteem, compliance with the rules of culture of behavior, organization and punctuality, demandingness. These parameters were listed in the table (Appendix 1), where the first answer is - 4Bull, the second option - 3Bull, the third option - 2Bull, the fourth - 1Ball. The maximum level of the level of moral liction of the child - 20, the average - 11, the minimum - 4.

In the observation, 5 children aged 5 to 7 years were involved.

Selivanova Natalia (Table 1) - 4 + 3 + 2 + 3 + 3 \u003d 15 points - the level of moral pupil is higher than the average.

Counts Ivan Aleksandrovich (Table 2) - 2 + 3 + 2 + 2 + 2 \u003d 11 points - medium level.

Ruzayev Nikolai Mikhailovich (Table 3) - 2 + 2 + 3 + 2 + 2 \u003d 11 points - average level.

Uzbekova Oder Rustamovna (Table 4) - 2 + 2 + 2 + 2 + 2 \u003d 10 points - below average.

Sveta Alexander Vladimirovich (Table 5) - 3 + 3 + 4 + 2 + 3 \u003d 15 points - the level of moral pupil - above average.

As a result of the analysis of the data obtained, the following conclusions can be drawn: preschoolers as a whole respect the elders, sympathize and help weak, know about the rules of culture of behavior, but not enough independent and disciplined. Children of preschool age need to control the teacher.

2.2 Program for the development of the moral liction of the preschooler

through the game.

The program for the development of moral liction through the game is intended for preschoolers for 5-7 years.

The purpose of the program: develop the moral lift of the preschooler.

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

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

Help to become a child more open;

Introduce important, good qualities in man;

Teach children to work in the team.

Game "Here I am what?" (Appendix 2).

The goal of the game: help the child tell about yourself.

Rules: Children are the questionnaires in which they must continue proposals. After filling it, they should be divided into groups of four people and read their fills. Then they are invited to find out:

Who do they have the most common?

Whose answers in their opinion the most interesting?

What question was the hardest answer?

"Secret Friend" game

Purpose of the game: push the child to friendship.

Rules: Record the name and surname of each person on separate leaves and minimize them so that the written can not be read next to the sitting. Folded rolled leaves in the box and offer each child to pull out one of them. Ask for children not to tell you who got them on the leaves. If someone stretched his name, he pulls the leaf again. It should be explained to children that the person whose name they stretched out, from now on, becomes a "secret friend", and over the next three days they must secretly show as much attention as possible. A few days later, "secret friends" open each other. After that, there is a conversation about friendship.

Game "Joint Figure"

The goal of the game: Teach children to work in the team.

Rules: Children are divided into groups of 2-4 people. On each group 1 sheet of paper. Each group teacher gives the theme of the drawing and tells the children that at first they should agree among themselves, distribute who on which site of the sheet that will draw. (Practice shows that children of age are 5-6 years old, immediately begin to draw. It is difficult for them to understand that it would not hurt to negotiate. Children of 7 years easily agree with each other).

The game is "only good."

The goal of the game: to focus the attention of the child in good qualities of a person.

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

Wins the one who will come first to the teacher. This man becomes the lead.

Thanks to these games, children in the team begin to show the qualities of their character, which in ordinary life would have developed for years.

I believe that the teacher of any activity related to children of preschool age is obliged to use the techniques and methods developing moral pupils in the child.

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

Conclusions.

The path of knowledge that the child passes from 3 to 7 years is huge. During this time, he learns so much about the world around and so sends various intellectual operations that many psychologists and teachers of the past believed that the cloak of the preschooler passed the main way of development of thinking and that in the future he would only have to master the knowledge taken in science.

Imitation adults, the child practically reproduces those relationships that he observes. At the same time, he himself penetrates the appropriate attitude towards other people. If a child in the game is brutally drawn with his doll, rudely talks with "passengers", which he "transports", does not agree with his actions with other players, not inferior to other children toy, casually treats her toys, then the child is formed at first bad habits And then negative features of character appear: egoism, slope, stubbornness.

It can be said that during the preschool childhood, special children's world-ended is being formed, which includes some common idea of \u200b\u200bthe world, attitude towards him and attitude towards himself in this world.

Thus, the following conclusions can be drawn:

1. The game for the development of preschoolers is crucial, it is it that leads the presenter of preschool age.

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

3. The development of moral judgments and assessments by adults is necessary, but not enough for moral education. It is important to create gaming conditions when the norm of morality will begin to regulate the real behavior of the child, that is, establish a link between moral consciousness and moral behavior. And compliance with the norm acts as emotional reinforcement for the preschooler.

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

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

Bibliography

1 person. Society. State: studies. Manual for the 4-11th CL. general education. institutions with rus. Yaz. learning.

2. Sukhomlinsky V.A. Selected pedagogical writings -M: 1980, T.2.

3. Rubinstein S.L. Psychological and pedagogical problems of the moral education of schoolchildren. - M.: Enlightenment, 1981.

4. Kharlamov I.F. Pedagogy: course of lectures. - M.: Enlightenment, 1990.

5. Arkhangelsky N.V. Moral education. - M.: Enlightenment, 1979.

6. Slobodchikov V.I., Isaev E.I. Psychology of human development. Basics of psychological anthropology. M., 2000.

7. Obukhova L. F. Age psychology. Textbook; Ed. "Rospadagency"; Moscow 1996.

8. I.Yu. Kulagin. Age-related psychology. Development of a child from birth to 17 years. M., Publishing House of Urao, 1997. - 176 p. 1998.

9. Kirichuk O. V, Romanets V. A. Basics of psychology. Kiev, Swan 1997.

10. Asmolov A. G. Psychology of personality., Principles of generality analysis. M. Publishing House Mosk. University, 1990.

11. Nikitin B. P. Steps of creativity or educational games. M.

Education, 1991.

12. Elkonin D. B. Psychology of the game M. Education 1987.

13. Koloman Ya. L., Panko E. A. M. Enlightenment, 1988

14. Boguslavskaya Z. M., Smirnova E. O. Developing games for children of junior preschool age. M. Education 1991.

15. Mikhailenko I., Korotkov I. Preschool Education, 1993

16. Abramyan L.A. : The game of the preschooler - M.: Enlightenment, 1989.- 286 p.: Il.

Course work

on pedagogy of folk artistic creativity

"Playing as a means of moral education of preschool children"

performed

student

Scientific adviser:

ph.D., Associate Professor

Samara 2008.

Introduction

Chapter1.Toretical foundations of the problem of moral education of the preschooler through the game

1.2 Age Portrait of a Preschooler

Chapter 2. Practical Part

2.1 Diagnostics of the moral liction of preschoolers

2.2 Program for the development of the moral liction of the preschooler

through the game

Bibliography

application

Introduction

Throughout human development, in the life of both a child and an adult, the game was used as one of the most important means of upbringing and learning.

Therefore, the game is given a special place in various training systems, since it flourishes in childhood and accompanies a person throughout his life.

Object research: moral education of preschool children.

Research Subject: Playing as a means of moral education of the preschooler.

The purpose of the study: study the game as a means of moral education of the preschooler.

Tasks for research.

1. Based on the theoretical analysis of psychological, pedagogical and methodological literature, identify key concepts and identify their essence and structure.

2. The essence of the moral education of the preschooler.

3. Describe the age portrait of the preschooler.

5. Diagnose the moral lifting of preschoolers.

6. Program for the development of the moral liction of the preschooler through the game

Theoretical foundations of the problem of moral education of the preschooler through the game

1.1 Essence of the moral education of the preschooler

Outflection "Big Encyclopedic Dictionary" on the word "morality", we will read: "Morality" - see "Moral". And in the "Russian Language Dictionary" said: "Morality is the rules of morality, as well as morality itself." Consequently, the identity of these concepts is supposed. Interestingly, in German, there is no word "morality" in general. "Diemoral" is translated as "moral" and as "morality." Also in two values \u200b\u200b(morality and morality), the word "DiesitttlichKeit" is used (conformity to customs, decency).

V.A. Sukhomlinsky spoke that it was necessary to engage in the moral education of the child, to learn the ability to feel a man.

2. You use the benefits created by other people. People make you childhood happiness. Pay for this good.

3. All the benefits and joy of life are created by difficulty. Without difficult, it is impossible to honestly live.

5. Be not indifferent to evil. Bring against evil, deception, injustice. Be indarceible to the one who seeks to live at the expense of other people, causes evil to other people, is placing society.

Such is the alphabet of moral culture, whose hosting children comprehend the essence of good and evil, honor and dishonor, justice and injustice. " .

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

The specific feature of the process of moral education should be considered that it is longer and continuous, and its results are delayed over time.

Allocate two moral development programs:

Min.

Max

1. We speak with children:

2. Children, what is your mood today? Let's play the game now "Determining the mood of family members."

You can show children pictures with images of family members in different mood. At the same time, speech accompaniment may be:

What is the mood here at Mom and Son? Why?

In the game you must come up with these photos a certain situation. For the mood of family members come up with their dialogue.

Do you know that a bad mood happens to your loved ones in the family? Why? What is the mood of your mother or grandmother?

3. Find out how the child understood the reason for the mood of loved ones will help the game "Finish Proposal".

Dad is upset because ...

Mom was upset because of ...

Grandfather looked at me strictly because ...

The younger brother burst out from ...

The conclusion of such a game may be the question:

What needs to be done to improve the mood to close person?

Have you been attentive to the mood, the well-being of your relatives?

4. Another kind of variety games for the formation of the moral qualities of the child Maybe the game "Miracle tree".

Children are proposed as follows:

5. Another game aimed at formation of the moral qualities of the childmay become the game "Make a compliment."

We expand pictures characters with the image of family members on the table, overgrowing their picture down. Children come to the table with couples, choose symbols and make up compliments' dialogs:

Children, tell me good and kind words with your loved ones, it will be nice, and you raise them mood.