Agency for Management of Budgetary Institutions of the Perm Territory
State budgetary educational institution of secondary
vocational education
Chusovoy Industrial College
Essay on pedagogy on the topic:
"Educating a culture of behavior in preschool age"
Performed:
Klevtsova Ekaterina Alekseevna
Checked:
Garaeva Olga Anatolievna.
Gremyachinsk 2018
CONTENT
INTRODUCTION .................................................. ................................................. ..3-5
I. THE CONCEPT OF THE CULTURE OF BEHAVIOR OF PRESCHOOL CHILDREN ............................................................................... ................................................. .........6
I. I. COMPONENTS OF THE CONTENT OF THE CULTURE OF BEHAVIOR OF PRESCHOOL CHILDREN .............................................................. .........................................7-9
I. II. METHODS OF EDUCATION OF THE CULTURE OF PRESCHOOL CHILDREN.......................10-11
CONCLUSION................................................. ...............................................12-13
BIBLIOGRAPHY................................................ .....................................fourteen
INTRODUCTION
No material wealth can make a person happy. Often the one who surrounds himself with comfort is lonely, feels tired and dissatisfied with life. And it happens that well-educated people do not always look well-mannered. have not developed in themselves the elementary norms of a culture of behavior. Is it necessary to list all the troubles that give rise to human indifference, cruelty, emptiness of the soul, indifference, deafness of heart and mind. Anger, anger, rudeness as forms of manifestation of aggressiveness destroy society.
The problem of educating a culture of behavior has become especially relevant today. Adults sometimes simply do not know how to overcome the ever-increasing childish cruelty and hostility. It is difficult for children 4-6 years old to understand the world of human relations, to master the language of feelings. Without knowing and not being able to do much, children often violate established norms and behave inappropriately. Therefore, the upbringing of a culture of behavior requires close attention and thoughtful consideration and is the necessary basis, without which it is impossible to form more complex personality traits of the child, his moral qualities.
From a young age, it is important to form in a child the ability to: empathy, the ability to respond to the grief and joy of other people. To teach how to correctly evaluate the behavior of literary heroes, their behavior and the behavior of their peers. To cultivate sympathy, a friendly attitude towards children and adults of different nationalities; to achieve the effective manifestation of humane feelings and relations, their social orientation. In this regard, pay special attention to the education of industriousness in children: the desire and ability to work not only for themselves, but also for the common good, the ability to set goals and achieve positive results, to do what is necessary regardless of desire. To instill activity, readiness to overcome obstacles, take the initiative in completing the task, encourage the desire to bring things to the end. To develop a willingness to be responsible to the group. The peculiarity of educating a child in a kindergarten lies primarily in the fact that his daily life and activities - games, work, various activities take place and are organized by the teacher in the conditions of a children's society. At the same time, opportunities are created for accumulating and deepening the experience of positive relationships and relationships.(between children, between children and adults) . In educating the principles of humanism, teachers should pay special attention to developing children's respect for elders, the desire and ability to obey, to readily carry out their advice, instructions and instructions, to form friendly relationships with peers, a caring attitude towards them and younger ones, towards adults. Teach children to remember their duties and diligently fulfill them; willingly share with others their knowledge, ideas, toys and manuals. The joy of joint play, work, occupation gives rise to a commonwealth, trusting relationships are formed that develop into friendship. Friendly relationships have a beneficial effect on the formation of such qualities as benevolence, the desire to help each other, and this, in turn, contributes to the development of a sense of kindness, mutual assistance.
The atmosphere of family life has a strong influence on the culture of behavior. Kindred feelings that unite family members, their mutual disinterested care is a necessary condition for the moral development of the child.
Object of study: the culture of behavior of preschoolers.
Subject of study: the process of forming a culture of behavior in older preschoolers.
Target:educationchildren's culture of behavior, formation of the foundations of a culture of behavior of preschoolersthrough daily activities.
Tasks:
The development of moral ideas by children (norms and rulesbehavior in society, valuable moral qualities of a person, phenomena of social life, people's work);
Upbringingcommunication culture(compliance with the ethical standards of speech etiquette, the use of appropriate etiquette in speechformulas);
Upbringingculture of activity( formationrespect for things, toys, books, teaching aids, nature, etc.)
Education organizedbehavior( formation in preschoolersability to consciously follow the rulesbehaviorobey the general requirements established in the group, act in concert, work together to achieve the goal).
Independence Educationpreschoolers(development of initiative, self-organization and self-control, arbitrary, volitionalchildren's behaviorin various activities).
Raising the need for personal hygiene.
THE CONCEPT OF THE CULTURE OF BEHAVIOR OF PRESCHOOL CHILDREN
Questions about the decisive role of educating a culture of behavior in the development and formation of personality have been recognized and raised in pedagogy since ancient times. There are many definitions of the concept of "culture of behavior". In the pedagogical dictionary, the culture of behavior is compliance with the basic requirements and rules of human society, the ability to find the right tone in communicating with others. Culture of behavior - a set of forms of everyday human behavior(inwork, in everyday life, communication with other people), in which the moral aesthetic norms of this behavior find external expression. The culture of behavior includes: manners of communication, etiquette, the highest degree of refinement, polished actions and deeds of a person, the perfection of his activity in various spheres of life.
I . I . CONTENT COMPONENTS OF THE CULTURE OF BEHAVIOR OF PRESCHOOL CHILDREN
In the content of the culture of behavior of preschoolers, the following components can be conditionally distinguished: culture of activity, culture of communication, cultural and hygienic skills and habits.
Activity culture manifests itself in the behavior of the child in the classroom, in games, during the performance of labor assignments. To form a culture of activity in a child means to educate him in the ability to keep in order the place where he works, studies, plays; the habit of finishing the work begun, taking care of toys, things, books.
Children in middle age, and especially in older preschool age, should learn to prepare everything necessary for classes, work, and select toys in accordance with the game plan. An important indicator of the culture of activity is a natural craving for interesting, meaningful activities, the ability to value time. At the senior preschool age, the child learns to regulate his activities and rest, quickly and in an organized manner to perform hygiene procedures, morning exercises. This will be a good basis for the formation of his skills in effective organization of work.
Communication culture provides for the implementation by the child of the norms and rules of communication with adults and peers, based on respect and goodwill, using the appropriate vocabulary and forms of address, as well as polite behavior in public places, everyday life.
The culture of communication implies the ability not only to act in the right way, but also to refrain from actions, words, and gestures that are inappropriate in a given situation. The child must be taught to notice the condition of other people. Already from the first years of life, a child must understand when it is possible to run and when it is necessary to slow down desires, because at a certain moment, in a certain situation, such behavior becomes unacceptable, that is, act guided by a sense of respect for others. It is respect for others, combined with simplicity, naturalness in the manner of speaking and showing one's feelings, that characterizes such an important quality of a child as sociability.
A culture of speech assumes that the preschooler has a sufficient vocabulary, the ability to speak concisely, maintaining a calm tone.
Already in the younger, and especially in the middle preschool age, when the child masters the grammatical structure of speech, learns to correctly build simple phrases, he is taught to call adults by name and patronymic, to “You”, pronunciation is corrected, children are taught to speak at a normal pace, without tongue twisters or word stretches. It is equally important at the same time to teach the child to listen carefully to the interlocutor, to stand calmly during the conversation, to look into the face of the speaker.
In the educational activities organized by the teacher, the behavior, questions and answers of children are largely regulated by the tasks, content of the material and forms of organization of children. It is clear that the culture of their communication in such processes are formed faster and easier. But it is equally important to cultivate a culture of communication in everyday life, in various types of their independent activities. On the other hand, mastering the culture of speech contributes to the active communication of children in joint games, and to a large extent prevents conflicts between them.
Cultural and hygienic skills - an important component of the culture of behavior. The need for neatness, keeping the face, hands, body, hair, clothes, shoes clean is dictated not only by the requirements of hygiene, but also by the norms of human relations. Children should understand that respect for others is shown in observing these rules, that it is unpleasant for any person to touch a dirty hand or look at untidy clothes. A slovenly person who does not know how to take care of himself, his appearance, his actions, as a rule, is also careless at work.
Teachers and parents should always remember that the skills instilled in childhood, including cultural and hygienic ones, bring great benefits to a person throughout his subsequent life.
food culture often referred to as hygiene habits. But its significance is not only in the fulfillment of physiological needs. It also has an ethical aspect - after all, behavior at the table is based on respect for those sitting nearby, as well as for those who prepared the food.
From preschool age, children must learn certain rules: you can not put your elbows on the table while eating; you need to eat with your mouth closed, slowly, chewing food thoroughly; treat bread and other products with care; use cutlery properly. Mastering the culture of food is not an easy task for preschoolers, but it is necessary to develop these skills, it is necessary to ensure that children eat with pleasure, appetite and neatly.
Culture of behavior - compliance with the basic requirements and rules of human society, the ability to find the right tone in communicating with others. In the content of the culture of behavior of preschoolers, the following components can be conditionally distinguished: the culture of activity, the culture of communication, cultural and hygienic skills and habits.
I . II . METHODS OF EDUCATION OF THE CULTURE OF PRESCHOOL CHILDREN.
The formation of a culture of behavior takes place in stages. At an early age, the first stage of education of a culture of behavior begins. Then, at preschool age, in the second stage, conditions are created for the child to receive satisfaction from his good behavior. And already at the third stage, continuing to create conditions for the practice of cultural behavior, the educator pays more attention to the children's awareness of the importance of the rules of etiquette.
Methods of education: explanation, demonstration, exercise, reminder, control, assessment, conversation, reading works of art, looking at illustrations, a positive example, encouragement and punishment.
The first group of methods ensures the creation of practical experience in social behavior in children. These include the method of accustoming the child to positive forms of social behavior, the education of moral habits. Its main meaning lies in the fact that systematic children in a variety of situations are encouraged to act in accordance with the norms and rules accepted in society, for example, greet and say goodbye, thank for the service, politely answer for actions, take care of things. Children should be taught to help and mutual assistance, to take care of the younger ones, of the elders, to truthfulness, modesty. Learning is done through exercise. The exercise involves the inclusion of children in a variety of practical activities, in communication with peers and adults in natural life situations and in specially created ones that stimulate preschoolers to such actions.
This group of methods includes observation and demonstration of action. The teacher, together with the children, watches the games of the children of another group. He notes the good relationships of children, the ability to negotiate, and also notes the negative ones. The method of organizing activities also plays an important role in education. The educator thinks over the organization, for example, of collective labor, as well as the selection and placement of participants in small associations.
The second group of methods is aimed at the formation of moral ideas, judgments, and assessments in preschoolers. This includes:
Conversations of the educator on ethical topics,
Reading fiction and storytelling,
Examination and discussion of paintings, illustrations, filmstrips.
These methods are used both in the classroom and individually, or with small groups of children.
In all classes, we provide for the tasks of moral education, but they are not always solved during the lesson. Sometimes we get carried away with a learning task or a cognitive one and lose sight of the educational one.
In connection with the assimilation during conversations, reading books of the first concepts of moral qualities, it is useful after that to choose games, exercises in which children could enrich their practical experience. Both the first and second groups of methods include widely known methods: methods of persuasion, a positive example, encouragement and punishment, persuasion is carried out through a kind and clever word, using works of art, proverbs, sayings.
CONCLUSION
The education of a culture of behavior in a preschooler cannot be considered only within the framework of a kindergarten. It provides for a mandatory connection with the upbringing of children in the family, coordination of the efforts of the teacher and parents. That is why it is so important for educators to find methods to establish close contact with the family in order to ensure unity in the education of a culture of behavior. Of the most effective methods and forms of work with parents, one can note: general and group parent meetings, consultations, teacher visits to the families of their pupils, “open days”, a decorated stand or screen for parents, sections of which in a visual form reveal general issues of educating a culture of behavior , sliding folders, positive experience of family education.
Based on the study, the following conclusions can be drawn:
1. Culture of behavior - compliance with the basic requirements and rules of human society, the ability to find the right tone in communicating with others. In the content of the culture of behavior of preschoolers, the following components can be conditionally distinguished: the culture of activity, the culture of communication, cultural and hygienic skills and habits.
2. The formation of a culture of behavior takes place in stages. At an early age, the first stage of education of a culture of behavior begins. Then, at preschool age, in the second stage, conditions are created for the child to receive satisfaction from his good behavior. And already at the third stage, continuing to create conditions for the practice of cultural behavior, the educator pays more attention to the children's awareness of the importance of the rules of etiquette.
3. Effective methods and forms of education play a huge role in educating older preschoolers with a culture of behavior: practical, verbal and visual methods, as well as a game method, can be noted from them. It is also possible to note exercise games, group and individual ethical conversations, excursions, walks, hikes, game activities, dramatization games.
LIST OF LITERATURE
1. Barkhatova V.V. Education of a culture of behavior // Preschool education. - 1991. - No. 11. - S. 41 - 44.
2. Bolotina L.R., Komarova T.S., Baranov S.P. Preschool Pedagogy. -M: Academy, 1997. - 284 p.
3. Kozlova S.A., Kulikova T.A. Preschool Pedagogy. - M.: Academy, 1998.-S. 112-117.
4. Nikolaeva S.N. Classes on the culture of behavior with preschoolers and younger students. - M.: Vlados, 2007. - 78 p.
5. Peterina SV. Education of a culture of behavior in preschool children. - M.: Enlightenment, 1986. - 96 p.
Plan of the workshop
"Educating a culture of behavior in preschool children"
1. The concept of "culture of behavior of preschoolers", its content. Education of a culture of behavior from the standpoint of modern etiquette (quiz).
2. Game activity as a means of forming a culture of behavior of preschoolers (psychological and pedagogical games).
3. Interaction with peers and adults (solution of pedagogical situations).
The culture of children's communication with adults and peers is an integral part of the culture of behavior.
Man, as a social being, constantly interacts with other people.
He needs the most diverse contacts: intra-family, social, industrial, etc. any communication requires a person's ability to comply with the generally accepted rules of behavior, due to moral standards. Communication of preschool children, first of all, takes place in the family. For a child who enters a kindergarten, the social circle expands - communication with peers, with a teacher and other employees of a preschool institution is added.
The task of parents and teachers is to educate the child in a culture of communication.
What are the most important moral qualities that adults want to see in children?
Politeness - it decorates a person, makes him attractive, evokes a feeling of sympathy in those around him.
“Nothing is so cheap and valued so dearly as courtesy. Without it, it is impossible to imagine human relationships. The politeness of children should be based on sincerity, goodwill, respect for others. Politeness acquires a price if it is manifested by a child at the behest of the heart.
Delicacy - courtesy sister. A person endowed with this quality will never cause inconvenience to others, will not give a reason to feel his own superiority by his actions. The makings of delicacy come from deep childhood.
courtesy - It is necessary to achieve from children that courtesy, attention, help to others are manifested in them from good intentions.
Modesty - this moral personality trait is an indicator of true upbringing.
Modesty is accompanied by respect and sensitivity to people and high demands on oneself. It is necessary to develop skills in children.
Sociability - It is based on elements of benevolence, friendliness to others - indispensable conditions in the development of a culture of relationships in children. A child who feels joy from communicating with peers will readily give up a toy to a friend, just to be close to him, for him to show goodwill is more natural than impudence, harshness. In these manifestations are the origins of respect for people. A sociable child quickly finds a place in kindergarten.
Kindergarten students have many opportunities to communicate. Toy theater, a song sung on a walk
A bouquet collected according to a flower, stimuli for the exchange of impressions, make one reach out to peers. The main communication - "child - child", "child - children" is of their own accord, because life in a society of peers puts the pupil in the conditions of sharing something together: to work, play, study, consult, help - in a word, solve their little affairs.
The task of adults is to guide children's relationships in such a way that these relationships contribute to the formation of collectivism skills.
Children under the guidance of an adult gain experience of positive communication
The rules of etiquette for children are magical rules of behavior, knowing and observing which you will never find yourself in an uncomfortable situation, and will always look polite and well-mannered. In a modern civilized society, one cannot do without the application of the rules of etiquette.
Etiquette should be taught to children from birth, explanation and demonstration should be by example. If the rules of good manners are not respected in the family, then the child will behave in any way. The story about the rules of etiquette is best done in a playful way. The kid needs to be interested.
Remember that the behavior of your child is entirely up to you, because well-mannered and cultured adults rarely have rude and ill-mannered children.
Workshop materials available for download
What is etiquette
We should know from childhood.
These are the rules of conduct:
How to go to a birthday?
How to meet? As it is?
How to call? How to get up? How to sit?
How to greet an adult?
There are many different questions.
And he answers them
This is the same etiquette.
Dear parents!!!
We have prepared verses for you that reveal the content of the rules of etiquette.
With the help of them, kids very easily and quickly learn to behave well in
kindergarten and visitingtheir content and meaning,
Babies will make the best impression
on adults and your friends. You can download
Ksenia Kharitonova
Education of a culture of behavior of children of senior preschool age by means of play
Related article:"Education of a culture of behavior of children of senior preschool age by means of play"
Research relevance. Culture of behavior- one of the urgent and most complex problems that must be solved today by everyone who is related to children. What we lay in the soul of a child now will manifest itself later, will become his life and ours. Children should be able to manage their own behavior and plan their actions based on primary value ideas, observe elementary generally accepted norms and rules behavior. problem fostering a culture of behavior in children such scientists as A. M. Vinogradova, S. V. Peterina, I. N. Kurochkina, T. Erofeeva, T. Yakovenko, O.V. Zashchirinskaya, L. F. Ostrovskaya and others. The experience of A. M. Vinogradova shows that the formation of children ethical ideas largely determines the development of their feelings and behavior. Misconceptions about friendship, kindness, honesty, justice are the cause of frequent conflicts between children. Therefore, the teacher must, first of all, find out what the children themselves know about the ethics of relations between people, what specific content they put into the concepts "kindness", "honesty", "Justice" whether they are aware of manifestations of cruelty, deceit, selfishness. That is why it is necessary to get to know children with rules of conduct: educate cultural behavior skills in everyday life culture of etiquette; bring up love and respect for close and surrounding people; instill respect for cultural property; educate staff and parents about culture of behavior, since in the family the fulfillment of the basic requirements behavior necessarily no less than outside the home. The game is one of those types of children's activities that are used by adults in order to preschool education, teaching them various actions with objects, methods and means of communication. In the game, the child develops as a person, he forms those aspects of the psyche, on which the success of his educational and work activities, his relationships with people will subsequently depend. Forming tool culture of behavior maybe the whole atmosphere in which he lives child: the atmosphere can be saturated with benevolence, love, humanity or cruelty, immorality. The child's environment becomes means of educating the senses, views, behavior i.e. it activates the whole mechanism of moral education and affects the formation of certain qualities. Problem educating a culture of behavior in preschoolers is relevant, due to culture human relations, communication between people play an important role in life. If the child learns to communicate culturally with loved ones familiar, he will behave the same way with complete strangers. Teaching the child skills cultural behavior we contribute to the development of society.
Object of study: culture of behavior.
Subject of study: fostering a culture of behavior through play. Based on the purpose, object and subject of the study, the following tasks:
Reveal the essence and content of the concept « culture of behavior»
Submit gaming means of educating a culture of behavior
Develop a model fostering a culture of behavior in parole
Implement formation diagnostics culture of behavior in children of primary preschool age
Develop a development system culture of behavior in children of primary preschool age through games
Evaluate the effectiveness of the development system culture of behavior in preschool children
Research methods:
Study and analysis of scientific literature on this issue;
Observation, pedagogical experiment;
Quantitative and qualitative analysis of the results of the study.
The study was carried out on the basis preschool institution GDO"Nursery-kindergarten No. 71, Mogilev".
The essence and content of the concept « culture of behavior»
concept culture of behavior of a preschooler can be determined, as a set of sustainable forms of everyday life useful for society behavior at home, in communication, in various activities. Culture of behavior- a set of forms of everyday human behavior in which moral and aesthetic norms find external expression behavior. If moral norms determine the content and actions, prescribe what exactly people should do, then culture of behavior reveals how exactly are they carried out in behavior moral requirements, what is the appearance human behavior to what extent organically, naturally and naturally these norms merged with his way of life, became everyday rules of life. Broadly speaking, the concept culture of behavior includes all areas of external and internal human culture: etiquette, rules of dealing with people and behavior in public places; culture of life, including the nature of personal needs and interests, the relationship of people outside of work, the organization of personal time, hygiene, aesthetic tastes in the choice of consumer goods (the ability to dress, decorate the home); aesthetic properties of human facial expressions and pantomimes, facial expressions and body movements (grace). Highlight culture of speech, the ability to competently, clearly and beautifully express their thoughts, without resorting to vulgar expressions. Content culture of behavior of preschoolers can be arbitrarily identified as follows Components: culture of activity, communication culture, culturally- Hygiene skills and habits. culture activities - manifested in child's behavior in class, in games, during the execution of labor assignments. Form in a child culture activity means bring up he has the ability to keep in order the place where he works, studies, plays; the habit of finishing the work begun, taking care of toys, things, books. Children in average, and especially in senior preschool age must learn to prepare everything necessary for classes, work, select toys in accordance with the game plan. Important indicator culture activities - a natural craving for interesting, meaningful activities, the ability to value time. IN senior preschool age the child learns to regulate his activities on vacation, quickly and in an organized manner to perform hygiene procedures, etc. This will be a good basis for developing his skills for effective work organization. To determine what has been achieved cultural education labor activity, you can use indicators such as the ability and desire of the child to work, interest in the work performed, understanding its purpose and reasonable meaning; activity, independence; manifestation of strong-willed efforts in achieving the required result; mutual assistance in team work. culture communication - provides for the implementation by the child of norms when communicating with adults and peers, based on respect and goodwill, using the appropriate vocabulary and norms of address, as well as polite behavior in public places, at home. culture communication involves not only doing the right thing, but also refraining from actions and words that are inappropriate in a given situation. The child must be taught to notice the state of other people. Already from the first years of life, a child must understand when it is possible to run and when it is necessary to slow down desires, because at a certain moment, in a certain situation, such behavior becomes unacceptable, that is, acting guided by a sense of respect for others, combined with simple naturalness in the manner of speaking and showing one's feelings, characterizes such an important quality of the child as sociability. culture communication necessarily involves culture of speech. culture speech implies preschooler a sufficient vocabulary, the ability to speak tactfully, maintaining a calm tone. Mastery culture speech promotes active communication children in joint games, largely prevents conflicts between them. culturally-hygiene skills are an important part culture of behavior. Necessity of neatness, maintenance of the face, hands, body, hairstyles, clothes, shoes, is dictated not only by the requirements of hygiene, but also by the norms of human relations. Educators and parents should always remember that the skills instilled in childhood, including cultural and hygienic, bring great benefits to a person throughout his subsequent life. cultures food is often referred to as hygiene habits, but its significance is not only in the fulfillment of physiological needs. It has an ethical meaning behavior at the table is based on respect for the people sitting nearby, and also for those who prepared the food. FROM preschool age children must learn certain habits: you can not put your elbows on the table while eating, you need to eat with your mouth closed, chewing food thoroughly. Mastery food culture is not easy for preschoolers, but it is necessary to carry out the formation of these skills, it is necessary to ensure that children eat with pleasure, with appetite and neatly. Having studied the content of the curriculum preschool education, it can be noted that children of senior preschool age the level of arbitrary control over one's own behavior which positively affects all aspects of its development. There is a desire to control oneself and one's actions, the ability to control one's motor activity, to act exactly according to the instructions of an adult, to obey the rules. The role-playing game is being improved, in which pupil displays the events of social life, often far beyond the scope of his experience. In section "Socio-moral and personal development" a component such as "Adaptive social behavior» , which notes the following tasks:
development of communication skills and social skills: making requests, instructions, suggestions, call another person by name; be able to take the other person's point of view; be friendly;
the formation of socially approved skills behavior in public places;
formation of adequate models of communication and pupils' behavior;
formation of readiness for the manifestation of status-role flexibility (obey the rules, meet expectations, be situationally adequate, assert oneself without belittling others).
Gaming means of educating a culture of behavior culture behavior preschool game
A game is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of implementing objective actions, in the subjects of science and culture. In the game, as a special kind of social practice, reproduced norms of human life and activity, as well as the intellectual, emotional and moral development of the individual. At preschool children game is the leading type of activity.
The game is free creativity, the most important manifestation of the aesthetic principle in a person, means penetration into the sphere of meanings, comprehension of the unity of the world and its Creator.
K. D. Ushinsky noted how important it is to observe children's play to determine general and intellectual health children. If the child does not express interest in games, is passive or plays stereotypically and primitively for his age is a strong signal for adult: such a child requires special attention, it "special" child - maybe a genius, or maybe dysfunctional ... With the help games child's education is more effective, and upbringing is more pleasant. A game - means diagnosing the mental state of the child, his personal development, but it is also an excellent method of correcting certain defects, shortcomings, developmental delays. One of the youngest psychological methods is game psychotherapy.
A game, an activity that is carried out according to voluntarily accepted rules in conditional situations, set in a symbolic form in a limited time and space. Centerpiece games is the role taken by the player. In addition to real relations in the game, game relations arise between its participants in accordance with the accepted roles. Mandatory component games is imagination, the exit of consciousness beyond the limits of obvious life reality. Most games involve the use of special game objects, often acting as symbolic substitutes for imaginary elements of a real or fantastic situation being simulated and played.
The game is one of the most effective means of shaping children's behavior. It is one of the ways of knowing the world around and gives the child in a bright, accessible and interesting form of ideas about how it is customary to behave in a given situation, makes you think about your own behavioral manners. Don't Forget the Discipline games, since compliance with the established discipline is an important condition for the implementation of the etiquette rule. For these purposes, I used a variety of types of games. For example, in outdoor games, which are mainly used to solve problems of physical education, children compete: who will run around the kindergarten faster, who will throw the ball further. However, there are situations when one runs and falls, the other hurries to defeat everyone, the third also wants to be the first, but stops and rushes to help the fallen. The most important ethical aspect underlies this kid's behavior. In this situation, we once again make it clear to kid: based on etiquette behavior there is a moral foundation. In games with building materials, when children are busy building architectural structures (houses, bridges, etc.), there are also rules behavior. I praised builders: how did he do it? What words and intonations? What was his facial expression? Are all the children happy when they hear the praise of their friend? The children watched me every minute, even when they were doing what they loved and learning from me in a certain way. behavior. a huge role in shaping culture of behavior play theatrical games. For example, with children they prepared a production of a fairy tale "Turnip". During her analysis, she paid attention to the rules of family etiquette. The whole family and pets, and even a little mouse, have risen to one common cause - to help the grandfather-breadwinner pull out a turnip. In a family, everyone matters, everyone plays a role. Both the staging of the fairy tale and the performance with it in front of children and parents brought awareness of many rules. behavior in public places. I remembered the rules of the guest etiquette: parents came to visit, they need to be accepted and entertained. Traditional folk games good not only because the child perceives primordially Russian speech, receives information from the history of our people. He is also aware that modern etiquette is based on folk customs and traditions. For example, the game "Boyars, and we have come to you". Beautiful Russian text gives children information that there were boyars in the past; at all times people went to visit and received guests with joy. Children play together and amicably, strive for the victory of their team, but do not offend the representatives of the other. You can choose a friend; Then I paid attention to the friendly relations between the guys. In her free time, she spent role-playing games. Having chosen, for example, the profession of a doctor, she discussed the rules with the children behavior in the clinic, in the doctor's office, in a pharmacy, etc. You can make the attributes for the game yourself, and then everyone will be convinced that you can make crafts and play them perfectly. If crafts bring teacher, then the children understand: first, she wants to please her pupils Secondly, she is an excellent needlewoman and knows how to do everything. Didactic games very good at working out the rules and norms of etiquette. Tasks can be the most various: choose from the cards the color scheme of your suit; make a costume for a walk, visiting the theater, meeting guests from the pictures; lay out on the canvas cards with dishes and cutlery for serving a tea, dinner, holiday table; choose a gift for mom, friend, grandmother on the cards. These games you can make yourself, be sure to include in the kit games records of its content, goals and objectives. This testify about the conscious creation and use games and also makes it easier for others to use it. Great interest in preschoolers cause desktop-printed games. For example, a lotto game "How We Dress" help develop skills children in appearance culture, a game "Desk Phone", in which chips will move on the canvas, and participants will answer questions related to telephone etiquette, will strengthen the acquired knowledge about the rules of telephone
Introduction
Chapter I
1.1 Features of the mental development of children of older preschool age
1.2 The concept of "culture of behavior". Code of Conduct
1.3 Methods of educating a culture of behavior, relations of children of senior preschool age
1.3.1 The tasks of educating a culture of behavior, relationships
1.3.2 Conditions for fostering a culture of behavior, relationships
1.3.3 Methods of educating a culture of behavior, relations of children of senior preschool age
Chapter II. Results and analysis of work on the education of a culture of behavior and attitudes of children of the older group
2.1 Determination of the formation of a culture of behavior, relations of children of the older group
2.2 Development and implementation of a long-term plan for educating a culture of behavior and attitudes of children in the older group
2.3 Determination of the effectiveness of the work carried out
Conclusion
List of used literature
Introduction
A child of preschool age, acquiring an important skill in a preschool educational institution, to create friendly relationships with people, relatives and friends, peers and older children, acquaintances and strangers, must be able to do this beautifully and correctly so that he and his interlocutor enjoy communication.
The upbringing of a culture of behavior among children includes a moral and aesthetic attitude towards people around them, the beauty of behavioral manners and compliance with the rules of etiquette adopted in society.
A culture of behavior is a characteristic sign of a good upbringing. Forming ideas about the norms and rules of behavior, it is necessary to influence the relationship of children with peers, parents, and other people, helping to navigate in public life. Therefore, the education of a culture of behavior is as important a part of the educational process as teaching literacy, a foreign language, and music.
The relevance of the problem of educating a culture of behavior is due to the following reasons:
1. Preschool age is characterized by increased susceptibility to social influences, the whole mechanism of the moral formation of the personality and each of its components is formed: feelings and attitudes, motives, skills and habits, actions, knowledge and ideas that determine the formation of personality qualities, both positive and negative.
2. A feature of the mental development of children of middle, older preschool age is arbitrariness, which contributes to the formation of self-regulation, self-control to a greater extent ensuring the stability of moral behavior.
3. The habits of moral behavior of preschoolers are unstable, situational, therefore, purposeful, systematic work is necessary, taking into account the individual characteristics of children.
4. The formation of a culture of behavior and relationships is a complex active process, one cannot count on an instant and permanent result, therefore, educators must patiently repeat the methods used and select new ones, they are sympathetic to the fact that the result will be achieved immediately and may not be quite in the form the quality we expect.
The problem of moral education has worried teachers since ancient times. Its roots go back to ancient Greece, where only those who are beautiful in physical and moral terms were considered ideal. In different historical periods of life, the content of education came to the fore.
Thus, the idealist philosopher Socrates (469-399 BC) believed that there are universal and unchanging concepts. The purpose of education, in his opinion, is not the study of the nature of things, but the knowledge of oneself, the improvement of morality.
Aristotle (384 - 322 BC), in the field of moral education, put forward a strong-willed, active principle in his philosophy, attached great importance to moral skills and exercises in moral deeds. Natural inclinations, development of skills, and intelligence are the three sources of moral education.
The problems of moral education were further developed in the works of J. Locke, J. J. Rousseau, I. G. Pestalozzi and others.
Russian enlighteners A.N. Radishchev, V.G. Belinsky, A. I. Herzen also paid great attention to moral education, considering it as a necessary condition for the development of a harmonious personality.
In Soviet times, under the leadership of N. K. Krupskaya, the Concept of Education was developed, which is based on the development of humane feelings and relationships, collectivism, hard work, and love for the Motherland. [ 4 ]
Modern teachers and psychologists pay great attention to questions of moral education: S. N. Nikolaeva, I. N. Kurochkina, V. I. Petrova and others.
Thus, the theme of moral education is relevant at all times.
Object of study: the process of moral education of children of senior preschool age.
Subject of study: fostering a culture of behavior and relationships in children of senior preschool age.
Purpose of the study: to determine the conditions, methods and techniques for educating a culture of behavior and relationships in children of senior preschool age.
Research objectives:
Show the features of the mental development of children of older preschool age;
Disclosure of the concept of "culture of behavior", "norms of behavior";
To reveal the methodology for educating a culture of behavior, relations of children of senior preschool age;
Develop a long-term plan for educating a culture of behavior for children of senior preschool age and implement it in the pedagogical process of a preschool educational institution.
Research methods: study and analysis of psychological, pedagogical, methodological literature and best practices on the problem of moral education and the formation of a culture of behavior for children of senior preschool age.
The research base is the Municipal Preschool Educational Institution "Ulybka", Idritsa village, Sebezhsky district of the Pskov region.
The structure of the work: The WRC consists of an introduction, two chapters: a theoretical part and a practical part, a conclusion, a list of references and applications.
I . Theoretical and methodological justification for the organization of work on the education of a culture of behavior and relations of children of senior preschool age
1.1 Features of the mental development of children of older preschool age
The older preschool age plays a special role in the mental development of the child: during this period of life, new psychological mechanisms of activity and behavior begin to form.
At this age, the foundations of the future personality are laid: a stable structure of motives is formed; new social needs are emerging (the need for respect and recognition of an adult, the desire to perform important for others, "adult" things, to be "adult"; the need for peer recognition: older preschoolers actively show interest in collective forms of activity and at the same time - the desire in the game and other activities to be the first, the best, there is a need to act in accordance with the established rules and ethical standards, etc.); a new (mediated) type of motivation arises - the basis of voluntary behavior; the child learns a certain system of social values; moral norms and rules of behavior in society, in some situations he can already restrain his immediate desires and act not as he wants at the moment, but as he “must” (I want to watch “cartoons”, but my mother asks to play with my younger brother or go to the store; I don’t want to clean up the toys, but this is the duty of the duty officer, which means that this must be done, etc.).
Older preschoolers cease to be naive and direct, as before, become less understandable to others. The reason for such changes is the differentiation (separation) in the mind of the child of his inner and outer life.
Until the age of seven, the baby acts in accordance with the experiences that are relevant to him at the moment. His desires and the expression of those desires in behavior (i.e. internal and external) are an indivisible whole. The behavior of a child at these ages can be conditionally described by the scheme: "want - done." Naivety and spontaneity indicate that outwardly the child is the same as "inside", his behavior is understandable and easily "read" by others. The loss of spontaneity and naivety in the behavior of the older preschooler means the inclusion in his actions of some intellectual moment, which, as it were, wedged between the experience and action of the child. His behavior becomes conscious and can be described by another scheme: "I wanted - I realized - I did." Awareness is included in all spheres of life of an older preschooler: he begins to realize the attitude of those around him and his attitude towards them and to himself, his individual experience, the results of his own activities, etc.
One of the most important achievements of senior preschool age is the awareness of one's social "I", the formation of an internal social position.
At this age, the child for the first time becomes aware of the discrepancy between what position he occupies among other people and what his real possibilities and desires are. There is a clearly expressed desire to take a new, more "adult" position in life and perform a new activity that is important not only for himself, but also for other people. The child, as it were, "falls out" of his usual life and the pedagogical system applied to him, loses interest in preschool activities. In the context of universal schooling, this is primarily manifested in the desire of children for the social status of a schoolchild and for learning as a new socially significant activity ("In school - big ones, and in kindergarten - only kids"), as well as in the desire to fulfill those or other assignments of adults, to take on some of their duties, to become an assistant in the family.
The appearance of such an aspiration is prepared by the entire course of the child's mental development and occurs at the level when he becomes aware of himself not only as a subject of action, but also as a subject in the system of human relations. If the transition to a new social position and new activities does not occur in a timely manner, then the child has a feeling of dissatisfaction.
The child begins to realize his place among other people, he develops an internal social position and a desire for a new social role that meets his needs. He begins to realize and generalize his experiences, a stable self-esteem and a corresponding attitude towards success and failure in activity are formed (some tend to strive for success and high achievements, while others most importantly avoid failures and unpleasant experiences).
The word "self-consciousness" in psychology usually refers to the system of ideas, images and evaluations existing in the mind of a person, relating to himself. In self-consciousness, two interrelated components are distinguished: content - knowledge and ideas about oneself (Who am I?) - and evaluative, or self-esteem (What am I?).
In the process of development, the child develops not only an idea of his inherent qualities and capabilities (the image of the real "I" - "what I am"), but also an idea of how he should be, how others want to see him (the image of the ideal " I" - "what I would like to be").
The coincidence of the real "I" with the ideal is considered an important indicator of emotional well-being.
The evaluative component of self-awareness reflects a person's attitude to himself and his qualities, his self-esteem.
Positive self-esteem is based on self-respect, a sense of self-worth and a positive attitude towards everything that is included in the self-image. Negative self-esteem expresses rejection of oneself, self-negation, a negative attitude towards one's personality.
At the senior preschool age, the beginnings of reflection appear - the ability to analyze one's activities and correlate one's opinions, experiences and actions with the opinions and assessments of others, therefore, the self-esteem of children of senior preschool age becomes more realistic, in familiar situations and habitual activities approaches adequate. In an unfamiliar situation and unusual activities, their self-esteem is inflated.
Low self-esteem in preschool children is considered as a deviation in personality development.
Soviet psychologists L. S. Vygotsky and A. V. Zaporozhets repeatedly emphasized that in the senior preschool age the child moves from situational behavior to activities subject to social norms and requirements, and is very emotional about the latter. During this period, instead of the cognitive type of communication between a child and an adult (the questions "What is it? What is it made of? What is this thing for?"), the personal one comes to the fore, in the center of which lies an interest in human relationships.
The personal type of communication does not replace the cognitive one, it must be combined with the latter. There is still a need for tasks that activate the mental activity of children. In the lessons of a five-year-old child, he is attracted by the opportunity to show his skills and awareness to others. When choosing a desktop neighbor or playmate, children are also often guided by informative motives, that is, by the fact that the partner knows and can do a lot.
Children of the older group can and want to reflect their attitude to the environment in games. In role-playing games and actions, mechanisms of self-esteem are formed most of all, it is easier to assimilate the norms of behavior and collective relations.
With all this, different manifestations of each of the sides of the personality do not develop synchronously, for example, moral ideas, feelings, actions. So, after listening to a literary work, a story about an event accessible to their understanding, looking at illustrations, children of five or six years old correctly and emotionally evaluate the actions and actions of the characters, which indicates a fairly high level of development of moral ideas and feelings. But not everyone does the right thing in life. Most of all, moral actions (that is, performed disinterestedly, in the absence of control, rewards, punishments) activates the involvement of children in the affairs of adults with whom they sympathize. Other techniques, even relying on the personal example of others, are less effective.
The above brief description of the personal development of an older preschooler indicates that it is carried out in the process of various activities of the child with adults and in a group of peers. But teachers should take into account that with the general tendency for children to improve with age, their behavior in each type of activity (in the classroom, in games, work, everyday life, i.e. regime processes), as well as the skills they have mastered, do not differ in strength.
The stability of the skills and forms of behavior brought up in children largely depends on whether the teacher knows what level of formation the main components that make up the activity of any kind reach. It is generally accepted that any activity begins with the definition of the purpose of the motive. Then you need to plan, and only after that comes the execution part.. The final stage is the assessment and self-assessment of the results.
By the sixth year of life, the child has a sufficiently formed mechanism for comparing perceived reality and the words of the teacher (explanations, assessments, orders), as a result of which the ability to suggestibility decreases. Now children are able in some cases to defend their point of view, to understand comic situations, even those in which adults find themselves, whereas before they had a sense of humor only in relation to their peers, animals. The comparison mechanism also helps a child of the sixth year of life to learn the rule that the evaluation of one's own activity and those of others must correspond to its result.
Adequate (i.e., correct, corresponding to the result, and not overestimated or underestimated) self-esteem characterizes the level of self-consciousness and therefore is a stimulus for personal development. Many factors play a role in the formation of self-esteem: the attitude towards the child in the family, the relationship between children in different activities, the position of the child in the children's team. But the attitude of the teacher to the pupils and his assessment of the results of their activities is decisive. V. Gerbova identifies 6 types of teacher's attitude towards children and the results of their activities:
1. True pedagogical interest.
2. Suppression of children's initiative.
3. Excessive demands.
4. Low requirements.
5. Formal attitude.
6. Unstable attitude
Of these, only the first type of teacher's attitude to the activities of children contributes to the formation of adequate self-esteem in preschoolers, and he himself is authoritative in the eyes of pupils.
In the program for the development of the preschool child "Origins" the basic characteristics of the personality are formed.
The basic characteristics of a personality are multidimensional and interrelated in constituting the unique individuality of a person. These include: competence, creativity and inextricably linked with it the ability to take initiative; arbitrariness and independence, inseparable from responsibility, security and freedom of behavior; and, finally, the self-awareness of the individual and the ability to self-esteem.
These personality characteristics are not formed simultaneously in preschool childhood and are in constant change and development. Each age group has its own content. In the absence of conditions conducive to the timely formation of the basic characteristics of the personality, its serious deformations may occur in the future. In this regard, the formation of these characteristics is one of the main tasks of a teacher raising a preschool child.
Competence- the most important complex characteristic of the personality, which includes a number of aspects: intellectual, linguistic, social, etc., which reflect the achievements of the child's personal development.
intellectual competence means the formation of intellectual operations: the ability to select appropriate information that helps to build a new action; perform an action to achieve a goal; use the knowledge learned from successes and failures.
The older preschooler is able to analyze the situation that has arisen, to establish cause-and-effect relationships: he was in a hurry - he accidentally pushed his friend; took away a toy from a peer - violated the rules of a joint game, etc.
Under language competence means the free expression of one's desires, intentions, as well as an explanation of the meaning and composition of one's actions with the help of linguistic (verbal and non-verbal - gestural, mimic, pantomime) means.
The linguistic culture of competence is especially brightly manifested in the culture of speech communication. Knowledge of "magic", "polite words", the ability to express sympathy for the offended, the joy of the success of a comrade with sincere words testifies to the formation of the child's moral and value vocabulary.
social competence consists of several components:
Motivational, i.e. manifestations of kindness, attention, care, help, mercy;
Cognitive, knowledge of another person (adult, peer), the ability to understand his characteristics, interests, needs; to see the difficulties that arose before him; notice a change in mood, emotional state, etc.;
Behavioral, which is associated with the choice of communication methods adequate to the situation, ethically valuable patterns of behavior.
A socially competent child is well oriented in a new environment, is able to choose an adequate alternative of behavior, knows the extent of his abilities, knows how to ask for help and provide it, respects the wishes of other people, can join in joint activities with peers and adults. He will not interfere with his behavior to others, knows how to restrain himself and express his needs in an acceptable form. A socially competent child is able to avoid unwanted interactions. He feels his place in the society of other people, understanding the different nature of the attitude of those around him, controls his behavior and ways of communication.
In terms of physical development, a competent child: controls his body, various types of movements at a level corresponding to his age, knows how to adequately respond to changes in the environment.
Interpersonal relations of a qualitatively different level are built in the communication of a competent adult and a competent child.
Creativity- the ability of the child to creatively solve various problems that arise in a particular situation of the implementation of activities.
Initiative- the necessary quality of a person's personality. In a preschool child, it manifests itself in all types of activities, but most clearly - in communication, objective activity, play, experimentation. This is the most important indicator of creative intelligence; its development at preschool age is an indispensable condition for improving children's creativity and competence.
Children's initiative requires a benevolent attitude of adults, who must support and develop this valuable personality trait with all their might.
Autonomy and responsibility. Independence is a special quality of the personality, a peculiar form of its activity, reflecting the current level of development of the child.
For the development of the independence of the child, the nature of communication with him by adults, the degree and timeliness of their assistance to the child is of particular importance. An independent child is a child in search, having the right to make a mistake and an adult's pedagogically competent attitude towards it: not as a failure, but as a normal initiating moment of development.
Responsibility child for his actions, for this or that activity should be determined by the measure of his independence in it and be formed already at an early age. It arises and manifests itself in a situation of choice between "possible" and "impossible", "good" and "bad", "I want" and "should". Responsibility is associated with the manifestation of volitional efforts.
Arbitrariness- the ability to manage one's behavior in accordance with certain ideas, rules, norms; one of the forms of volitional behavior in childhood.
In the child's activity, the subordination of motives arises as the ability to isolate the main motive and subordinate to it a whole system of actions over a fairly significant period of time. Intrinsic motivation, on the one hand, and mastering the norms of behavior, on the other, are important moments in the formation of arbitrariness.
Freedom of conduct and safety. The freedom of behavior of a preschool child, whose strength does not allow him to resist many phenomena, depends on the level of his competence and upbringing. In order for a preschooler to feel free in his behavior, he must master the ways of self-limiting the scope of his activity.
A necessary condition for achieving this is the education in the child of a sense of proportion, caution and foresight, which implies the ability to foresee the consequences of one's actions, certain phenomena and events. The education in a preschooler of a sense of security and freedom of behavior should be based on the formation of an understanding of cause-and-effect relationships in a variety of life situations. Freedom of behavior is formed in the free, initiative activity of the child. He himself is looking for ways to achieve the goal, he chooses the means and material, etc. Possession of various means of constructing one's own activity (playing, theatrical, visual, constructive, etc.) is one of the most important moments that ensure independence and freedom of behavior.
The child must grow up bold, but cautious. This gives him freedom and a guarantee of security.
Self-awareness and self-esteem. In the preschool period of childhood, based on the assessments of others - adults and peers - the child has an image of himself, his "I". This process is accompanied by the separation of oneself and one's activity from the adult, the appearance of one's own desires, and the desire for self-knowledge.
The most important feature of the emerging self-awareness of the child is self-esteem, which is most clearly manifested in the ability to maintain a certain distance between himself and the surrounding children and adults. Dignity appears already at preschool age as a valuable personality trait that requires support and protection.
Knowledge by the educator of the features of mental development, individual qualities of the individual contributes to the successful solution of the problems of moral education, including the education of a culture of behavior.
1.2 The concept of a culture of behavior. Code of Conduct.
SV Peterina considers the culture of behavior of a preschooler as "a set of stable forms of everyday behavior useful for society in everyday life, in communication, in various activities." [20, p.6] The culture of behavior is not limited to the formal observance of etiquette. It is closely related to moral feelings and ideas and, in turn, reinforces them.
Both the rule and the norm are the established order of actions, relations. But the rule has a particular and narrower meaning. The rule can be single, relating to a specific situation, to a specific subject: the rule for using an object, the rule of behavior at the table, etc. The norm is more generalized, it characterizes the general orientation of relations and behavior and is specified in the rules. For example, the teacher introduces the children to the rules: when we sit down for class, the chairs must be moved quietly; do not play noisy games if someone is resting nearby; if a guest enters the group, you must invite him to go and sit down - all these are the rules. They concretize the norm - to be attentive and caring towards the people around you.
At older preschool age, children develop a more flexible attitude towards the implementation of the rules, the desire to understand them. Moreover, older preschoolers are already beginning to understand the ambiguity of applying the same rule in different situations, they are able to see the inconsistency of some rules (is it always necessary to help a friend; is the one who got into a fight always to blame; is a complaint to the educator always a snitch, etc. ). It is very important that children are intelligent and even creative in their approach to following the rule and norm. The imperative function of the norm should from the very beginning act not as a dogma, but as a necessary, consciously accepted condition.
A necessary condition for the successful assimilation of moral norms in the senior preschool age is the organization of the practice of behavior. This refers to exercises, joint activities, where the acquired rules could, under appropriate conditions, turn into a norm of behavior for each child and the entire group. The formation of a culture of behavior of senior preschool age is clearly manifested in relation to:
surrounding people;
peers and adults;
nature;
Responsibilities;
Labor, etc.
In the context of the formation of collective relationships, the problem of educating a culture of behavior should also be considered. Of course, the culture of behavior is not limited to "children's society." It is realized in relationships with adults, but in the child's communication with peers it plays a more multifaceted role. If a child is polite and friendly with adults, ready to help and cooperate with them, this always causes a positive reaction in them. Similar behavior towards peers can, oddly enough, cause the opposite reaction: sometimes children are surprised by a “too well-bred” child, they may even laugh at his good manners. This means that the upbringing of a culture of behavior and relationships should, on the one hand, involve and include teaching the norms and rules accepted in society, as well as the forms of their expression in words, facial expressions, gestures, actions, on the other hand, be focused on the social environment in which which they will be applied.
Of course, the main thing in the relationship between people is their true attitude towards each other, sincerity, goodwill, readiness for empathy and help. But it is also important in what form a person shows his sincere attitude towards other people. External forms of expression may not be adequate to the internal state. It happens and vice versa - the forms of communication are pleasant, respectful, but in fact, a person experiences completely opposite feelings towards the object of communication.
So, the education of a culture of behavior in preschoolers is a continuation and one of the aspects of the work on the education of a humane attitude towards people, which is manifested in collective relationships.
S. V. Peterina identifies 4 groups of rules of conduct:
Cultural and hygienic rules;
Rules of communication culture;
Rules of activity culture;
General rules of morality. (Attachment 1)
1.3 Methodology for educating a culture of behavior and relationships in children of older preschool age
1.3.1 The tasks of educating a culture of behavior and attitudes
One of the primary tasks of the moral education of preschool children is the education of a culture of behavior and relationships. The Kindergarten Parenting and Education Program [ 6 ] aims adults at nurturing friendly relationships among children; the habit of playing, working, doing things together; the desire to please elders with good deeds.
Cultivating respect for others.
It is necessary to cultivate the desire to take care of the younger ones, help them, protect those who are weaker. To form such qualities as sympathy, responsiveness.
In the older group, work continues to enrich the vocabulary of children with expressions of verbal politeness ("hello", "goodbye", "please", "sorry", "thank you", etc.).
Raising an attentive attitude towards girls in boys: teaching them to give them a chair, to provide assistance at the right time, not to be shy about inviting girls to dance, etc.
Raising modesty in girls, showing concern for others, being grateful for help and signs of attention from boys.
Formation of the ability to evaluate their own actions and the actions of other people. The development of the desire of children to express their attitude to the environment, to independently find various speech means for this.
More specifically, tasks in this direction are defined in the program "Friendly Guys", edited by R. S. Bure, M. V. Vorobieva, V. N. Davidovich and others. Scientists recommend working on solving the following tasks:
To cultivate goodwill, the ability to focus on the state of peers, their interests.
· Learn to combine desires to satisfy their needs in the game, activities with the interests of peers.
· To form the experience of friendly relationships in the conditions of joint activities, uniting children on the basis of common interests. Support interesting proposals of peers, give in to their desire, combine these proposals with the satisfaction of their interests.
· To form the ability to justify one's opinion, to convince peers of its fairness. To form a conscious attitude to the advice, comments of partners, recognizing their fairness and significance for obtaining positive results of common activities.
To help children realize the personal significance of actions that comply with moral standards.
Form an active attitude to the positive and negative actions of peers, express their opinion in the form of value judgments, avoiding incorrect remarks.
· To form elementary ideas about oneself as a participant in a common activity, about one's attitude towards it and ways of behavior corresponding to these ideas. Recognize the need for an equitable distribution of common tasks. In the process of its implementation, pay attention to the difficulties of a peer, offering help, advice, joint implementation, without waiting for a request from him, not to make incorrect remarks in case of a partner’s mistake, his failure, to feel a sense of responsibility for the quality of one’s activities to peers and for the quality of the general result.
To develop in children a sense of gratitude from the manifestation of attention, caring attitude towards themselves from their peers.
Enrich humane feelings (empathy, sympathy, assistance), form ideas about the norms of humanity and the corresponding experience of benevolent manifestations.
Develop individual preferences, inclinations of morally gifted children. Carry out corrective work with children whose behavior is dominated by inhumane, negative manifestations towards others.
Work on the education of a culture of behavior and relationships must be built taking into account the mechanism of moral education.
T. A. Kulikova, S. A. Kozlova rightly assert that for the formation of any moral quality it is important that it takes place consciously. Therefore, we need knowledge, on the basis of which the child will develop ideas about the essence of moral quality, about its necessity and about the advantages of mastering it.
The child should have a desire to master the moral quality, that is, it is important that motives to acquire the appropriate moral quality.
The appearance of a motive entails attitude to quality, which, in turn, forms social feelings. Feelings give the process of formation a personally significant coloring and therefore affect the strength of the emerging quality.
But knowledge and feelings give rise to the need for their practical implementation - in actions, behaviour. Actions and behavior take on the function of feedback, which allows you to check and confirm the strength of the quality being formed.
Thus, the mechanism of moral education emerges:
(knowledge and ideas) + (motives) + (feelings and attitudes) + (skills and habits) + (actions and behavior) = moral quality.
This mechanism is objective. It always manifests itself in the formation of any (moral or immoral) personality trait.
The main feature of the mechanism of moral education is the absence of the principle of interchangeability. This means that each component of the mechanism is important and cannot be excluded or replaced by another. What, for example, will happen if we decide to form kindness as a moral quality of a person and begin to educate a child only ideas about what kindness is? Or will we not evoke a positive attitude towards this quality and a desire to master it, to become good? Or will we not create conditions for the manifestation of kindness?
In this case, the action of the mechanism is flexible character: the sequence of components may vary depending on the particular quality (its complexity, etc.) and the age of the object of education. [10, p.103]
Thus, the tasks of educating a culture of behavior are defined in accordance with the mechanism of moral education, and in a generalized form can be formulated as the formation of moral ideas, feelings, habits and norms of moral behavior.
1.3.2 Conditions for fostering a culture of behavior and relationships
For the successful education of a culture of behavior and relationships in a children's educational institution and in the family, it is necessary to create conditions. Let's give a brief description of them. Terms These are circumstances on which something depends.
V. R. Lisina rightly considers the creation of a positive microclimate in the kindergarten group to be the most important condition for moral education.
In the upbringing of a culture of behavior and humane relations between children, it is of great importance to create in the group an environment of constant diverse activities and a positive microclimate. Under such conditions, each
of children has the opportunity to realize their ideas, to make contacts with peers, a teacher, without experiencing emotional stress, satisfying their needs for activities of interest, while feeling a benevolent attitude towards themselves from the children and the educator.
One of the most important means of ensuring the creation of a friendly environment between children in the group is the communication of the teacher with each of the children on a variety of occasions, especially during the hours allotted for independent activity, scientists rightly say Ya. L. Kolominsky, T. A. Repina. Communication with a significant adult helps the preschooler to organize a variety of interesting activities, build relationships with peers and maintain a positive emotional state. As a rule, pedagogical communication takes place against the background of joint practical activities with the child, during which he masters communication skills. Each of the children has more opportunities to make contact with others, which provides him with a state of comfort and enhances the desire for communication.
The problem of the child's emotional well-being in the family and in kindergarten is one of the most urgent, since it has been proven that there is a close relationship between mental balance and physical health, and a positive emotional state is one of the most important conditions for personality development.
The concept of "emotional distress" is a stable negative emotional state - a rather rare occurrence in the practice of preschool institutions, situational discomfort can be observed much more often. Timely detection of negative changes in the child's behavior helps him overcome the difficulties that have arisen in communicating with the teacher and peers and prevent the development of sustainable emotional distress. The participation of the educator in establishing friendly relations between a particular child and other children of the group will help restore his peace of mind, feel the joy of joint activities, organize activities that are meaningful and interesting for other children. And this, in turn, will contribute to the fact that the child will quickly master the necessary skills, learn to achieve the goal. In addition, the help of the educator in resolving this or that conflict is able to restore a positive emotional atmosphere of trust in the group and goodwill in the relationship between children, to establish mutual contact with them. It should be emphasized that the teacher’s communication with the child will only have a positive impact on him when the content of the communication meets the child’s needs (the need for recognition of the people around him, for their attention and respect; the need for impressions, for knowledge of the world around him, for vigorous activity and etc.)
Therefore, the educator in each specific situation needs to understand the need that the child experiences and help him overcome the negative situational discomfort. Interacting with the child, the educator uses different forms of communication, choosing from them those that most adequately correspond to the situation (directly emotional, situational-business, extra-situational-cognitive, extra-situational-personal). By observing the independent activities of children, the teacher can assess their emotional well-being. Systematic long-term observations help to identify situations that lead to a decrease in the emotional state of the child, and to see his individual emotional reaction in different cases. R. V. Lisina identifies 3 groups of situations that are the cause of a negative emotional state.
1 type associated with the preschooler's dissatisfaction with the need for emotional intimacy with the teacher. Most often, children fall into such situations during the period of adaptation to the conditions of kindergarten or who do not find an emotional response and understanding in the family. These situations include the following:
1. The teacher's lack of interest in the child's activities.
2. Rejection by the teacher of the child's proposal for joint activities.
3. Incorrect use by the teacher of the child's confidential messages.
So, the attraction to the educator can take on different forms: the need for joint activities with the teacher, the desire for his approval and recognition, the need for a community of emotional experiences and a community in assessing events and phenomena.
type 2 Associated with the dissatisfaction of the child's need to communicate with peers. In the process of communication with peers, self-knowledge occurs on the basis of comparing oneself with him. In addition, he acquires practical communication skills with different partners. Peer assessment, their recognition have a significant impact on the self-esteem of each preschooler, including attitudes towards themselves and self-image. These types of situations include the following:
1. The absence of a preferred peer in the group.
2. Rejection by a peer of the child's proposal for joint activities.
3. The desire of several children to take a leadership position.
3 type associated with the dissatisfaction of the child's need to achieve success in activities.
V. R. Lisina refers to this type of situations as follows:
1. Discrepancy between the intentions of the participants in the joint activity.
2. Strict regulation by the educator of independent activities of preschoolers.
3. The child accidentally breaks something, drops it, spills it.
The above types of situations are associated with the dissatisfaction of the preschooler's need for vigorous activity, in communication with peers, with the realization of personal failure in activities that are significant for him.
Based on the study by T. B. Zakharash, the task of the educator in relation to children who do not experience a pronounced need to communicate with the teacher and peers, the researcher formulates as follows: it is necessary to increase the degree of their attractiveness to peers by emphasizing their special interests. An anticipatory positive assessment of the educator, attention to success in the process of activity is important for children, which will help to overcome the emotional discomfort that has arisen. So, in this case, the personal form of communication, contact with the educator, who must understand the reasons for the unformed need for communication with others, is preferable.
Thus, in order to achieve the emotional well-being of the child in kindergarten, the teacher needs to understand the cause of the child’s mental discomfort and choose the form of communication with him that is most appropriate for the child’s characteristic type of behavior and the need that is unsatisfied in this particular situation.
To prevent a child’s stable emotional distress, it is important not only to adequately interact with the educator, but also the child’s ability to cope with the situation of mental discomfort.
1. The joy demonstrated by the educator when meeting with the help of words and non-verbal means (smile, warm look, intonation of voice).
2. Using tactile contacts to convey your location.
3. Discussing the issue of the causes of the child's anxiety, subject to special care, taking into account the degree of suggestibility of the child.
4. The teacher's appeal to the child in the form of a question about the assessment of events.
S. A. Kozlova considers the children's knowledge of the rules of behavior as an equally important condition for educating a culture of behavior and relationships.
The life of children in kindergarten is largely regulated by rules. Educating preschoolers the ability to determine their act, focusing on the existing rules, largely organizes their activities, attitudes towards peers, contributes to the establishment of a friendly atmosphere in the group, in which the interests of peers are taken into account, their right to realize their own plans is realized. And the older the children become, the more acutely the task of shaping their awareness of the significance and fairness of the introduced rules is put forward.
Indeed, does a child's action, which conforms to a rule, always reflect his moral upbringing? It is possible to answer this question in the affirmative only if morally valuable motives induce the child to a certain act.
Unfortunately, studies have established that morally valuable motives are not sufficiently formed in children of older preschool age. So, if at the beginning of the school year preschoolers are asked the questions "What is" good behavior "?", "Why do you need to behave well?" to punishment. Some children are guided by obtaining approval, praise, others - by the surrounding peers. And only a small part of the children associate the implementation of the rules with self-esteem, awareness of themselves, their "I", a test of self-esteem.
It should be borne in mind that direct questions can cause difficulties for children, and then they need to be specified. For example, you can introduce a child into an imaginary situation: "Imagine that a new girl has come to our group, and she does not know how to behave at all. What rules will you explain to her? How will you explain why they must be followed?"
The rules of behavior communicated to children can be conditionally combined into several groups:
Rules governing relations with peers;
Rules governing the behavior of the child in the group, taking into account the environment of peers;
Rules aimed at showing respect for adults.
However, knowledge of the rules is not enough for them to become a means of educating preschoolers. Comparison of children's answers with their actual behavior (which is noted when observing their independent activity) often indicates the presence of "moral formalism" (A. V. Zaporozhets, Ya. Z. Neverovich, T. I. Erofeeva), i.e. the gap between the knowledge of how to act and the actual actions of children.
Consequently, the task arises to harmonize children's knowledge of how to behave in an environment of peers, and to accumulate experience in using the rules in regulating their behavior. An important role in solving this problem is played by the formation in children of a conscious attitude to the rules, an understanding of their significance, expediency in organizing their activities and behavior.
a) establishing a trusting relationship with children in the course of personality-oriented communication when communicating the introduced rules; achievement of understanding by the child of their meaning and moral value for themselves and others;
b) education in preschoolers of a reference point for the emotional state of their peers based on the development of an empathic response to the experiences of another;
c) enrichment of practical experience in the manifestation of volitional efforts by children in the implementation of rules based on the relationship in influencing the cognitive, emotional and volitional spheres of the child. An effective technique in solving the problems discussed is the use of conversations based on the discussion of works of art, illustrations, real situations that develop in the daily life of children.
Conversations on the stories read expand children's ideas about the variety of actions, which will reflect the action according to the rule, specified in each case.
For example, when conducting a conversation on the story of V. Oseeva "The Builder", R. Bure invites the teacher to read only the first part of the story, which describes the negative act of the boys, and then asks the question: "How would you evaluate this act?" And only after realizing the act by all the children, read the end of the story. The use of this technique teaches children to analyze the situation that has arisen, develops the ability to foresee the consequences of actions, and contributes to the formation of self-control.
In order to prevent moralization, i.e., moralizing, when making rules and educating passive obedience, and not understanding their significance, it is advisable to use humor.
Humor presents characters in a funny way and thus encourages preschoolers to refrain from bad deeds. The humor ridicules the characters who find themselves in this position because of their unwillingness to follow advice, rules and fair remarks.
In the course of reading humorous works, for example, the poem by S. Mikhalkov "Foma" or G. Oster "Bad advice", children not only laugh at the characters who find themselves in an awkward position because of their unwillingness to follow the established rules, but also strive to identify themselves with positive the image of a hero.
I do not do that! That's shameful!
If you do that, all the guys will turn their backs on you!
To stimulate positive actions, it is advisable to use works of art in which the hero acts in accordance with moral standards, for example: E. Permyak "Someone else's gate", E. Tsuryupa "Unknown friend", V. Donnikova "Gutter".
Good help will be provided to the educator by the method of creating problem situations in which the child is faced with the need to solve them on the basis of existing ideas. For example, the teacher puts sweets on the table, but their number is less than the number of children. There won't be enough candy for two kids. When everyone took a candy, the two look at their peers in confusion.
So a simple situation allows the educator to understand the motives of the children's behavior, evaluate the actions, their compliance with moral rules, as well as the existing experience.
It is very useful to tell children about the good deeds of their peers, to which they did not pay attention.
For example: “I saw Sasha fall and hurt his leg while walking. When the children returned from the walk, Lena helped him take off his shoes. One of the guys laughed: “Look, Lena is Sasha’s mother, she undresses him like a little one.” But Lena managed to convince him: “His leg hurts. So I'm helping him!"
Or: “Olya was sitting on a bench and stringing scattered beads. Children were running around and could interfere with Olya. And Ira noticed and said: “Guys, don’t run here, you can push Olya, and her beads will crumble again.” And the boys remembered our rule: when you play, you need to choose a place so as not to interfere with others. Ilyusha stopped and offered to help:
Can you hold the thread? After all, one is uncomfortable! "Well done! Friends need to be helped! And not when they ask, but when you yourself see that help is needed."
Thus, under the influence of a growing awareness of the importance of the rules, and the need to comply with them, the behavior of children becomes more organized, the degree of activity and independence increases, the experience of emotional and moral relations between them is accumulated due to the growing empathic response to the experiences of a peer, the level of moral motives that encourage them to positive actions.
Knowledge of the rules of conduct does not guarantee worthy behavior of the child. A. S. Makarenko wrote that between knowing how to act and the ability to act in this way there should be a "groove" filled with experience.
Children acquire the experience of interacting with peers in activities that in older groups are more often of a collective nature, therefore the formation of ways of cooperation, the organization of joint activities in children are the conditions for educating a culture of behavior and relationships.
R. Bure offers options for joint creative activity.
1. Unification of children based on the organization of productive activities.
Children are invited to create a book "About our good deeds". Each child comes up with his own plot, draws an episode. All works are brochured in one book.
b) At the stage of distribution of the general task and generalization of the results.
Children are invited to mold various vegetables and fruits from clay as a gift for children of the middle group to play in the store. This makes it necessary to agree on who will sculpt what types of vegetables and fruits; all fruits are put in a vase, and vegetables - in a basket.
c) At the stage of coordination when distributing work, creating a composition, summarizing the results.
Application "Flowers in a vase". Children are placed in the conditions of choosing flowers (so that the bouquet is from different flowers), arranging them in a vase (a combination of colors, shapes), and achieving the most successful composition.
2. Unification of children based on the organization of outdoor games.
a) At the stage of summarizing the results.
Children are invited to split into teams. Each player of the team throws the ball at the goal (by agreement, the conditions can be changed: each player makes two or three attempts). The number of balls that hit the target from the throws of all team members is counted. The team with the most points is considered the winner.
b) At the stage of choosing leaders.
For example, the game "Geese-swans". Children choose drivers (hostess, wolf). For this, different options are offered: in turn, according to the counting rhyme.
3. Unification of children based on speech activity.
a) Children are invited to come up with a plot story (or retell a familiar fairy tale), using a series of pictures representing its sequential course, for example: 1) children in the autumn forest collect leaves; 2) saw a hedgehog with a sore paw; 3) look after him in his group; 4) released into the forest. Children are required to agree on the sequence of the story, taking into account the fragment invented by the previous storyteller.
b) Children are invited to make a descriptive story based on the picture. A condition is set: each of the narrators chooses to describe any part of the picture. From the children's stories, a general description of the picture is compiled.
One of the leading conditions for educating a culture of behavior and relationships is the educator's possession of a methodology for educating a culture of behavior and relationships, awareness of responsibility for the moral development of children.
Thus, the analysis of psychological and pedagogical literature allows us to conclude that for the successful education of a culture of behavior and relationships in a preschool educational institution and in the family, the following conditions must be created:
1. A favorable psychological microclimate that allows the child to feel emotionally secure.
2. Children's knowledge of the rules of conduct, the disclosure of their moral meaning.
3. Organization of joint activities in which the child can implement the learned rules of behavior.
4. Possession by the educator of the methodology for educating the culture of behavior and relations of children of senior preschool age.
1.3.3 Methods of educating a culture of behavior, relations of children of senior preschool age
T. A. Kulikova singles out the following stages of educating a culture of behavior and relationships.
First step education of a culture of behavior begins at an early age and aims to accumulate many single facts - exercises in behavior encouraged by society (and parents).
On the next step, although it is difficult to separate from the first, children begin to explain when and how to behave in order to receive the praise of others. The "anticipation technique" is important here. Its essence lies in the fact that an adult anticipates the undesirable behavior of the child with his remarks and helps to prevent it. For example: “Now you and I will go to the doctor, how will you greet him, what will you say? And he will definitely smile at you in response, he likes well-mannered children”, “Children, of course, you all remember how to go down the corridor to music room, so as not to wake the kids? I have no doubt that you will pass quietly. " The anticipation technique acts as a stimulus to worthy behavior. At the second stage, conditions are created for the child to receive satisfaction from his good behavior. And while he still does a lot for the sake of praise, you should not be afraid of this at this stage. Praise is necessary for every person, it strengthens his self-confidence. This is especially important for a preschooler.
On the third stage Continuing to create conditions for the practice of cultural behavior, the educator pays more attention to children's awareness of the importance of the rules of etiquette. You can tell preschoolers a little about the history of the emergence of etiquette, about the traditions of the culture of behavior among people at different times and in different countries, and, of course, about the content of etiquette in a group of children.
Children should be taught specific ways of behaving and expressing attitudes and feelings, taught to restrain their feelings if they can be offensive or unpleasant for others.
One of the tasks of educating a culture of behavior and relationships is the formation of self-control in the behavior of children of senior preschool age.
A number of researchers present self-control as an essential aspect of self-regulation, as the ability to prevent possible errors in activity and behavior and correct them; self-control is based on the arbitrariness of behavior, and the moral norms of society are the guideline. With regard to children of senior preschool age, the content of the concept of "self-control in behavior" can be specified as follows: the child's ability to foresee the consequences of a proposed act for himself, a peer, an adult, to experience appropriate emotional experiences ( a feeling of satisfaction or shame, gratitude or resentment, etc.), which allows either to affirm its legitimacy, or to change one's decision as inconsistent with the expectations of others.
Therefore, in order to exercise self-control over their actions in a particular situation, the child needs to: realize the meaning of the situation and determine his act in it; choose a moral rule governing actions in this situation; understand (realize) the justice of this rule as corresponding to the necessary actions, its moral meaning, personal significance; anticipate (anticipate) the consequences of the proposed action; act of will, act.
Development in children of awareness of the moral value of the rules governing behavior, and their use in their activities;
Formation in children of the ability to foresee the consequences of the proposed act, emotional experiences for it (satisfaction, joy, embarrassment, shame, dissatisfaction with oneself, pride, self-esteem);
Formation in children of awareness of the personal significance of actions that contain moral meaning.
In the formation of self-control, it is of great importance to discuss with children specific situations that require finding a way out of them, based on moral rules. As one of the active methods in conversations with children, modeling can be used, that is, a graphic representation of all mental acts of the character in situations that contain moral meaning. The plot of the story about a specific act of a literary hero is presented in the form of successive frames, each of which is indicated by a conventional substitute sign.
In the moral education of children, the teacher uses different means: conducts ethical conversations, reads fiction with its subsequent discussion, and organizes various activities. And at the same time, the presence of evaluative influences can be detected in each of them.
The teacher uses assessment for different purposes: with its help, he expresses his attitude to the results of the child's activities, to his actions, reflecting the presence of moral and volitional qualities, the manifestation of humane feelings for peers, obedience to established rules, regulates children's relationships. The explanation following the assessment reveals to the children the meaning and significance of a particular act (this should be done not because he requires it, but because it corresponds to the norms of relations between people). Such beliefs lead to preschoolers realizing the correctness or inadmissibility of certain actions, the fairness of the teacher and serve as a guide in their independent determination of the required action in emerging situations, encourage them to repeat the actions approved by the teacher, and deter from undesirable. Therefore, evaluation has a guiding and stimulating role.
During preschool childhood, an adult (especially significant) is an indisputable authority for a child. Children look at many actions of their peers through the eyes of an adult, and if the teacher evaluates this or that act positively, then they perceive it as a role model; a negative assessment of an adult becomes such for them as well. Moreover, if the educator, for example, positively evaluates the child’s drawing, but does not evaluate the result of a peer sitting next to him, then he often turns to him: “Is it like that with me? the preschooler's need for teacher approval.
The same can be said about the assessment of the personal qualities of pupils by the teacher. If, moreover, when evaluating their actions, he uses such epithets as “kind”, “attentive”, “affectionate”, sometimes citing a comparison with his favorite literary characters: “Our Vera is a real Masha-needlewoman”, “Well, you are with us like Tiny-havroshechka, a caring hostess", "And Denis can rightly be called" Help Boy ", then the children experience good feelings (in their memory, the emotions experienced earlier, caused by the perception of a work of art, are revived in their memory).
Another important feature of the evaluation is that, when addressed to any of the children, it is predominantly heard in the environment of peers, and therefore its impact is not limited to the influence on the child being evaluated. The children are imbued with a humane attitude towards this peer and repeat such actions, trying to earn the praise of the teacher. Moreover, the perception of children's assessment of any action of a peer "spills", that is, it is transferred to the personality of the person being evaluated. So, if the teacher says: “Vasya, how well you drew!”, Then the preschooler begins to consider Vasya good, and therefore, you can play with him, make friends, etc. That is why it is very important to use a positive assessment more often during the day in order to influence the developing relationships between children, develop their attraction to each other. Reasons should be found to give a positive assessment to each child. Consequently, using the assessment correctly, the teacher has the opportunity to control the behavior of pupils and contribute to the development of humane feelings and relationships in them.
We have studied the experience of the municipal educational institutions of Ryazan. The priority direction of the work of these kindergartens is the social and moral education of preschool children. One of the main reasons for the indifferent attitude of the child to others is a lack of understanding of other people's emotions and experiences. As a rule, adults try to protect the child from worries and negative emotions, fearing that they will negatively affect his mental health. As a result, children do not learn to understand the people around them, to sympathize with them. Therefore, the teacher needs to skillfully and unobtrusively teach the child to perceive and evaluate life situations correctly.
It was proposed to make a Horploshi doll (reversible or double-sided). One side is good, kind, and the other is evil.
A full perception of Horplosha as a living being contributes to the enrichment of the child's life experience, the formation of his moral qualities.
This doll has been trained (Appendix 2), a corner with children's drawings and rules of conduct was made out.
The experience of a kindergarten in Moscow in conducting classes on educating a culture of behavior and attitudes of children of senior preschool age was studied. (Annex 3), the main purpose of which is to teach the rules of politeness and teach children to be more independent in their actions and thoughts. The authors of the article convincingly proved that after the classes, the children gradually became more restrained in the manifestation of negative emotions, the cases of negative behavior towards peers and adults decreased. Children's speech became more figurative. After the work done, it was concluded that if the child is simply told the rules of behavior, this can pass by his consciousness; what he thought of himself (his own "discovery") remains forever.
An effective method for clarifying the systematization of the moral ideas of older preschoolers is ethical conversation. Such conversations should organically be included in the system of diverse methods of education.
Ethical conversation, as a method of moral education, is distinguished by a significant originality. The content of ethical conversations consists mainly of genuine life situations, the behavior of the people around and, above all, the pupils themselves. The teacher gives a description of the facts and actions that the child observed or performed in communication with peers and adults.
Such characteristics form children's objectivity in assessing events, help the child navigate in a given situation and act in accordance with the rules of moral behavior.
Ethical conversations are planned, prepared and organized classes, the content of which is determined by the requirements of the Kindergarten Education and Training Program. But, referring to the program tasks of education, the teacher must concretize them, work out the rules and norms of behavior, the education of which must be strengthened in this group, taking into account adults and the individual characteristics of children.
The number of such conversations is small: five to seven per year, i.e. once every one and a half to two months.
The main goal of ethical conversations is to form in the child the moral motives of behavior, which he could be guided in his actions. And such conversations should be based, first of all, on genuine events and phenomena, which are provided in abundance by the life and activities of the child in the circle of peers.
Preparing for such a conversation, the teacher should analyze what was the subject of the most vivid impressions of the children, how they perceived what they saw, how they experience it.
If an educator considers it necessary to include excerpts from a particular work of art in an ethical conversation, he must necessarily subordinate their content to educational functions.
If the content of the conversation is accessible and interesting, then the children ask questions, they have vivid emotions, assessments. This allows you to reasonably determine how the kids perceived the idea, the moral of the work, and makes it possible to further tactfully correct the behavior of children. And the fact that the children as a group jointly discuss the facts of behavior and various situations causes empathy, the emotional influence of children on each other, contributes to the mutual enrichment of their feelings and ethical ideas.
The behavior of the pupils of the older groups convincingly indicates that at this age there is a gradual transition from the perception of the content of individual actions to enriched concepts of good behavior. Through ethical conversations, the educator links together in the minds of children disparate ideas into a single whole - the basis of the future system of moral assessments. It is the assimilation of ethical concepts in a certain system that helps the older preschooler to understand the essence of the concepts of goodness, the common good, and justice that forms the initial concept of human dignity.
In the senior group of the kindergarten, it is advisable to conduct conversations on the topics: "Can we be friends?", "Learning to help our comrades", "On justice", etc.
The methodology for conducting ethical conversations was developed by V. G. Nechaeva, S. V. Peterina, I. N. Kurochkina and other researchers
The studies of E. R. Smirnova and V. M. Kholmogorova established that true morality develops in preschool age not through self-consciousness and not through the assimilation of moral norms, but through the upbringing of a special vision of the other and attitude towards him.
Thus, the complex use of methods, methods of education, aimed not only and not so much at mastering the rules and norms of behavior, but at developing ownership, a sense of community with another, will help in the true education of a culture of behavior in children of older preschool age.
Chapter 2
Experimental and practical work to determine the influence of a culture of behavior on the upbringing of friendly relations among children of senior preschool age was carried out in the senior group of the MDOU "Smile" village. Idritsa, Sebezh region. The work was carried out within 3 months.
The kindergarten works according to the program of M. A. Vasilyeva, V. V. Gerbova, T. S. Komarova "The program of education and upbringing in kindergarten."
Experimental and practical work was carried out in 3 stages.
2.1 Determination of the formation of a culture of behavior and relations of children of the older group
I
Target: To determine the level of formation of a culture of behavior and friendly relations in children of senior preschool age.
Tasks: 1. Determine the level of formation of the culture of behavior of children in the older group.
1. Make an analysis of the conditions for educating a culture of behavior for children of senior preschool age in a children's educational institution Research methods: observation, analysis, interpretation of children's actions.
(Annex 4)
(Annex 5)
Appendix 6)
1. What is this painting about?
2. How did the children do?
3. Why do you think so?
4. How do children feel?
5. What would you do in this situation?
(Annex 7)
Motivates your assessment;
The results obtained are presented in table 1 (Annex 8)
Optimal - 25 - 23 points
Sufficient - 22 - 18 points, manifested in 5 children (Ani R., Nastya I., Xenia Ch., Masha D., Alina M.)
Medium - 17-14 points, manifested in 5 children (Serezhi V., Artem G., Kirill S., Sasha A., Andrey K. ) , which is 45.5% of the total number of children in the group;
Low - less than 14 points, manifested in 1 child (Edika S.), which is 9% of the total number of children in the group.
The diagnostic results are presented in diagram No. 1 (Annex 9)
Knowledge of the rules of conduct;
Showing courtesy;
Mastering the basics of etiquette.
Optimal - 25-22 points.
Sufficient - 21-18 points in 2 children, which is 18.2% of the total number of children in the group.
Average - 17-14 points in 6 children, which is 54.5% of the total number of children in the group.
Low - 13 points and below in 3 children, which is 27.3% of the total number of children in the group.
The results are presented in table 2 ( Appendix 10)
2 children (Nasty I., Alina M.) - a sufficient level of formation of a culture of behavior, which is 18.2%
6 children (Ani R., Sergei V. Ksenia Ch., Artem G., Andrey K., Masha D) the average level of formation of a culture of behavior, which is 54.5%
3 children (Kirilla S., Sasha A., Edika S.)- low level of formation of a culture of behavior, which is 27.3%
The results obtained are presented in Diagram 2 (Annex 11)
Experimental work to determine the conditions for educating a culture of behavior began with an analysis of the calendar plan for the work of the educator. Analyzing the work plan of the educator for 3 months, they came to the conclusion that in the course of the pedagogical process little attention is paid to fiction as a means of moral education, the educator plans only the task of clarifying the content, retelling the works. In everyday life, during regime moments, the teacher focuses on the education of cultural and hygienic skills.
Planning of upbringing and educational work is carried out without taking into account the principle of subject matter.
Introduction to the rules of conduct is not planned.
Conversations on the education of a culture of behavior are planned once a month, which is clearly not enough for children.
In gaming activities, little attention is paid to the educational side.
Thus, based on the analysis of the calendar plan, it can be concluded that purposefully work on educating a culture of children's behavior is not planned.
The lack of upbringing conditions in a children's educational institution and family has a negative impact on the formation of a culture of children's behavior. Perhaps, by creating additional conditions, it is possible to increase the level of education of the culture of children's behavior.
To determine the formation of knowledge of the rules of behavior and the ability to act in accordance with the rules, a summary table 3 has been compiled. (Annex 12)
The table shows that knowledge of the rules of behavior and the ability to act in accordance with the rules are the same for 6 children, which is 54.5% of the total number of children in the group.
The knowledge of the rules of conduct and the ability to act in accordance with the rules do not match in 5 people, which is 45.5% of the total number of children in the group.
In general, the level of knowledge of the rules of conduct is higher than the ability to act in accordance with the rules of conduct.
The interrelation of the dependence of the level of moral behavior on the knowledge of the rules of behavior has been established, the higher the level of knowledge, the better the behavior. We see such a coincidence in 3 cases, but in general, knowledge of the rules of conduct does not guarantee decent behavior.
It was found that with a low level of knowledge of the rules of conduct, the average and sufficient levels were not found.
Thus, the results obtained suggest that systematic work on the formation of moral provisions will have a positive impact on the development of a culture of behavior.
2.2 Development and implementation of a long-term plan for educating a culture of behavior and attitudes of children in the older group
II stage of experimental and practical work.
Target: to create the necessary conditions for raising the level of formation of a culture of behavior in children of senior preschool age.
Tasks: 1. To build a system of work to educate the culture of behavior of children of senior preschool age;
2. Carry out the planned work in a preschool educational institution;
3. Develop a long-term plan to create conditions for the formation of a culture of children's behavior;
We have developed a long-term plan for educating a culture of behavior in children of senior preschool age for 3 months (Appendix 13).
1. Familiarity with the rules of conduct ("Use the words of polite address: "Please", "Hello", "Thank you", "Goodbye"; "On the street, at home, in kindergarten, in transport and other public places, speak calmly, quietly , behave with restraint, do not demand special attention to yourself"; "Everywhere and always take care of things and toys."
2. Conducting didactic games ("What is good, what is bad", the purpose of which is to explain that children commit negative and positive actions; combine two elements depicting the actions of children in different situations into a card.
3. Acquaintance with proverbs and sayings ("What is the mind, such are the speeches", "You won't become smarter with someone else's mind", "Do not throw words to the wind", "There is no friend, so look for it, but if you find it - take care").
4. Reading works of art ("The Story of an Unknown Hero" by S. Marshak, "What is good, what is bad" by V. Mayakovsky, "Cucumbers" by N. Nosov).
5. Conduct ethical conversations
ethical conversation" A lesson in courtesy during the conversation, the teacher gives the children an idea of the moral norms of relations with others: goodwill, honesty, truthfulness. It teaches you to fairly evaluate your actions and the actions of your peers. It fosters a culture of communication: the ability to speak affably with each other, with adults, and treat comrades politely. (Annex 14)
Ethical conversation "On friendship", the purpose of this conversation is to help children understand ,
The moral qualities of a true comrade. Cultivate a friendly attitude towards colleagues. (Annex 15)
Ethical conversation "Where does friendship begin", the goal is to explain to children that friendliness, showing attention, mutual assistance help to make friends. (Annex 16)
6. Examination of illustrations from the series of demonstration materials "Me and my behavior".
7. Holding holidays and entertainment ("Hello spring", "Culture of behavior in public places").
Let's give an analysis of the work done: work on educating a culture of behavior in children of senior preschool age was carried out in everyday life and in the classroom.
Based on the research of Kozlova S.A. and Kulikova T.A. The work was carried out in stages:
The first stage of educating a culture of behavior begins with the accumulation by children of sets of single facts - exercises in behavior encouraged by society (and parents).
At the next stage, the children began to explain when and how to behave in order to receive the praise of others. At this stage, the "anticipation technique" is important. Its essence lies in the fact that an adult anticipates with advice, support the undesirable behavior of the child and helps to prevent it.
The anticipation technique acts as a stimulus to worthy behavior. At the second stage, conditions are created for the child to receive satisfaction from his good behavior.
At the third stage, while continuing to create conditions for the practice of cultural behavior, more attention is paid to children's awareness of the importance of etiquette rules.
In the morning hours, the main attention was paid to familiarizing children with the rules of the culture of behavior (cultural and hygienic rules, the rules of the culture of communication, the rules of the culture of activity and the general rules of morality) and the disclosure of their moral meaning.
In the course of the regime processes, an anticipatory and positive assessment was used with an attitude to the good deeds of children: "I'm sure ...", "I will be happy ...", etc.
Created conditions for mutual assistance of children to each other "Let's help each other to put away toys."
In the second half of the day, the books by Agnia Barto "The Ignorant Bear", Lyudmila Vasilyeva-Gangus "The ABC of Politeness" and others were read with subsequent analysis.
2.3 Development and implementation of a long-term plan for educating a culture of behavior and attitudes of children in the older group
Target: analysis of the effectiveness of the work done.
1. Determine the level of formation of the culture of behavior of children of senior preschool age and compare with the results of the first stage of experimental and practical work.
2. To identify the level of formation of a culture of behavior, the same methods were used as at the first stage of experimental and practical work:
Examining illustrations;
Supervision of children.
To determine the level of formation of knowledge of the rules of behavior, the children were asked to consider illustrations from a series of demonstration materials "Me and my behavior". The first picture shows a boy and a girl bending over a chick that has fallen out of its nest. (Annex 4)
In the second illustration, the boy is walking through the forest, singing loudly and has a tape recorder turned on. (Annex 5)
The third illustration, which depicts cheerful playing children and a sad boy sitting in a stroller. ( Appendix 6)
During the examination of the illustrations, the children were asked the following questions:
6. What is this painting about?
7. How did the children do?
8. Why do you think so?
9. How do children feel?
10. What would you do in this situation?
The answers of the children were recorded in the protocol. (Appendix 17)
Based on the analysis of children's answers, we determined the indicators of the formation of a culture of behavior in children of older preschool age:
The child knows the rules of behavior, calls them;
Correctly evaluates the actions of children;
Motivates your assessment;
Able to understand the feelings of other children;
Explains what he might do.
A 5-point grading system was used.
5 points - the child knows the rules of behavior; knows how to correctly evaluate the actions of other children; motivates his answer on his own; understands the feelings of others; explains his behavior.
4 points - the child knows the rules of behavior; knows how to correctly evaluate the actions of other children; it is sometimes difficult to motivate your answers; understands the feelings of other children; explains his behavior.
3 points - the child knows the rules of behavior; does not always give a correct assessment of the actions of others; does not know how to motivate his answer without the help of an adult; understands the feelings of others with the help of a caregiver; explains his behavior.
2 points - the child knows the rules of behavior, but does not always correctly evaluate the actions of others, motivates his answer only with the help of an adult
go; determines the feelings of others not in all situations; unable to explain his actions.
Based on the analysis of children's answers, we determined the indicators of the formation of a culture of behavior in children of older preschool age:
The child knows the rules of behavior, calls them;
Correctly evaluates the actions of children;
Motivates your assessment;
Able to understand the feelings of other children;
Explains what he might do.
A 5-point grading system was used.
5 points - the child knows the rules of behavior; knows how to correctly evaluate the actions of other children; motivates his answer on his own; understands the feelings of others; explains his behavior.
4 points - the child knows the rules of behavior; knows how to correctly evaluate the actions of other children; it is sometimes difficult to motivate your answers; understands the feelings of other children; explains his behavior.
3 points - the child knows the rules of behavior; does not always give a correct assessment of the actions of others; does not know how to motivate his answer without the help of an adult; understands the feelings of others with the help of a caregiver; explains his behavior.
2 points - the child knows the rules of behavior, but does not always correctly evaluate the actions of others, motivates his answer only with the help of an adult; determines the feelings of others not in all situations; unable to explain his actions.
The results obtained are presented in table 5 (Appendix 18)
Taking into account the formation of assessments, the following levels are distinguished:
Optimal - 25 - 23 points, manifested in 2 children (Nasty I., Masha D.), which is 18.1% of the total number of children in the group;
Sufficient - 22 - 18 points, manifested in 6 children (Ani R., Serezha V., Xenia Ch., Artem G., Andrey K. Alina M.), which is 54.6% of the total number of children in the group;
Medium - 17-14 points, manifested in 3 children (Kirilla S., Sasha A., Edika S. ) , which is 27.3% of the total number of children in the group;
Low - less than 14 points, not detected.
The diagnostic results are presented in diagram No. 3 (Appendix 19)
To determine the level of formation of a culture of behavior, the ability to follow the rules of behavior, the manifestation of politeness, mastery of the culture of speech communication and mastery of the basics of etiquette, the method of observing the behavior of children was used.
The results of observations were processed taking into account the generated indicators:
Knowledge of the rules of conduct;
Ability to follow the rules of conduct;
Showing courtesy;
Possession of the culture of speech communication;
Mastering the basics of etiquette.
A 5-point rating system was used, taking into account the formation of a culture of behavior in children of older preschool age.
To determine the level of formation of a culture of behavior in children of senior preschool age, we have developed assessment criteria:
5 points - the child knows the rules of behavior; performs them in all activities, knows how to use polite words; owns the culture of speech etiquette; owns the basics of etiquette.
4 points - the child knows the rules of behavior; uses them constantly; shows courtesy and attentiveness to adults, but not to all children; owns the culture of speech communication; owns the basics of etiquette.
3 points - the child knows polite words; uses the rules of behavior in an unfamiliar environment; Shows courtesy only to adults; Poorly owns the culture of speech and the basics of etiquette.
2 points - knows the rules of conduct; follows the rules of conduct after a reminder from an adult; does not show courtesy to children; Poorly owns the culture of verbal communication, does not know the basics of etiquette.
Based on the results obtained, we determined the levels of formation of a culture of behavior in children of senior preschool age:
Optimal - 25-22 points were not identified.
Sufficient - 21-18 points in 7 children, which is 63.6% of the total number of children in the group.
Average - 17-14 points in 4 children, which is 36.4% of the total number of children in the group.
Low - 13 points, not detected.
The results are presented in table 6 ( Appendix 20)
From the results obtained, it can be seen that the optimal level is not traced.
7 children (Ani R., Sergei V. Ksenia Ch., Andrey K., Nastya I., Artem G., Alina M.) - a sufficient level of formation of a culture of behavior, which is 63.6%
4 children (Kirilla S., Masha D., Sasha A., Edika S) the average level of formation of a culture of behavior, which is 36.4%
A low level of formation of a culture of behavior was not revealed.
The results obtained are presented in Diagram 4 (Annex 21)
At the stage of the control experiment, the leading method is a comparative analysis of the results of the first and third stages of work, the results are presented in a summary table ? ( Appendix 22)
The results of the diagnostics of the third stage of the experimental and practical part showed the effectiveness of the system developed and implemented in the pedagogical process for the education of a culture of behavior.
Analysis of the results presented in the summary table 7 (Annex 22) according to the results of stages I and III of experimental and practical work, it allows us to determine the effectiveness of the work carried out.
At the I stage of experimental and practical work, the level of formation of knowledge of the rules of conduct averaged 17.7 points, then at the III stage it was 19.7 points, on average it increased by 2 points.
From a low to an average level of formation of knowledge of the rules of conduct increased in 1 person, which is 9.2% of the total number of children.
From an average to a sufficient level of formation of knowledge of the rules of conduct increased in 3 people, which is 27.3% of the total number of children.
From sufficient to optimal level of formation of knowledge of the rules of conduct increased in 2 people, which is 18.2% of the total number of children.
In 5 people, 45.4%, the level of knowledge of the rules of conduct has not changed.
The level of formation of a culture of behavior at stage I averaged 15.6 points, and at stage III 18.7 points, which is 3 points higher on average.
From a low to an average level of formation of a culture of behavior, it increased in 3 children, which is 27.3% of the total number of children.
From an average to a sufficient level of formation of a culture of behavior, it increased in 5 children, which is 45.4% of the total number of children.
In 3 people, the level of formation of a culture of behavior remained at the same level.
According to the results presented in the table, it can be seen that, on average, the overall increase occurred by 5 points, which indicates the effectiveness of the work done.
Conclusion
Moral education is a purposeful process of introducing children to the moral values of humanity and a particular society. Over time, the child gradually masters the norms and rules of behavior and relationships accepted in people's society, appropriates, that is, makes his own, belonging to himself, ways, forms of interaction, expressions of attitude towards people, nature, towards himself. The result of moral education is the emergence and approval of a certain set of moral qualities in the individual.
Preschool childhood is the most important period in the moral development of a person. Moral education occurs due to purposeful pedagogical influences, familiarization of the child with the moral norms of behavior in the process of various activities (play, work, classes, etc.); having moral value. All this is a kind of school for the child, where he gains experience in moral relations, learns the rules of behavior, an elementary culture of activity, a culture of speech, and, most importantly, he will form an emotionally moral attitude towards the world around him.
A culture of behavior is a characteristic sign of a good upbringing. Forming an idea of the norms and rules of behavior, it is necessary to influence the relationship of the child with peers, parents, and other people, helping to navigate social life.
The formation of moral education in children occurs under the influence of the objective conditions of life, education and upbringing, in the process of various activities, the assimilation of universal culture and will be effectively carried out as a holistic process of pedagogical, corresponding to the norms of universal culture, organization of the entire life of the child, taking into account their age and individual characteristics. . Therefore, educational work should include moral ideas and be carried out in various and effective forms, meaningfully and with due emotional richness.
The richness of the moral content of gaming activities, the variety of activities outside of classes, the way of life in the family are the most important sources for the formation of children's morality.
In the course of solving the tasks assigned to the study, the forms, contents and possibilities of the moral education of preschool children were studied.
Conclusion: for the successful formation of moral ideas and actions, it is necessary:
Knowledge of the features of the moral development of the individual;
Full understanding of the essence of moral education as a psychological and pedagogical process;
Knowledge of the "mechanisms" of the formation of morality;
The ability to plan work on the formation of a culture of behavior, to be able to develop and put into practice the ways and means of moral education;
Moral relations, ideas, actions that are formed in the classroom are fixed or somewhat modified in their free time. It can be a collective game or joint work. But all disparate, sometimes contradictory facts obtained from different sources must be united in the mind of the child and become the basis for the formation of the moral qualities of the individual.
The complexity of the process of personality formation lies in the fact that educational influences are processed by the child, taking into account his experience, his mental characteristics.
List of used literature
1. Alyabyeva E. A. "Moral and ethical conversations and games with preschoolers". - M., 2003.
2. Barkhatova V. V. Education of a culture of behavior / / Preschool education - 1991. No. 11. pp. 41-44
3. Bolotina L.R. , Komarova T. S., Baranov S. P. "Preschool Pedagogy: A Textbook for Students of Secondary Pedagogical Educational Institutions. 2nd ed." - M: Publishing Center "Academy", 1997.
4. R. S. Bure, M. V. Vorobieva et al. – Friendly guys. Education of humane feelings and relationships in preschoolers. M. - 2004.
5. Vasilyeva L. - Gangus. "The ABC of Politeness". - M. - 2005.
6. Vasil'eva M. A., Gerbova V. V., T. S. Komarova. The program of education and training in kindergarten. - M. - 2005.
7. Education of moral feelings in older preschoolers: 2nd ed. / / Bure R. S., Godina G. N., Shatova A. D. and others; Under. ed. Vinogradova A.M. - M., 1999.
8. Ermolaeva M.V., Zakharova A.E., Kalinina L.I., Naumova S.I. Psychological practice in the education system. - Voronezh: NPO "MODEK", 1998.
9. Zakharash T.V. "Formation of a collectivist orientation in preschool children".// Friendly guys: Education of humane feelings and relationships among preschoolers. M. - 2004
10. Kozlova S.A., Kulikova T.A. Preschool Pedagogy. - M., 1998.
11. Kozlova S. A. Moral education of children in the modern world // Preschool education 2001. No. 9. P. 18-27
12. Kotova E. V. "In the world of friends. The program of emotional and personal development of children." - M., 2007
13. Kiyanchenko E. A. "The role of rules in the education of humane feelings and relationships among preschoolers." // Friendly guys: Education of humane feelings and relationships among preschoolers. M. - 2004
14. Kulkova V., Nazarova Z. et al. "Khorplosha".//D.V. №9 - 2007
15. Kurochkina I. N. Modern etiquette and education of behavior culture among preschoolers. - M., 2001.
16. Kurochkina I. N. "On the culture of behavior and etiquette". //Preschool education. 2003. No. 10. P.31-43
17. Lavrentieva M. V. "General characteristics of the development of children of senior preschool age." // Kindergarten from A to Z. 2004. No. 4. P.11-15
18. Lisina V. R. "Communication between a teacher and a child as a means of creating a positive microclimate in a kindergarten group." // Friendly guys: Education of humane feelings and relationships among preschoolers. M. - 2004
19. Mulko I. F. Social and moral education of preschool children aged 5-7 years. - M., 2004 - 96 p.
20. Moral and aesthetic education of a child in kindergarten. // Vetlugina N. A., Kazakova T. G. and others; Under. ed. Vetlugina N. A., 2007
21. Peterina S. V., Education of a culture of behavior in preschool children. - M. - 1986
22. Usacheva T. "We teach children politeness".//Preschool education. 2006.№5. S.5-14
23. Kharlamov I.F. Pedagogy: 2nd ed., revised. and additional - M., 1990.
24. Horunzhenio K. M. Pedagogical Dictionary, M., 1997
25. Kholmogorova V. M., Smirnova E. O. "The ratio of direct and indirect motivators of the moral behavior of children".// Questions of psychology. No. 1, 2001
26. Elkonin D. B., Child psychology. – M.-2006
27. Yudina "Lessons of politeness".// D.V. No. 4 - 1988.
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Introduction
Chapter II. Experimental study of the formation of a culture of behavior in children of senior preschool age in a role-playing game
2.1 Identification of the levels of formation of a culture of behavior in children of older preschool age
2.2 Implementation of the system of work on the formation of a culture of behavior in children of senior preschool age in a role-playing game
2.3 Analysis of the study results
Conclusion
Bibliographic list
Applications
Introduction
The culture of behavior is an important part of the general culture of a person. The culture of behavior, the culture of human relations, communication between people plays an important role in the life of every person.
The cardinal socio-economic transformations of modern society with particular acuteness pose the problem of forming a culture of behavior among preschoolers. Interest in the problem of forming a culture of behavior in children of senior preschool age is due to the low educational potential of the family. Among the most important tasks for preschool educational institutions are the formation of a basic culture of personality, moral qualities and a culture of behavior from early childhood.
The formation of a culture of behavior in children is one of the urgent problems of science and practice. The problem under study was reflected in the fundamental works of A.M. Arkhangelsky, N.M. Boldyreva, N.K. Krupskaya, A.S. Makarenko, S.G. Jacobson, L.I. Bozhovich, A.M. Vinogradova, S.N. Karpova and others. Their works reveal the essence of the basic concepts of moral education, define the methods and techniques of moral education of preschoolers.
The works of E.K. Suslova, V.G. Nechaeva, R.S. Bure, L.F. Ostrovskoy, S.V. Peterina and others. There are works that analyze the pedagogical heritage of writers, prominent scientists and teachers who have made a significant contribution to the development of the problem of forming a culture of behavior in children (T.I. Kogachevskaya, R.N. Kurmankhodzhaeva, T.V. Lukina and etc.).
For the successful education of a culture of behavior in preschool children, appropriate pedagogical conditions are necessary. This problem was considered by many researchers (S.V. Peterina, V.G. Nechaeva, TA. Markova, R.I. Zhukovskaya, SA. Kozlova, G.N. Godina, E.G. Pilyugina, etc.).
One of the effective methods of forming a culture of behavior in preschool children is a role-playing game. The use of role-playing games in the education of preschool children was studied by such scientists as D.V. Mendzheritskaya, A.P. Usova, N.Ya. Mikhailenko and many others. Educational moments of play activity are revealed by such researchers as A.K. Bondarenko, A.I. Matusik, S.L. Novoselova, E.V. Zvorygina, E. Smirnova and others.
Currently, most of the research on the formation of a culture of behavior refers to adolescence and primary school age. Data relating to the period of senior preschool age are not sufficiently presented. As the analysis of the literature shows, a comprehensive study of the ways of forming and educating a culture of behavior in different types of activities of preschool children has not been carried out, in which the decisive role would be assigned to the role-playing game - the leading activity of this age period. The present study was undertaken to fill this gap.
Despite the versatility and extensiveness of research on this issue, the possibilities of role-playing games as a powerful means of forming a culture of behavior in children of older preschool age are not sufficiently disclosed.
At present, it is possible to identify a contradiction between the objective need of society to educate a person who owns a culture of behavior and the insufficient development of the problem of educating a culture of behavior of preschoolers in a role-playing game in a preschool educational institution. The research problem follows from the identified contradiction: what are the possibilities of a role-playing game in the formation of a culture of behavior in children of senior preschool age?
All of the above determines the relevance of this problem, and its insufficient scientific development determined the choice of the topic of our study "Formation of a culture of behavior in children of senior preschool age."
The purpose of the study: to theoretically substantiate and experimentally test the effectiveness of using role-playing games as a means of forming a culture of behavior in children of senior preschool age.
Object of study: the formation of a culture of behavior in preschool children.
Subject of study: role-playing game as a means of forming a culture of behavior in children of senior preschool age.
The hypothesis of the study is that a role-playing game will be an effective means of forming a culture of behavior in children of senior preschool age under the following pedagogical conditions, if the teacher:
Carries out preliminary work with children on the formation of knowledge about the culture of behavior;
Involving in the game of children, demonstrates examples of cultural behavior;
Organizes situations that require children to display cultural behavior.
In accordance with the purpose and hypothesis of the study, the following tasks are defined:
1. To study the psychological and pedagogical literature on the research problem;
2. Determine the essence of the concept of "culture of behavior of preschool children";
3. To reveal the possibilities of a role-playing game as a means of forming a culture of behavior in children of older preschool age;
4. To identify the levels of formation of a culture of behavior in children of senior preschool age;
5. Develop and implement a system of work on the formation of a culture of behavior in children of senior preschool age in a role-playing game.
The methodological basis of the study was:
Regulations on the education of a culture of behavior in preschool children, reflected in the works of T.I. Babaeva, S.V. Peterina, I.N. Kurochkina, O.V. Zashchirinskaya, L.F. Ostrovskaya and others;
The position of V.A. Slastenin, considering the culture of behavior through such components as the culture of communication, the culture of speech, etc.;
The concept of the development of a role-playing game during preschool childhood N.Ya. Mikhailenko, N.A. Korotkova.
To solve the tasks, the following research methods were used:
Theoretical - analysis of psychological and pedagogical literature on the research problem;
Empirical - observation, conversation, the “Finish the sentence” technique (I.B. Dermanova), the “Story Pictures” technique (S.D. Zabramnaya);
Interpretation methods: quantitative and qualitative analysis of research results.
Theoretical significance of the study: the study allows expanding and clarifying knowledge about the formation of a culture of behavior in children of older preschool age, using a role-playing game.
Practical significance of the study: a system of work on the formation of a culture of behavior in children of senior preschool age in a role-playing game has been developed and tested. This system can be used in pedagogical work by educators of preschool educational institutions. The materials of the diploma research can be used by students in preparation for seminars and practical classes.
Research base: MBDOU kindergarten "Sun", p. Idrinsky experimental group (22 children of the senior group "Vasilek") and the control group (22 children of the senior group "Romashka").
The structure of the thesis: the thesis consists of an introduction, two chapters, a conclusion, a bibliographic list and appendices.
Chapter I
1.1 Researchers' approaches to the problem of forming a culture of behavior in preschool children
The eternity and relevance of the problem of moral education of children are indisputable. Questions about the decisive role of moral education in the development and formation of personality have been recognized and raised in pedagogy since ancient times. Its roots go back to Ancient Greece, where the ideal person was considered to be the one who is beautiful in physical and moral terms.
Many centuries later, Ya. A. Comenius in his treatise "Instruction of Morals" cited the saying of the ancient Roman philosopher Seneca: "Learn first good morals, then wisdom, because without the first it is difficult to learn the latter." In the same place, he quoted a popular saying: "He who succeeds in the sciences, but lags behind good morals, lags behind more than he succeeds."
Developing issues of pedagogy, Johann Herbert brought moral education to the fore. It is noteworthy that, advocating for instilling humility, discipline and uncomplaining obedience to the authority of power in children, he wrote: “The single task of education can be fully expressed in just one word - morality.”
L.N. Tolstoy highly valued moral education and believed that of all the sciences that a person should know, the most important is the science of how to live, doing as little evil as possible and as much good as possible.
However, among the classical teachers of the past, K.D. Ushinsky. In the article “On the Moral Element in Education,” he wrote: “We are convinced that morality is not a necessary consequence of learning and mental development, we are also convinced that moral influence is the main task of education, much more important than the development of the mind in general. , filling the head with knowledge ... ".
Modern educators and psychologists pay great attention to issues of moral education. As studies by O.S. Bogdanova, L.R. Bolotina, M.A. Besova, V.V. Popova, L.I. Romanova, the effectiveness of moral education largely depends on the correct organization of the collective activity of children, on its skillful combination with methods of persuasion, and the accumulation of positive moral experience. In their works, scientists emphasize the importance of educating the moral feelings of the child, the development of moral relations.
Preschool childhood is an important period in the development of a culture of behavior. According to V.G. Nechaeva and V.I. Loginova, this is facilitated by high children's susceptibility and suggestibility. The words of the outstanding teacher A.S. Makarenko: “The cultural upbringing of a child should begin very early, when the child is still very far from literacy, when he has just learned to see, hear and speak well.”
The works of E.K. Suslova, V.G. Nechaeva, R.S. Bure L.F. Ostrovsky, SV. Peterina and others.
At present, people are striving to create a legal society with a high culture of relations between people, which will be determined by social justice, conscience and discipline. Such a society necessitates the moral upbringing of everyone. Morality in society is supported by the power of public opinion, the expression of public assessment of the moral and immoral acts of the individual.
Both the rule and the norm are the established order of actions, relations. But the rule has a particular and narrower meaning. The rule can be single, relating to a specific situation, to a specific subject: the rule for using an object, the rule of behavior at the table, etc. The norm is more generalized, it characterizes the general orientation of relations and behavior and is specified in the rules. For example, the teacher introduces the children to the rules: when we sit down for class, the chairs must be moved quietly; do not play noisy games if someone is resting nearby; if a guest enters the group, you must invite him to go and sit down - all these are the rules. They concretize the norm - to be attentive and caring towards the people around you.
At older preschool age, children develop a more flexible attitude towards the implementation of the rules, the desire to understand them. Moreover, older preschoolers are already beginning to understand the ambiguity of applying the same rule in different situations, they are able to see the inconsistency of some rules (is it always necessary to help a friend; is the one who got into a fight always to blame; is a complaint to the educator always a snitch, etc. ). It is very important that children are intelligent and even creative in their approach to following the rule and norm. The imperative function of the norm should from the very beginning act not as a dogma, but as a necessary, consciously accepted condition.
A necessary condition for the successful assimilation of moral norms in the senior preschool age is the organization of the practice of behavior. This refers to exercises, joint activities, where the acquired rules could, under appropriate conditions, turn into a norm of behavior for each child and the entire group. The formation of a culture of behavior of older preschool age is clearly manifested in relations to: surrounding people, peers and adults, nature, oneself, etc.
In the context of the formation of collective relationships, the problem of educating a culture of behavior should also be considered. Of course, the culture of behavior is not limited to "children's society". It is realized in relationships with adults, but in the child's communication with peers it plays a more multifaceted role. If a child is polite and friendly with adults, ready to help and cooperate with them, this always causes a positive reaction in them.
Similar behavior towards peers can, oddly enough, cause the opposite reaction: sometimes children are surprised by a “too well-mannered” child, they may even laugh at his good manners. This means that the upbringing of a culture of behavior and relationships should, on the one hand, involve and include teaching the norms and rules accepted in society, as well as the forms of their expression in words, facial expressions, gestures, actions, on the other hand, be focused on the social environment in which which they will be applied.
Of course, the main thing in the relationship between people is their true attitude towards each other, sincerity, goodwill, readiness for empathy and help. But it is also important in what form a person shows his sincere attitude towards other people. External forms of expression may not be adequate to the internal state. It happens and vice versa - the forms of communication are pleasant, respectful, but in fact, a person experiences completely opposite feelings towards the object of communication.
The tasks of educating a culture of behavior in the "Program of Education and Training in Kindergarten" are considered as an integral part of moral education and they are formulated in the form of very specific requirements: instilling in children the necessary hygiene skills, a culture of actions in various situations and positive relationships in various types of activities; the upbringing of certain elements of moral consciousness and moral feelings, which should be formed in children with their gradual acquaintance with the outside world; formation of elements of labor education.
So, we can conclude that preschool age is the period of the initial formation of the personality. Numerous psychological and pedagogical studies confirm that it is during these years, subject to purposeful upbringing, that the foundations of the moral qualities of a person are laid. And one of the main tasks of the moral education of children of senior preschool age is the education of a culture of behavior.
In the next paragraph, we will consider the essence and characteristics of the concept of the culture of behavior of children of senior preschool age, as well as the criteria and indicators for the formation of a culture of behavior in children of senior preschool age.
1.2 The essence and characteristics of the concept of culture of behavior of children of older preschool age
There are many definitions of the concept of "culture of behavior". So, for example, in the philosophical dictionary, the culture of behavior is a set of forms of everyday human behavior (at work, at home, in communication with other people), in which the moral and aesthetic norms of this behavior find external expression.
In the pedagogical dictionary, the culture of behavior is defined as a set of formed, socially significant qualities of a person, everyday actions of a person in society, based on the norms of morality, ethics, and aesthetic culture.
V.A. Slastenin considers the culture of behavior through its components such as the culture of communication, the culture of speech, the culture of appearance and everyday culture.
T.I. Babaeva gives the following definition: a culture of behavior is a broad, multifaceted concept that reveals the essence of moral norms in the system of the most significant, vital relationships to people, to work, to objects of material and spiritual culture.
S. V. Peterina considers the culture of behavior of a preschooler as "a set of stable forms of everyday behavior useful for society in everyday life, in communication, in various activities" . The culture of behavior is not limited to the formal observance of etiquette. It is closely related to moral feelings and ideas and, in turn, reinforces them.
I.N. Kurochkina defines the culture of behavior as a set of forms and methods of behavior that reflect the moral and aesthetic norms accepted in society.
In our study, the definition of "culture of behavior" given by S.V. Peterina. The culture of behavior is a set of stable forms of everyday behavior useful for society in everyday life, in communication, in various activities.
The active mental development of the older preschooler contributes to the formation of a higher degree of awareness of behavior compared to the average preschool age. Children 6-7 years old begin to understand the meaning of moral requirements and rules, they develop the ability to foresee the consequences of their actions. Behavior becomes more purposeful and conscious. Opportunities are created for the formation in children of responsibility for their behavior, elements of self-control, organization. At preschool age, children accumulate the first experience of moral behavior, they form the first skills of organizational and disciplined behavior, skills of positive relationships with peers and adults, independence skills, the ability to engage in interesting and useful activities, maintain order and cleanliness of the environment.
S. V. Peterina identifies 4 groups of rules of conduct:
Cultural and hygienic rules;
Rules of communication culture;
Rules of activity culture;
General rules of morality.
The culture of activity is manifested in the behavior of the child in the classroom in games, during the performance of labor assignments.
To form a culture of activity in a child means to instill in him the ability to keep in order the place where he works, studies, plays; the habit of finishing the work begun, taking care of toys, things, books.
Children in middle age, and especially in older preschool age, should learn to prepare everything necessary for classes, work, and select toys in accordance with the game plan. An important indicator of the culture of activity is a natural craving for interesting, meaningful activities. The ability to value time. At the senior preschool age, the child learns to regulate his activities and rest, quickly and in an organized manner to perform hygiene procedures, morning exercises. This will be a good basis for the formation of his skills in effective organization of work.
The culture of communication provides for the implementation by the child of the norms and rules of communication with adults and peers, based on respect and goodwill, using the appropriate vocabulary and forms of address, as well as polite behavior in public places and everyday life.
The culture of communication implies the ability not only to act in the right way, but also to refrain from actions, words, and gestures that are inappropriate in a given situation.
The culture of communication necessarily implies a culture of speech. A.M. Gorky considered concern for the purity of speech an important tool in the struggle for the general culture of man. One of the aspects of this broad issue is the education of a culture of speech communication. The culture of speech implies that the preschooler has a sufficient vocabulary, the ability to speak, maintaining a calm tone.
Cultural and hygienic skills are an important part of cultural behavior. The need for neatness, keeping the face clean. Hands, bodies, hairstyles, clothes, shoes are dictated not only by the requirements of hygiene, but also by the norms of human relations. Children should understand that respect for others is shown in observing these rules, that it is unpleasant for any person to touch a dirty hand or look at untidy clothes.
Man, as a social being, constantly interacts with other people. He needs the most diverse contacts: intra-family, social, industrial, etc. Any communication requires a person to be able to comply with the generally accepted rules of behavior, due to moral standards. Communication of preschool children, first of all, takes place in the family. For a child who enters a kindergarten, the social circle expands - communication with peers, with a teacher and other employees of a preschool institution is added. The task of parents and teachers is to educate the child in a culture of communication.
What are the most important moral qualities that adults want to see in children?
Politeness - it decorates a person, makes him attractive, makes others feel sympathy. “Nothing is so cheap and valued so dearly as courtesy. Without it, it is impossible to imagine human relationships. The politeness of children should be based on sincerity, goodwill, respect for others. Politeness acquires a price if it is manifested by a child at the behest of the heart.
Delicacy is the sister of politeness. A person endowed with this quality will never cause inconvenience to others, will not give a reason to feel his own superiority by his actions. The makings of delicacy come from deep childhood.
Caution. It is necessary to achieve from children that courtesy, attention, help to others are manifested in them from good intentions.
Modesty - this moral personality trait - an indicator of true upbringing. Modesty is accompanied by respect and sensitivity to people and high demands on oneself. It is necessary to develop skills in children.
Sociability. It is based on elements of benevolence, friendliness to others - indispensable conditions in the development of a culture of relationships in children. A child who feels joy from communicating with peers will readily give up a toy to a friend, just to be close to him, for him to show goodwill is more natural than impudence, harshness. In these manifestations are the origins of respect for people. A sociable child quickly finds a place in kindergarten.
So, the education of a culture of behavior in preschoolers is a continuation and one of the aspects of the work on the education of a humane attitude towards people, which is manifested in collective relationships.
Thus, the culture of behavior is such qualities that are an indicator of a person's attitude to his work, people, society and testify to his social maturity. Their foundations are laid in childhood, and then continue to develop and improve. In the preschool period, the child masters the skills of a culture of actions with objects in games, work, in the classroom, that is, in the process of activity. In the content of the culture of behavior of children of senior preschool age, the following components can be conditionally distinguished: the culture of activity, the culture of communication, cultural and hygienic skills and habits.
1.3 Methods and techniques for the formation of a culture of behavior in children of senior preschool age in a preschool educational institution
A culture of behavior helps a person communicate with others, provides him with emotional well-being and comfortable well-being. The first ideas about the norm of behavior accepted in society, the child receives in the family and in kindergarten. The child knows a lot about the world around him from his parents and from his own observations, the task of the educator is to expand and correct this knowledge, bring it into a system generally accepted in society.
In the upbringing of a culture of behavior, the importance of the moral aspect is high, so it is necessary to constantly pay attention to it. Respect for the personality of the child, understanding, friendliness and trust create the best conditions for the formation of etiquette behavior. It is desirable to address children by name, and teach them to address them by name and patronymic. Experiencing the joy of communicating with the teacher, children always expect to meet him, believe in the correctness of his words.
The necessary attitude creates a jointly developed order of behavior in a group, in a lesson, in which the basic rules are the following: empathize, show friendly participation and patience; be kind to others; do not refuse to participate in games and exercises; do not be ashamed of your ignorance and inability; not be afraid to make mistakes; don't laugh at others. It is very important to introduce into the mind of the child the need to understand their place in the world, since there is no complete equality between father and son, old and young, educator and preschooler. The first one has experience, knowledge, position priority and much more. The second is just beginning life, starting to study it. He can become equal to the first by doing a huge, serious and difficult work on himself. Awareness of one's place does not mean at all that the first disrespect the second, do not consider their opinions, do not listen to their wishes.
The basis of the development of society is the interaction of both, their mutual understanding of mutual assistance. This awareness occurs both in the family and in the kindergarten group. The formation of the foundations of a behavioral culture goes through a kind of cycle, which includes: a) knowledge of the etiquette rule; b) understanding of its reasonableness and necessity; c) the ability to apply it pragmatically; d) emotional experience from its implementation.
It is important that the child, having become acquainted with this or behavioral requirement, distinguishes good from bad. After going through this cycle, they return to the studied rule again, but at a higher level. To develop a culture of behavior, the following conditions are necessary:
1. Positive attitude. It is impossible to forget or offend any of the pupils, for which they use name-calling, praise, prizes and other teaching methods that captivate children.
2. An example of adults, especially a teacher. The child observes and evaluates adults. It is advisable to always evaluate your behavior from the standpoint of evidentiary reasonableness, the need to observe etiquette, compliance with his own instructive words, the actions of the educator should be aimed at achieving the main goal - creating the development of the child's personality in a creative, friendly, friendly environment.
3. Communication with the family is a necessary condition for maintaining the unity of requirements and the continuity of education. The common goal of the family and the kindergarten is a well-bred cultured and educated person.
The native language plays an important role in teaching and educating behavioral culture. Teaching correct, beautiful behavior also contributes to the speech development of the pupil. To this end, it is necessary to expand the range of ethical and behavioral concepts in the child, which is achieved with the help of vocabulary work.
The education of a culture of behavior from the standpoint of modern etiquette is carried out in compliance with pedagogical and etiquette principles. The upbringing of children is carried out in the process of activity, with the unity of the requirements of the educator and parents; pedagogical guidance is combined with the development of children's initiative and amateur performance, taking into account the age and individual characteristics of children.
Principles of education: scientific character, encyclopedic character, visibility, systematic character, consciousness and activity of children, strength of education, individualization of pupils' development.
Principles of etiquette: reasonableness and necessity of behavioral rules, goodwill and friendliness, strength and beauty of demeanor, absence of trifles, respect for national traditions.
The main ways of pedagogical influence on children:
1. Habituation: children are given a certain pattern of behavior, for example at the table, while playing, in conversation with elders or peers. It is necessary not only to show, but also to control the accuracy of the implementation of a particular rule.
2. Exercise: one or another action is repeated many times, for example, taking a knife and fork in the right hands, cut a piece of meat or sausage. The child should be made aware of the necessity and reasonableness of such use of cutlery.
3. Parenting situations: create conditions in which the child is faced with a choice, for example, to use a fork and knife or one fork.
4. Encouragement: carried out in various ways, activates preschoolers to learn, to choose the right behavioral step.
5. Punishment: used extremely rarely; punishment resulting in pain and physical suffering is not used; condemnation by the educator and other children of a negative act is aimed at the emergence of a desire to do well.
6. An example to follow: is a kind of visual image and is necessary for the child. They can be a teacher, a parent, a familiar adult or child, a literary (fabulous) hero.
7. Variety of verbal methods: helps to more consciously study behavioral rules, but boring moralization and notation should be avoided when applying them. Telling a real or fairy tale creates an emotional perception of behavioral rules.
8. Explanation: it is necessary not only to show the story, but also to explain how and why one should act in a given situation.
9. Conversation: helps to find out the level of children's knowledge of the norms and rules of behavior. It is more reasonable to conduct it in a small group of 5-8 people, in which each child can express his opinion. Knowing the ability of children to conduct a conversation, their views, beliefs and habits will help the educator build it correctly.
In the older preschool age, the formation of the moral qualities of the individual and the habits of cultural behavior continues actively. The content of the pedagogical process at this stage is the education of respect for relatives and friends, attachment of respect for educators, a conscious desire to please the elders with good deeds, and the desire to be useful to others. Children of the older group need to actively and consistently form friendly relationships, the habit of playing and working together, the ability to obey the requirements, in their actions to follow the example of good people, a positive, heroic character of famous works of art.
In the moral education of the older preschooler, the upbringing of a culture of communication continues to occupy a large place. The formation of respect for others, goodwill, strong-willed qualities, restraint occurs in a group of peers. The team plays an increasingly important role in the life of children, the relationship of children becomes more complicated.
An effective method for clarifying the systematization of the moral ideas of older preschoolers is an ethical conversation. Such conversations should organically be included in the system of diverse methods of education.
The influence of the moral consciousness of the older preschooler on the self-regulation of his behavior is not yet great. But at this age, the child is still able to evaluate his behavior on others. Therefore, the topics of ethical conversations must necessarily include the leading concepts for this age group. “My mother”, “My family”, “Kindergarten”, “My comrades”, “I am at home” and many others. etc. It is important that the content of the listed leading topics and complementary topics is necessarily associated with the entire content of the pedagogical process. Without which it is impossible to ensure the effectiveness of moral education, and also help to systematize and generalize the ideas about morality that children acquired while in previous groups.
Ethical conversations, their results should be directly manifested in the practice of behavior, the actions of children in various situations. What is very important for fixing the results of pedagogical influence.
A role-playing game plays a huge role in shaping the culture of behavior in children. Fascinating in plot, rich in content, games cause a desire to unite, form an interest in joint games, make them use the most rational methods to resolve emerging difficulties and establish the right relationship.
1.4 Role-playing game as a means of forming a culture of behavior in children of senior preschool age
The game is one of the most effective means of forming a culture of behavior. She, as a way of knowing the world around, gives the child in a bright, accessible and interesting form of ideas about how it is customary to behave in a given situation, makes you think about your behavioral manners. We must not forget about the disciplinary significance of the game, since compliance with the established discipline is an important condition for the implementation of the etiquette rule. For these purposes, a variety of types of games are used. For example, in outdoor games, which are mainly used to solve physical education problems, children compete: who will run around the kindergarten faster, who will throw the ball farther. But the element of life necessarily intervenes in an organized game. One ran and fell, the other hurries to defeat everyone, the third also wants to be the first, but stopped to help the fallen. The most important ethical aspect underlies the behavior of the child. In such a situation, we once again make it clear to the child: the basis of etiquette behavior is a moral principle.
Musical games are held during the music lesson. Children lead a round dance. The teacher again pays attention to the rules of etiquette, but does it unobtrusively.
In games with building materials, when children are busy building architectural structures (houses, bridges, etc.), there are also rules of conduct. The teacher praised the builders. How did he do it? What words and intonations? What was his facial expression? Are all the children happy when they hear the praise of their friend? Children watch the teacher every minute, even when they are doing what they love and learning certain behavior from him.
Theatrical games play a huge role in the formation of a culture of behavior. For example, they are preparing a production of the fairy tale "Turnip" with children. In the course of its analysis, attention is paid to the culture of behavior in the family. The whole family and domestic animals, and even a little mouse, have risen to one common cause to help the grandfather, the breadwinner, pull out the turnip.
Traditional folk games are good not only because the child perceives native Russian speech, receives information from the history of our people. He also realizes that all folk culture is based on folk customs and traditions. For example, the game "Boyars, and we came to you." Beautiful Russian text gives children information that there were boyars in the past; at all times people went to visit, received them with joy; in Russia there was a custom of choosing a bride. They play together and amicably, strive for the victory of their team, but do not offend the representatives of the other.
During classes, in other regime moments, didactic games are organized, the main goal of which is the development of the child. They are good at working out the rules and norms of a culture of behavior. Tasks can be varied. But, no matter how fascinated the children are with the game, they do not lose their sense of reality. Becoming a participant in a joint game, the child is faced with the need to coordinate his intentions and actions with his comrades, to obey the rules that are established in the game and before the game.
The child gradually begins to highlight the "semantic and guiding meaning of the rules", instead of personal motives public ones come forward. The content of the game determines the degree of increase in the level of organization of children and the level of relationships of joint games.
A role-playing game is the main type of game for a preschool child. The main features of the game are inherent in it: emotional saturation and enthusiasm of children, independence, activity, creativity. The first story games run as roleless games or games with a hidden role. Children's actions acquire a plot character and are combined into a chain that has a vital meaning. Actions with objects, toys are carried out by each of the players independently. Joint games are possible with the participation of an adult.
The domestic theory of the game was formed under the influence of the views on the game of outstanding teachers N.K. Krupskaya and A.S. Makarenko.
In a number of works by N. K. Krupskaya, the great importance of play in the upbringing of a child is emphasized. She repeatedly expressed the idea of a special place for play in the lives of preschool children. “For children of preschool age, games are of exceptional importance: the game for them is study, the game for them is work, the game for them is a serious form of education. The game for preschoolers is a way of knowing the environment. She believed that the game fully meets the needs of a preschool child in movements, brings up in him such qualities as cheerfulness, activity, liveliness of imagination, inquisitiveness. At the same time, she considered the game as the main means of education and demanded that the life of the kindergarten be filled with a variety of games and amusements necessary for the health of children and their proper development. She repeatedly reminded that games strengthen the backbone of a child, develop muscles, sense organs; in games, accuracy of the eye, dexterity and strength of movement are brought up.
Ideas N.K. Krupskaya were developed and put into practice by the outstanding Soviet teacher A.S. Makarenko (1888-1939). He attached great importance to the game in the upbringing of the child: “What a child is in the game,” he said in “Lectures on the upbringing of children”, “that is how he will be in work when he grows up. Therefore, the upbringing of the future figure takes place primarily in the game. In the life of a child, play is as important as work or service for an adult. The game brings up those physical and psychological skills that will be necessary for work: activity, creativity, the ability to overcome difficulties, etc. These qualities are brought up in a good game, in which there is “work effort and thought effort”, and without vigorous activity is always a bad game.
According to A.S. Makarenko, the management of children's games is aimed at: 1) establishing the right balance between play and work in a child's life; 2) education in the game of physical and psychological qualities,
Play as a reflective activity is a secondary stage in the child's cognition of reality. However, in the role-playing game, the knowledge and impressions of the child do not remain unchanged: they are replenished and refined, qualitatively changed, transformed. This makes the game a form of practical knowledge of the surrounding reality.
A plot-role-playing game is a creative game of preschool children in a developed form represents an activity in which children take on the roles of adults and in a generalized form, in specially created game conditions, reproduce the activities of adults and the relationship between them.
The main feature of the role-playing game is the presence of an imaginary situation in it. An imaginary situation consists of a plot and roles that children take on during the game, and includes a peculiar use of things and objects.
The plot of the game is a series of events united by vitally motivated connections. The plot reveals the content of the game - the nature of those actions and relationships that bind the participants in the events.
The role is the main core of the role-playing game. Most often, the child assumes the role of an adult. The presence of a role in the game means that in his mind the child identifies himself with this or that person and acts in the game on his behalf: appropriately using certain objects (drives a car like a driver; puts a thermometer like a nurse), enters into various relationships with other players (punishes or caresses the daughter, examines the patient, etc.). The role is expressed in actions, speech, facial expressions, pantomime.
Children are selective about the role: they take on the roles of those adults or children (older, and sometimes peers), whose actions and deeds made the greatest emotional impression on them, aroused the greatest interest. Most often, this is a mother, educator, teacher, doctor, pilot, sailor, driver, etc. The child’s interest in a particular role is also associated with the place that this role occupies in the unfolding plot of the game, in what relationships - equality, subordination or management - the player who has assumed this or that role enters with others.
In the plot, children use two types of actions: operational and visual - “as if”. Along with toys, various things are included in the game, while they are given an imaginary, playful meaning.
As playmates, children enter into real organizational relationships (agree on the plot of the game, distribute roles, etc.). But complex role-playing relationships are simultaneously established between them (for example, mothers and daughters, a captain and a sailor, a doctor and a patient, etc.).
A distinctive feature of a playful imaginary situation is that the child begins to act in a mental rather than a visible situation: the action is determined by a thought, not a thing. However, the thought in the game still needs support, so often one thing is replaced by another (a wand replaces a horse), which allows you to carry out the action required by meaning.
Creative role-playing game has specific motives. The most common motive is the child's desire for a joint social life with adults. This aspiration collides, on the one hand, with the unpreparedness of the child for its implementation, on the other hand, with the growing independence of children. The emerging contradiction is resolved in a plot-role-playing game: in it, the child, taking on the role of an adult, reproduces his life, activities and relationships.
The immediate motives of the game change with the age of the children, determining the content of the games. If for a younger preschooler the main motive for playing is an action with objects that are attractive to him, then for a child of older preschool age the main motive is to reproduce the relationships that the adults depicted in the game enter into with each other.
The plot-role-playing game plays a leading role in the formation of positive relationships between children and the formation of positive moral qualities of a person of senior preschool age. In the process of role-playing games, conditions are created for further strengthening the moral ideas, feelings, qualities of children that were formed in everyday life. Joint play activity stimulates the development of organization and responsibility of each child: you need to choose a place for the game, make attributes, correctly distribute roles. The game reinforces the ability to behave in the usual way: to give a chair to the person who entered, to thank for the service, etc.
The game manifests such strong-willed qualities as responsibility, purposefulness, perseverance and perseverance in overcoming difficulties. A six-year-old child knows how to set a goal - to independently select the material, patiently bring the work begun to the end. The game is good when the children organize it themselves, they know how to lead, obey, and provide assistance. Children of the older group still love playing in the family, in kindergarten, in the hospital. In them, the guys reflect various relationships characterized by love, humanism, such qualities as kindness and caring are formed here.
In role-playing games, it is possible to bring large groups of children together, which creates conditions for the development of collective relationships. Leading the role-playing game of children of the senior group, the teacher solves the following tasks:
Raising the desire and ability to play together;
Education of the skills of a collective game (the ability to negotiate, distribute roles and toys, rejoice at the success of a friend);
Education of a benevolent attitude towards people, desire and readiness to do something useful and pleasant for them. At the same time, it teaches children to outline the theme of the game (what we will play), to jointly perform certain actions, not to interfere, but to help each other, independently and fairly resolve conflicts that arise.
Children have generalized and differentiated ideas only if they first comprehend specific actions. Therefore, the teacher should involve the child in an independent analysis of relationships with peers, various conflict situations that arise in the lives of the children themselves.
The teacher's conversations with children, in which the situations created in the game are used, form children's ideas about an honest, fair attitude towards each other. Collective, well-coordinated relations between large groups of players are formed when there is a real need to help another, the opportunity to act in the common interest. Thus, the game creates situations in which there is a real need for mutual assistance, dependence on each other. The systematic offer to the child of such assignments in the game that can benefit other children increases the responsibility of the child, creates a friendly atmosphere in the group, prerequisites for overcoming negative behavioral traits.
The formation of the right relationships includes the development of children's organizational skills, initiative, and the elementary ability to lead and obey.
Children of the older group have a very vague idea of the rights and obligations of the organizer. The teacher teaches children the methods of organization in the game, helps everyone to solve certain organizational tasks: to agree on the game together, to fairly resolve disputes, in difficult cases to contact the teacher. “We need to respect each other, listen to the opinion of a friend,” the teacher says to the children.
In the process of developing organizational skills, children manifest themselves in different ways: some are not self-confident, prefer individual games, are inactive; others are active, addicted, quite responsible, but they don’t know how and don’t like to obey, they hardly give up the main roles in the game; the third - recognized organizers, leaders, play interestingly; they are persistent, although impatient, stubborn, more often than others come into conflict.
These features require individual methods of education so that all children can organize the game, be accommodating, compliant, patient, respecting someone else's initiative.
In the role-playing game, the real relationships of children are more clearly visible, therefore, here the formation of organizational skills is most effective, in addition, opportunities are created for their gradual complication. First of all, in the ability to create conditions for the game (place, material), to distribute roles, to obey the one who performs the main role, to accept those who wish, to take into account the capabilities of children, in the ability to build and conduct a game. But it should be remembered that older preschoolers are not always able to come up with the plot of the game themselves, develop it for a long time. Therefore, the educator helps to diversify the game, include new storylines and new characters in it. Thus, a large team is created, uniting guys engaged in different activities. And each group of children has its own organizer.
The more difficult the game, the more difficult the relationship of children is in it and the brighter are the skills to negotiate, to independently and fairly resolve conflicts, to be purposeful and friendly, that is, those qualities without which the development of organizational skills is impossible.
The success of the education of various moral qualities lies in the systematic, possible use of any pedagogical situation.
However, it should always be borne in mind that the leadership of role-playing games for children should not turn into “training”, when the teacher not only imposes a theme, the plot of the game, but also gives ready-made recipes for behavior. Leading the game, you need to solve both developing and educating tasks.
Conceptual positions of game forms of education:
1. The target in training is the development and formation of a person's creative individuality. And the very initial link is awareness of the uniqueness of one's intellect, oneself.
2. Reorientation of the student's consciousness from an impersonal public to a purely personal socially important development.
3. Freedom of choice, freedom of participation, creation of equal opportunities in development and self-development.
4. The priority organization of the educational process and its content for the overall development of students, the identification and "cultivation" of open talents, the formation of entrepreneurial efficiency.
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