Formation of moral and ethical values ​​in preschoolers. Preschoolers' ideas about moral norms and values

The solution to this pedagogical task is associated with fulfilling the order of society - the formation in future schoolchildren of readiness for educational work and more complex relationships in the team. Children's assimilation of moral standards successfully occurs in the conditions of forming a team under the guidance of a teacher. This process is carried out in a variety of activities, with a pedagogically appropriate organization of children’s moral relations.

A number of studies present indicators of the active attitude of older preschool children to the implementation of the rules of collective activity: responsibility, the ability to provide assistance, and fairly evaluate their own actions and the actions of their comrades.

It is noted that the behavior of children that corresponds to moral standards is a necessary condition to form an orientation toward collective relationships.

The value nature of the implementation of moral norms determines the requirements for their use in the educational process. Research by Yu.P. Azarova, Sh.A. Amonashvili, A. ALeontyeva, J. Piaget and others showed that the presentation of a model of behavior in the positive meaning of fulfilled moral norms, as well as the correct use pedagogical assessment and collective opinion make the process of assimilating them a positive experience. Nurturing a conscious positive attitude towards norms helps to develop in children a unity of moral ideas and behavior, leading to the formation of a “personal meaning” for their implementation (A.N. Leontyev).

The main feature of the assimilation of moral norms by preschool children is the leading role of the adult in this process.

On the one hand, an adult acts as an example of fulfilling moral standards in a broad socially: children acquire the first knowledge about the proper behavior of people in society. On the other hand, teachers and parents are the direct organizers of the process of children’s assimilation of moral experience (A.V. Zaporozhets, L.I. Bozhovich, D.B. Enkonin, A.A. Lyublinskaya, etc.). In preschool age, moral new formations are presented in the form of “internal authorities” that arise when there is a new type of relationship between a child and an adult, when the adult begins to act as a model.

As a result, the child’s desire to follow the demands of adults, the learned norms acquire the character of a certain generalized category, which is the new functional formation that arises in the course of the child’s moral development and becomes the most important moral authority for him” (Bozhovich L.I.).

Familiarization with new phenomena of the surrounding life, with historical facts, works of art, and the natural world not only expands the range of ideas about reality, but allows the child to determine his attitude towards them. And a lot here is connected with the position of the teacher. Perceiving the moral and aesthetic judgments of the teacher, preschoolers evaluate events, relationships between people, their actions and actions in accordance with them.

Research by teachers and psychologists (V.A. Gorbachev, V.G. Nechaev, A.M. Vinogradov, T.A. Repin, etc.) confirms that only those moral values ​​that have real life meaning for children and directly related to their behavior. Therefore, it is necessary to organize children's activities in such a way that the goal is to include the child in the practice of relationships and actions that correspond to the models presented to him.

In studies devoted to the formation of moral behavior in children, three most significant ranges of issues are identified:

• studying children’s ideas and value judgments about rules and norms of behavior;
• studying the real behavior of children in various activities;
• studying the motivations that children use to explain their behavior.

It has been proven that preschool children can perceive and evaluate their behavior and the behavior of people around them from the point of view of the norms and rules that they have learned. At this age, a transition occurs from ideas to value judgments; children are able to give a conscious verbal assessment of the qualities and actions of peers, surrounding adults, and heroes of fairy tales.

In the practice of preschool institutions and family education Children’s actions and their relationships in the team are assessed from a moral point of view. Children’s attitude to moral standards and requirements depends on many features of the child’s internal appearance: real motives of behavior, the emerging orientation of the personality, the ability to see the moral side of relationships and actions, and the experience of moral feelings. The child’s perception of moral requirements and actions depends on the combination of these factors.

As a rule, children's ideas about morality are richer and more correct than their behavior.

Personal experience of moral behavior is not yet rich in situations where children must resolve moral issues of their actions and relationships. However, such advanced development of moral ideas allows the child to have a guideline for choosing a method of behavior in situations that are still new to him, to perform an action in a specific situation in accordance with the moral standards known to him.

Preschool age is that period in a child’s life when parents and educators can make a significant contribution to the development of the moral traits of his character; moreover, numerous studies have proven that at the age of 4-6 years, purposeful education the foundations of the moral qualities of the individual are laid.

By the time a child goes to school for the first time, he or she may well have formed stable forms of behavior and attitude towards the surrounding reality in accordance with the moral norms and rules he has learned.

Due to the psychophysiological characteristics of preschoolers, moral education in preschool educational institutions and families becomes the basis that develops throughout their lives and becomes the measure of the child’s actions.

Child aged 4-6 years from younger age characterized by high receptivity to information received from outside and easy learning, since they nervous system plastic and capable of actively responding to signals coming from environment. Everything that a child sees and hears lends itself to comprehension and awareness; any actions of parents or other close adults lend themselves to careful analysis, and the child’s behavior pattern is subsequently built according to their pattern. However, the lack of life experience, increased emotionality and bias prevent the child from distinguishing good from bad and choosing the right behavior and reaction to the current situation. That is why it is so important that moral education is systematically carried out in preschool educational institutions and in the families of preschool children.

Features of moral education of preschool children

In the process of a child’s communication with parents and other adults in his social circle, the preschooler’s first experience of moral behavior is formed. As you know, the need for communication is the most important social need of a person, and the people around the child are the necessary source that can satisfy it. Important feature moral education preschoolers is that the content of their communication with adults should be pedagogically valuable, only in this case it can have the necessary moral impact on the child.

Moral education in preschool educational institutions is carried out in a children's community, where each child has the opportunity to deepen and accumulate positive experience and relationships with children and adults.

The main tasks of moral education in preschool educational institutions include the following:

• Humane relations between children and adults through compliance with the basic rules of community life, caring attitude towards others and loved ones, goodwill and responsiveness;
• Fostering a culture of behavior and hard work;
• Formation of collectivistic relationships among children;
• Fostering patriotic love for the homeland.

Achieving the above tasks allows the teacher to influence the sphere of children’s feelings, instill in them habits of moral behavior, gradually develop the ability to evaluate and mutually evaluate, as well as form a correct understanding of the moral qualities of people and phenomena of social life.

By developing the simplest habits in children through moral education in a preschool educational institution, the teacher ensures that they consciously and willingly comply with social norms and rules of behavior in society. As a result, by instilling the simplest positive habits in children, preschool employees make a valuable contribution to the moral development of their students. From a very young age, through moral education in a preschool educational institution, a child develops the ability to empathize and the ability, thanks to which he can find a response in his inner world to the sorrows and joys of other people. Parents, together with educators, can teach a child at this age to overcome obstacles that arise, take responsibility for actions taken, show initiative and, what is very important, bring things started to completion.

Fairy tale as a means of moral education

The formation of moral values, which are the most important indicator of personal integrity, is a rather difficult task. Any society is directly interested in preserving and transmitting the experience accumulated over centuries, otherwise its existence and development simply become impossible. The preservation and transmission of this experience directly depends on the system of education and upbringing, which is formed in the conditions of the socio-cultural development of this society and the characteristics of its worldview. To resolve the problems of social development, a fairy tale is a necessary effective means as a means of moral education of the younger generation.

Regardless of gender and age, fairy tales are of great psychological importance for children, since they are the ones who are able to answer a number of questions and problems that arise in children's minds. Reading fairy tales with their child, parents see how simply the child tries on the role of positive heroes, be it Ivan Tsarevich or the Swan Princess, at the same time clearly understanding that the fairy tale is unreal, but at the same time admitting that the events taking place in it , can also take place in real life.

Thanks to fairy tales, the child develops a craving for goodness and justice, a tendency to fantasize and believe in miracles. In addition to the craving for the magical and unusual, children's imagination is also characterized by the need to imitate adults who seem so smart and dexterous to the child. It is in a fairy tale that a child can realize all his unconscious desires, defeat all the villains and find himself in a magical world.

When carrying out moral education in preschool educational institutions, educators use fairy tales in order to develop in children such concepts as compassion, humanity, faith in goodness and justice.

Methods for implementing these tasks in a standard program are limited to two areas: creating conditions for practical experience and forming correct moral assessments.

To methods that ensure the creation of practical experience in children social behavior, relate:

1. Education of moral habits;

2. Example of an adult or other children;

3. Targeted observations of adults working or children playing;

4. Organization of joint activities;

5. Play together.

The moral education of children is proposed to be carried out in the most different conditions: in everyday and everyday activities, in play and in specially organized classes.

The second group of methods aimed at developing moral ideas, judgments and assessments includes: a teacher’s conversation on ethical topics; reading fiction; viewing and discussing paintings; method of persuasion, as well as the method of rewards and punishments.

So, the main emphasis in this program is on developing the collectivist orientation of children. The task is not to develop empathy and sympathy for others, but to develop a sense of connection with the group and awareness of oneself as part of the team. With this approach, the human personality (both one’s own and that of others) is not highlighted, but, on the contrary, is erased and dissolved in the collective.

Although the objectives proclaim the development of humane feelings and positive relationships, the proposed methods are aimed either at the formation correct behavior(reproduction of positive models, formation of positive habits), or on the formation of ideas, assessments and judgments.

The present time is characterized by extreme variability and variety of programs preschool education. The most popular programs can be noted: “Praleska”, “Development”, “Rainbow”, “Golden Key”, “Childhood”, “Friendly Guys”, “Origins”. Analyzing them, we will pay attention Special attention the focus of a particular program on the moral education of a child, we will try, first of all, to outline the goals and objectives associated with the moral education of children, and the methods for solving them that the authors propose.

The national basic program of the Republic of Belarus “Praleska” includes a section “I and the world around me”, which sets the task of introducing children to universal and national-cultural values, developing interest in understanding themselves and the environment. “The block “Man and Society” is highlighted separately. The tasks of this block in the “Dreamers” group include: providing assistance and socialization, understanding moral and ethical norms and rules of life in society, nurturing love and respect for parents, and forming humane relationships with people around them. This block contains tasks for forming ideas about a person, family, peers, and society as a whole. The subsection “Child as a Family Member” is aimed at developing skills in cultural communication and interaction with relatives, developing the desire and ability to provide emotional support, and all possible assistance to loved ones. The subsection “Child as a member of a children’s group” reveals the issues of forming ideas about the rules of behavior in a “children’s society”, developing abilities for mutual understanding and empathy in relationships with peers. The next subsection, “The Child as a Member of Society,” focuses on expanding preschoolers’ knowledge about their hometown and country, developing the skills of socially approved behavior in public places, and stimulating the desire to acquire an interesting and necessary profession in the future. The focus of the section “Developing in Activities” is solving the problem of developing norms and rules of behavior in children, as well as a culture of communication with adults and peers.”

Currently, the “Development” program developed by L.A. has become quite widespread. Wenger and his students. It is based on two theoretical positions: the theory of A.V. Zaporozhets about the intrinsic value of the preschool period of development and the concept of L.A. himself. Wenger on the development of abilities. Accordingly, “the goals of this program are the development of mental and artistic abilities, as well as specifically preschool types activities".

The authors of the program do not set special tasks for the moral education of children due to the fact that it is achieved by “the general organization of group life, activities that are emotionally attractive to children, and attention from adults to each child and to the relationships between children.” Despite this, the program contains the prerequisites for the development of moral relations through play, visual activities and familiarization with fiction. However, the question of whether moral development is truly achieved by these means remains open. Therefore, it is quite difficult to judge the degree of effectiveness of this program for moral development.

The Rainbow program is currently quite popular. This comprehensive program upbringing, education and development of children. It is aimed at solving three main tasks: health promotion, full mental development every child and ensuring a joyful and meaningful life in kindergarten. Among the goals of education, in particular, the development of friendliness and tolerance towards peers is highlighted. This is achieved through the formation of moral norms: greeting and farewell rituals, rituals for celebrating birthdays, helping children in conflict situations, neutralizing aggressive manifestations, as well as demonstrating to children the norms of justice and their equal rights. Another important goal of education is the formation of emotional responsiveness to the experiences and problems of other children. It is proposed to solve this problem by encouraging children to respond to the pain and experiences of adults and peers, demonstrating examples of a sensitive attitude towards living beings, as well as emphasizing the similarity of the feelings of all people (pain, fear).

However, the program suffers from insufficient development of practical means to achieve the goals and objectives set in it; there is no description of specific pedagogical methods and methods for achieving them.

IN Lately comprehensive educational program“Childhood”, developed by the department’s staff preschool pedagogy Russian State Pedagogical University named after. A.I. Herzen.

Unlike other programs, the moral development of the child and the formation of humane relationships with other children is one of the central tasks. “The motto of the program is: “Feel-Cognize-Create.” Accordingly, the problem emotional development preschooler, ensuring the child’s emotionally comfortable state in communication with adults and peers and the child’s harmony with the objective world is solved in the “Feelings” section, the tasks of which include the development of emotional responsiveness, the ability to empathize, readiness to demonstrate a humane attitude in children’s activities, behavior and actions."

The authors consider the main means of solving these problems to be “children’s assimilation of the idea of ​​the unity of all living things.” Educator through conversations and discussions problem situations introduces children to emotional experiences, states, problems and actions of people that are understandable at a given age. Thanks to this, according to the authors, children themselves begin to understand what actions and actions lead to the same experiences, and children develop a concept of humane and inhumane behavior.

Another important means of developing the emotional responsiveness of preschoolers in the “Childhood” program, as in many others, is introduction to the arts: music, literature, folk culture.

Many kindergartens widely use the “Friendly Children” program, developed by a team of authors under the leadership of R.S. Bure. This program, unlike many others, is aimed directly at the education of a humanistic orientation, namely the formation of humane feelings and friendly relations among preschoolers. The formation of humane feelings, according to the authors, is achieved by realizing the value of a friendly attitude towards others and through learning to emotionally anticipate the consequences of one’s actions.

The humanistic orientation of behavior is understood as a generalized characteristic of a child’s behavior, which reflects his ability to navigate the emerging social situation, understand the essence of what is happening, and show emotional sensitivity to the state of his peers. The authors offer the following methods and means of instilling humane feelings and friendly relations among preschoolers:

Looking at pictures that reflect what is familiar to the child life situations and experiences;

Reading works of fiction with descriptions of typical moral situations and subsequent discussion of the actions of the heroes;

Exercise games in which children are asked to solve familiar moral problems;

Positive assessment of real manifestations of humanistic behavior, explanation of the meaning of one’s own action and the action of a peer.

Responsiveness is characterized in the program as the ability to notice situations in which one’s peer is experiencing trouble, and to find effective ways, helping a peer restore emotional comfort. As the main methods of developing responsiveness, the authors propose teaching children to pay attention to the emotional distress of their peers and to overcome their own and others’ emotional distress. This is how experience accumulates in practical actions aimed at helping others; children are encouraged to be responsive and kind.

Thus, despite the novelty of the stated goals of the program, their implementation involves old means and methods.

So, it can be noted that in the programs reviewed there are some discrepancies between the goals of moral education and the methods of their practical implementation. When comparing problems and methods for solving them, it is discovered that, despite the diversity and novelty of the goals of innovative programs, many of them use old tools that were used in the standard program.

Methodological manual for organization theme weeks in preschool educational institutions on the formation of moral values ​​in children of senior preschool age.

Volostnova Valentina Gennadievna, teacher, Samara region, city district Tolyatti, Municipal Educational Institution Secondary School No. 18 (structural unit Kindergarten)
Description of work. I suggest you methodological development, the goal of which is the comprehensive education of a harmonious and cultured person, a person with a beautiful soul. The material is intended for teachers to work with children of senior preschool age.

EXPLANATORY NOTE
In Russian pedagogy, education has always been associated with the development of the moral sphere and has set itself the main goal - to raise a child to be thoughtful, virtuous, merciful, conscientious, and to believe in the possibility of improving the world and people. Today, the problem of moral education of the younger generation is one of the most pressing. Peacefulness, goodwill, and generosity are unknown to many modern children. They do not know family traditions, are not familiar with the history of the Fatherland, the level of ideas about their country, people, customs, and culture is insufficient. We must admit that life shows us pictures of severe moral illness. To gain health, we must again and again fall back on those sources of folk life that will give healing to ourselves and help to cultivate moral health in our children.
While instilling in children a moral principle, patriotism for the Motherland, for the family, talking about national culture, many teachers in educational institutions lose sight of the most important topic of moral education: nurturing the “soul” of the child, the formation in him of high human values. Moral education in many institutions proceeds in a formulaic manner, perhaps because many teachers, especially young professionals, do not delve into the concept of what moral education is? What content does the concept of “moral values” contain? What methods and forms should be used in working with children to form these values?
We tried to understand these questions and presented the answers to them in a methodological manual for organizing thematic weeks in preschool educational institutions on the formation of moral values ​​in children of senior preschool age, “Work of the Soul.”
In general Toolkit can be considered one of the directions of the so-called humane pedagogy, the goal of which is the comprehensive education of a harmonious and cultured person, a person with a beautiful soul.
The content of the teaching aid begins with a thesaurus: with the basic concepts associated with moral education. Next, we present practical materials for the work of senior preschool age, which will help young teachers develop moral values ​​in their students.
The content of the methodological manual is based on the principles:
- cultural conformity (taking into account national values ​​and traditions in education);
- the principle of systematicity, consistency, continuity in development. If you follow this principle, you can achieve a positive result when working with children;
- the principle of effectiveness. It assumes the obligation of the teacher to communicate with the child, to find out what and how he understood and felt.
- the principle of developing self-valued forms of activity. In accordance with this principle, pupils have the opportunity to explore the world through those activities that are most attractive to them.
The basis collaboration With children, there is a method of immersing students in the topic, which gives them the opportunity to deeply understand and feel what the teacher wants to convey to them. The theme does not limit planning possibilities different types activities, tasks of development and education of preschool children, it is only a framework that allows you to combine all types of children's activities, make them interesting, and as useful as possible for children. Practice has shown that the careful preparation of teachers for the thematic week fully pays off with the emotionally positive reaction of children, their maximum activity, and the impressions that fill the children’s hearts.
Considering that the programs for raising and educating children in preschool institution are currently extremely saturated, we considered it possible to outline in a methodological manual forms for working with preschoolers that will help educators organize joint activities with their children, make it exciting, interesting, and most importantly, meaningful and useful in the field of moral education. In the methodological manual, we present a number of interesting tasks, games, literary texts, skits, rules, with the help of which it will not be difficult for adults to instill moral values ​​in their students. The proposed forms will help teachers teach children to learn about the presence of their own “I”, evaluate themselves, see themselves from the outside: their appearance, characteristics and manner of behavior, individual character traits, analyze your own successes and achievements. Love, kindness, friendship - these simple words in working with children on self-knowledge will take on a new meaning, they will become magical. Children, through play, discussion of what they read, and drawings, will comprehend the complex science of life. Joint activity will become a frank dialogue between children and teachers, when through social role-playing games the world of human relationships will be explored, a sense of empathy and mercy will develop.
We strive to help teachers reveal his abilities in a child from an early age, so that he finds a way to himself, believes in his own strengths, realizes the joy of life, creativity, creation, so that he respects himself and other people, lives in harmony with his conscience, so that kindness and love went from heart to heart, creating an aura of love and mercy in the world. Isn’t it wonderful when a child, from preschool age, learns to fully realize the opportunities and abilities inherent in him from birth, learns to benefit himself and the state and all people living on earth. And isn’t this a holy mission to teach a child to live in joy and love, in peace and understanding?
The content of the methodological manual on the formation of moral values ​​in children of senior preschool age, “Work of the Soul,” is presented in thematic blocks. We examined the categories of human values ​​and correlated them with a specific block.
1 block constitute sociocultural values ​​that always help in the unity of society. The initial perception of the immediate sociocultural environment and human activity in it develops the ability to follow moral norms and rules, the ability to feel the emotional state of others and to be grateful, caring and attentive to loved ones. In this block we consider the topics: “Me and my friends”, “Me and my family”, where teachers explain to children that a friendly attitude depends on how the children treat others, that all people in the world are one big family, lead children to understand the truth: “Treat others the way you want to be treated.” Thematic week: “Me and My Friends” includes an overview of five topics: “Our group”, “People around us”, “Talk about friendship”, “Laws of hospitality”, “I am a citizen”. The thematic week “Me and my family” is presented under the themes: “My friendly family”, “There is no dearer friend than my own mother”, “Caring for your loved ones”.
2 block represent moral values, such as the ability to distinguish between good and evil, obedience, honoring parents, caring for one's neighbor, patience, kindness, compassion, mercy, etc. In the second block, we consider thematic weeks such as: “ Magic power words”, “True Kindness”, “The Joy of Obedience”, “On Mercy and Compassion”.
The values ​​of human activity are presented in 3 block. We convey to children the value of work as the fundamental basis of human life and well-being: “Patience and work will grind everything,” “Work teaches, and torments, and feeds,” “God helps a good deed.” The methodological manual reveals ideas for holding a thematic week: “Secrets of hard work.”
4 block includes the values ​​of a person’s inner world. The methodological manual widely presents the thematic week “Heart on the Palm”, which is reflected in the sub-topics “The Beauty of Man and His Soul”, “The Power of Love”. All proposed forms of working with children are aimed at developing children’s conceptual apparatus in the field of human relations, at nurturing in children a culture of the heart, the ability to see the world “through the eyes of the heart,” and “hear the world through the ears of the heart.”
Block 5 talks about patriotism as a social value. We regard it as a highly moral feeling, active civil position personality, personifying love for their Fatherland, involvement in its history, culture, achievements, the need for worthy, selfless service to it. For working with children, a thematic week “Me and my homeland Russia” is presented, where the topics “I am a citizen” are included big country", "Our Army is Strong", as well as the thematic week "Me and my city Togliatti" with the topics "History of my city", "The city remembers its heroes", "Springs native land».
The proposed methodological guide for organizing thematic weeks in preschool educational institutions on the formation of moral values ​​in children of senior preschool age, “Work of the Soul,” aims to achieve following results:

Formation positive attitude the child’s attitude towards the world around him, other people and himself, the hierarchy of relationships with adults and peers, the creation of an optimistic child’s picture of the world.
The need and willingness to show compassion and rejoicing.
Subjective psycho-emotional well-being.
Fostering a sense of patriotism, the need for selfless service for the benefit of the Fatherland.
Introducing to the experience of Orthodox culture, becoming familiar with the forms of traditional family life, understanding one’s place in the family and participating as much as possible in household chores.
Active attitude to work.
Responsibility for your deeds and actions.
Improving professional skills teaching staff in the system of working with children on moral education.
1 BLOCK SOCIO-CULTURAL VALUES
TOPIC OF THE WEEK: “ME AND OTHERS.”
Understanding the truth: “Treat others the way you want to be treated.”
Cognitive component: introduce students to the basics of etiquette, norms of behavior with adults and peers; expand ideas about the diversity of social roles, about one’s own rights and responsibilities. Explain to children that a friendly attitude depends on how the children treat others, whether they know how to be friendly, friendly, interesting conversationalists and partners in the game. Expand ideas about friendship, citizenship, hospitality, and gender. To consolidate ethical ideas, to bring to the concept of intelligence and decency.
Developmental component: develop cognitive activity in students, develop communication skills: conduct a constructive dialogue - negotiate, plan actions, distribute roles, show forms of polite treatment, etc. To promote in children the development of a sense of responsibility for another person, a common cause, a given word. To develop in children the ability to reason and express themselves in different social roles.
Educational component: to form a positive image of the group as a bearer of moral standards. Foster tolerance and respect for adults and children, regardless of their physical features. Nurture friendly relationships between boys and girls, instilling positive character traits. Develop the ability to communicate with adult peers by reinforcing formulas of verbal politeness. Cultivate tolerance.
"Our group".
Conversations: “Boys and Girls Communication”, “My Friends”, “Who Invented Etiquette?” Goals: to draw children’s attention to the characteristics of the character and behavior of their peers in the group. To develop children’s ability to understand the need to take into account the mood of a peer when communicating with him (to reassure the offended person, to share joy, to express admiration). Cultivate friendly relationships between boys and girls, instill positive character traits.
Games - conversations: “Who are we?”, “Where do you live?”, “How does your friend feel?”, “Good deeds.” Objectives: to give an idea about children of different ages; boys and girls. To form the ability in children to distinguish between different facial expressions and gestures emotional states.. To introduce the basic rules of cultural behavior among children. Develop communication skills in students. To develop children’s ability to highlight kind deeds towards each other (in life, in pictures, in literature), to express their positive attitude towards them. Highlight bad deeds.
Cognitive - gaming leisure “What is good, what is bad and why.” Goals: to give children an idea of ​​the possible negative consequences for other children through their careless actions (pushed, scared, threw a stone, sand),
Musical and literary composition “Wreath of Friendship”. Goals: to have an idea about the life of children in other countries, about games, favorite activities. To form in children an understanding that it is forbidden to tease other children or give nicknames.
Outdoor games: “We are good guys”, “Remember the names of your friends.” Goals: to develop in children the ability to maintain a cheerful mood, quickly overcome a negative state, strive for a positive assessment of others, and show trust in the world. To develop the ability of children to play together, together, to promote the activation of children’s speech.
Sketches: “Thunderstorm”, “Meeting with a Friend”, “On a Chair”. Goals: to develop children’s skills to show interest in the actions of their peers, to take an interest in their activities and games. Ask questions about children, events in their lives, and actions. Continue to instill a culture of behavior in communication with children.
Didactic game “Journey along the route of good feelings, actions, deeds and relationships.” Goals: to form a cult of communication between boys and girls, to understand why the rules need to be followed, to explain.
Reading: R. Zernova “How Anton fell in love with going to kindergarten.” Goals: to give children the idea that the friendly attitude of peers depends on how the children treat others, whether they know how to be friendly, friendly, interesting conversationalists and partners in the game. Bring to the understanding that the more children know and can do, the more interesting and fun their life in kindergarten is.
Entertainment "We smile at each other." Goals: to educate children to have a friendly attitude towards each other. Develop skills in communicating with each other. Specify what is most good gift to a friend is a smile. Give an idea of ​​what friendship is and how friendly feelings are manifested. Through psycho-gymnastics, guide children to experience feelings of tenderness, kindness, care, etc.
"People around us."
Conversations: “How to be obedient”, “Be attentive to elders”, “It all starts with the word “hello””, “Always be polite”. Goals: explain to children that behavior towards elders should depend on their emotional and physical state (if an adult is tired, offer help and care). Develop the ability to communicate with adults, consolidate formulas of verbal politeness.
Educational hour “The work of adults working in kindergarten.” Goals: to explain to children that the labor of adults created the wealth of the surrounding world: cities, transport, art, healthcare, education; Thanks to the efforts of people, nature is protected. To develop in children the ability to reason and express themselves in different social roles.
Cognitive and playful leisure time “Let's study the rules of politeness.” Goals: to develop in children the ability to understand that children’s manifestation of a kind, sensitive attitude towards elders deserves the approval of others. Develop the need for friendly communication with others.
Didactic games and game situations: “Polite stream”, “Who will give way to whom”, “My phone rang”, “How to say so as not to offend.” Goals: to promote the formation various forms verbal politeness, consolidate behavioral skills in public transport, strengthen telephone etiquette skills.
Dramatization game “A good word heals, but a bad word cripples.” Goals: to develop in children the ability to communicate politely with surrounding adults. Learn to highlight the good deeds of heroes in fairy tales and compare them in life with the actions of adults.
Role-playing game “Kindergarten welcomes guests.” Goals: to help children establish interaction in joint play, develop the plot; develop interest and respect for kindergarten workers, as well as strengthen greeting skills.
Solving problem situations: “How to reconcile quarreling family members (friends)?”, “How to please a friend?” Goals: to develop a sense of empathy in children, to develop knowledge in children about ways to show care for other people.
Reading and discussion of fiction, educational literature about the traditions of greetings of different peoples.
Productive activity (Creating a collage) “How do I want other people to see me?” “Goal: to develop children’s need for self-regulation of behavior.
Exercise “Complete the sentence”, discussion of answers: “What would you do if...” (saw a grandmother who could not cross the road, a baby was offended in front of your eyes, a mother was carrying heavy bags, etc.). Goals: to make children want to help people, to show tolerance. Encourage children to experience a sense of involvement in everything that happens.
Solving problem situations based on fairy tales: “How would I save my brother?”, “Who do you sympathize with more: a girl or bears?” Goals: Encourage children to experience a sense of involvement in everything that happens.
Reading "Teachings of Vladimir Monomakh." Goal: to consolidate ethical ideas, to bring to the concept of intelligence and decency.
Watch the video “Some people are born different from everyone else, so that others learn kindness, tolerance, generosity.” Goal: to cultivate tolerance.
Making crafts and gifts for peers (relatives).
"Talk about friendship."
Conversations: “Do you know how to be friends”, “If you go on a journey with a friend”, “If a friend gets sick”, “Tell me who your friend is?”, “Look for a friend, and if you find him, take care.” Goals: continue to form friendly relationships, consolidate ideas about friendship and camaraderie.
Game-dramatization of the story “Three Comrades”. Goals: explain to children that friendship is mutual affection between people, based on love and respect. That friendship should be treasured; with friends we become twice as strong, smarter, and kinder.
Outdoor game “Remember the names of your friends.” Goals: to form in children the concepts of “friend”, “friendship”; develop the ability to see, understand, evaluate the feelings and actions of others.
Didactic games: “How good it is to be friends with you”, “Who owns what?”, “How does your friend feel?” “Goals: strengthen the ability to negotiate, help each other.
Reading: “L. Tolstoy “Two Comrades”, M. Plyatskovsky “A Lesson of Friendship.” Goals: Goals: continue to form friendly relationships, consolidate ideas about friendship and camaraderie.
Game exercise “Getting to know each other”. Goals: to form ideas about the forms and methods of greetings, culture of behavior, the desire and ability to establish positive relationships with peers, to understand what actions towards peers evoke the approval of adults. To form an idea of ​​​​friendship between boys and girls; develop communication skills.
Creative workshop “Book of Friendship”. (I have the Book of Friendship in my hands. It’s empty for now. Let’s come up with the rules of friendship together, draw them and place them in this book (children discuss the rules of friendship, then agree on who will draw which rule).
Reading and analysis of the content of works of art: V. Oseeva “The Magic Word”, V. Mayakovsky “What is good and what is bad”, K.D. Ushinsky “Together it’s cramped, but apart it’s boring”, V. Kataev “Flower - a seven-flowered flower”, N. Nosov “Cucumbers”.
Subject drawing “Rules for life”, “Portrait of my friend”, “Gift for a friend”. Goals: to foster friendly relationships between children, develop a sense of teamwork.
Educational hour “My friends”. Objectives: to consolidate the concepts of “friends”, to teach to understand the meaning of the words “acquaintances”, “friends”; teach to value friendship and cherish it; foster a sense of mutual assistance. Learn to restrain yourself and listen to the opinions of others; coordinate your actions with the actions of your partner when doing work together.
"I am a citizen".
Conversation “I am a citizen of Russia.” Goals: to form in pupils a sense of pride in their Motherland, to give children knowledge about the formal characteristics of a citizen.
Situational games: “What does it mean to violate the rights of another person?”, Your and my rights.” Goals: to form the foundations of legal consciousness (“My rights and responsibilities in the family”, “My rights and responsibilities in kindergarten.” “I adhere to the rules”). To develop in children a sense of self-esteem, awareness of their rights and responsibilities.
Reading: L.Yu. Tatarinkova “Rights of a little citizen.” Goals: to form in children an emotionally positive attitude towards the dignity and personal rights of another person.
Consideration of plot pictures associated with acceptable and unacceptable relationships in the systems: “adult-child”, “child-child”, “child-child”. the world" “Goals: to develop in children the ability to manage their emotions and get out of conflict situations. Behave constructively.
Didactic games: “We are different, but we have equal rights”, “Which of the heroes violates the right?”, “Who has the right to live in this house?” "Find out the symbol." Goals: to expand children’s knowledge about rights, the need and importance of education and the opportunities to receive information, to form legal consciousness in children of senior preschool age.
Educational game “I shouldn’t.” Goal: to develop the ability to distinguish between the concepts “can”, “should”, “want”.
Cognitive and playful leisure time “We and our rights.” Goals: to introduce children to the concepts of “law” - a set of rules by which all citizens must live. To arouse children's interest in the world of another person, to show the values ​​of each person.
Creative play with problem solving “What would you do in this situation? “One of our own, someone else’s acquaintance”, “What is good and what is bad? Goals: To develop in children a sense of self-esteem, awareness of their rights and responsibilities. To develop in children the ability to see themselves from the outside. Evaluate this or that action.
Entertainment “Children of the whole Earth are friends.” Goals: to consolidate ideas about gender, about the rights of the child, to cultivate tolerance, to develop the ability to notice good deeds and good relations other people.
TOPIC OF THE WEEK: “ME AND MY FAMILY.”
Comprehension of the truth: “Gold and silver do not grow old, father and mother have no price.”
Cognitive component: introduce children to the concept of “family”; consolidate knowledge of the full names of family members; consolidate the ability to determine the name of family relationships between close family members. To form in children ideas about the importance of the family world for a person, about the value intra-family relations(“It’s so good to have a family!”). To form in children ideas about the right of every person to a name, the meaning of their name and the origin of the surname. Expand children’s understanding of the human quality of “caring.”
Developmental component: develop cognitive activity in students, develop communication skills: conduct a constructive dialogue, develop creative storytelling skills, coherent speech skills. To develop children’s desire to show attention, love for their family members, and care for them. Develop the desire to establish cause-and-effect relationships between family members in the pedigree of your family. Develop search activities. Develop children's ability to create expressive image through visual activities.
Educational component: to form a respectful, caring attitude towards your loved ones - mother, father, grandmother, grandfather, brothers, sisters. Instill in the hearts of children a feeling of gratitude to their family members for life in this world. Cultivate a respectful attitude towards the work of adults and a desire to provide all possible assistance to loved ones. Reveal a strong feeling of love for them. To give an emotional impression that all people in the world are one big family. To improve the behavioral spiritual experience of children: to show sensitivity, love for the mother, and care for her.
"My friendly family."
Conversations: “What is a family”, “A day off in our family”, “I love my grandparents”, “Sunday photo”. Goals: To explain to children that family is love, caring for each other, the most beloved and reliable place on earth. Cultivate love and respect for elders: grandparents, mother, father.
Compiling a family photo album. Objectives: to consolidate the idea of ​​family, family and kinship relationships: family members, immediate relatives on the mother’s and father’s side. Teach children to recognize adults in different images, to consider compositions reflecting subjects of communication, joint affairs, love and tenderness of children and adults.
Looking at paintings from the “My Family” series. Goal: to consolidate knowledge about your family members, as well as the students’ ability to emotionally and actively participate in dialogue in accordance with the proposed topic.
Educational hour “My family tree" Goals: to cultivate in children love, an affectionate and sensitive attitude towards those closest to them, a sense of family cohesion, the need to please loved ones with good deeds and a caring attitude towards them. Give ideas about ways to maintain family ties.
Educational hour “I am proud of the work of my parents.” Goals: to give children an idea of ​​the professions of adults. Cultivate a respectful attitude towards the work of adults and a desire to provide all possible assistance to loved ones.
Quiz “What do you know about parents?” (about grandparents?) Goals: to form in children an idea of ​​a family as people who live together, love each other, and take care of each other. Develop a sense of pride in your family.
Role-playing games: “Family”, “Family on Vacation”, “Birthday”. Goals: to form in children a generalized idea of ​​the family. Encourage children to creatively reproduce family life in play. Develop children's ability to interact and get along with each other in joint play. Cultivate love, a friendly, caring attitude towards family members.
Tabletop-printed games: “My Family,” Mom’s Helpers,” “Who’s Who?”, “Who’s Older?”, My Genealogy.” Goal: to develop children’s desire to show attention, love for their family members, care for them, and the desire to establish cause-and-effect relationships between family members.
Game situation “We have grandparents visiting us.” Goals: to develop children’s ability to compare people of different ages and genders, while highlighting some of their features. Foster a sense of family cohesion.
Collection “Seed collection”, “A souvenir from the world”. Goal: to support children’s desire to learn and talk about family heirlooms, the desire to present family heirlooms.
Family newspapers: “Heroes of our family”, “Our family is proud of them”. Goals: to form in children ideas about family achievements, ways to increase the merits and achievements of their family.
Productive activity: “Collage for my family.” Goals: to cultivate a desire to participate in joint productive activity, respectful attitude towards family members.
Develop search activities.
“There is no dearer friend than your own mother.”
Topic content: maternal love is endless selfless and selfless service to one’s children.
The love of a mother for her children is considered by people to be the purest, most beautiful and strongest. A mother is always ready to understand and forgive her children, to give everything she has, without expecting rewards in return for her selfless love. People know that the power of mother's love is very great.
Conversations: “My beloved mother”, “What can you do to please your mother”. Goals: to cultivate love for mother, desire to help her, joy good deeds. To develop children's ability to understand the connections between children's behavior and the corresponding feelings of adults. To develop children's ability to maintain dialogue.
Photo exhibition “Mom’s Smile”. Goals: to cultivate love for mom, teach children to write a story about mom. Activate children's vocabulary by using adjectives in speech. Cultivate love and respect for the closest and dearest person - mother.
Role-playing games: “Mothers and Daughters”, “Family”, “Holiday for Mom”, etc. Goals: to form in children a generalized idea of ​​the family. Encourage children to creatively reproduce family life in play. Develop children's ability to interact and get along with each other in joint play. Cultivate love, a friendly, caring attitude towards family members.
Didactic game “Name it affectionately.” Goals: to coordinate adjectives with nouns in gender, number and case. To develop in children a kind attitude and love for their mother. Instill a feeling of pride and joy in deeds and actions loved one, a feeling of gratitude for caring. Strengthen the ability to work with diagrams.
Didactic game “What our mother can do!” Goals: correctly use nouns in the instrumental case in speech; name actions that are similar in situation. To develop in children a kind attitude and love for their mother.
Reading Barto A. “Separation”, Sakonskaya N. “Talking about Mom”, Emelyanov B. “Mom’s Hands”. Goals: to cultivate interest in works, teach children to retell stories, express their attitude to what they read.
Productive activities in the evening.
Drawing “The most beautiful person is my mother.” Goals: continue to introduce children to the “portrait” genre; cultivate interest in drawing from life. To develop in children the ability to create an expressive image through visual activities.
Application, creation of a collage “To my beloved mother”. Goals: develop Creative skills children in a specially simulated problem situation, to develop children’s ability to interact in pairs and small groups. Cultivate a caring attitude towards mother.
Educational hour “Mother’s love is endless selfless and selfless service to one’s children.” Goals: to explain to children that a mother is always ready to understand and forgive her children, to give everything she has, without expecting rewards in return for her selfless love. People know that the power of mother's love is very great.
Cognitive and playful leisure time “My mother is the most beloved.” Goals: to reveal the intrinsic value of the concept “Mother” as the source of life and goodness on Earth. To improve the behavioral spiritual experience of children: to show sensitivity, love for the mother, and care for her.
We reason with the children: “A mother’s prayer lifts you out from the bottom of the sea.” Target. A conversation using Russian proverbs about selfless maternal love. Acquaintance with the epic “Dobrynya Nikitich and the Serpent Gorynych.”
THEME OF THE WEEK IS “TRUE KINDNESS”.
Comprehension of the truth: “If you go for good, you will find good.”
Cognitive component: introduce children to the concept of “goodwill”; expand the idea that goodwill can be real and selective. To form in children ideas about good and evil, good and bad deeds, norms and rules of behavior and communication with each other.
Developmental component: to develop children’s dialogical, coherent speech, and the ability to evaluate the actions of literary characters based on works. Develop attention and perseverance; imagination, visual skills.
Educational component: to cultivate the desire for good deeds and love of kindness. To cause the child’s soul to gravitate toward doing good in natural life. Cultivate kindness, honesty, modesty, politeness.
Conversations: “How and with what you can please your loved ones,” “What is good and what is bad,” “False kindness, true kindness.” Goals: to teach children to be attentive to the adults around them, their peers, and relatives; enrich the experience of children with actions and deeds that can please loved ones; develop children's dialogical speech.
Situational conversation about good and bad deeds during the day. Goal: expanding the vocabulary through the words - concepts “good - bad”, “kind - evil”, “brave - cowardly”, “honest - deceitful”.
Word game “Turning “evil words into good ones.” Goals: to form the foundations of speech culture. Improve the practice of mutual communication between children using the “language of kindness.”
Didactic game “Evaluate the action.” Goal: to develop children’s coherent speech, to practice establishing cause-and-effect relationships based on a plot picture, to cultivate kindness, honesty, modesty, and politeness. Develop children's ability to maintain dialogue.
Creation of a book of Good Deeds. Goals: to improve ethical personal culture. Be able to look at yourself from the outside, see the good and the bad.
Reading and discussion of the poem “Who hurt the doll?”, reading and explaining the meaning of proverbs and sayings about kindness. Goals: expand children's ideas about kindness and good deeds. Develop the ability to independently express your desire to speak out.
Reading: V. Mayakovsky “What is good and what is bad”, A. Barto “Vovka - kind soul" Goals: to develop the ability, based on works, to evaluate the actions of literary characters.
Sketch “Say a kind word, a compliment to a friend.” Purpose: to practice children in using polite, kind words using expressions, facial expressions, posture.
Role-playing game "Help Services". Goals: develop game dialogue, game interaction; to teach how to display the good deeds of others in games, to develop the ability of children to play together, and to activate children’s active vocabulary.
Game "I shouldn't - I should." Goals: to develop the ability to evaluate one’s own actions and the actions of other people. Cultivate a respectful attitude, empathy, and responsiveness to peers and people around you. Strengthen the ability to consciously make choices and explain them.
Examination of plot pictures on the topic “Good - bad”. Goals: develop attention, perseverance; teach you to clearly express your thoughts, evaluate an action, and design your behavior in a given situation.
Drawing “What color is kindness?” (mixing colors), preparing gifts for birthday people (applique, collage, drawing according to the wishes of the children). Goal: to develop children's imagination and visual skills. When analyzing, activate the speech abilities of children.
Resolution of problem situations: “Reward for goodness”, “What does Baba Yaga need to become kind?” Goals: to create a mood of joy and pleasure from one’s own good deeds, to invest in children a feeling of love and kindness and care for the people around them, their peers.
Dramatization game “What is good and what is bad.” Goals: to form in children ideas about good and evil, good and bad deeds, norms and rules of behavior and communication with each other. To cultivate generosity, honesty, justice, the ability to empathize and sympathize with other people, a sense of mutual assistance.
Entertainment “Give kindness to people.” Objectives: to clarify children’s ideas about the concepts of “good”, “evil”, “benevolence”, their importance in people’s lives; develop the ability to evaluate the actions of others; stimulate the development of imaginative thinking and creative imagination of preschoolers; To cultivate in children a friendly and respectful attitude towards others. Create a cheerful, emotional mood, activate the speech sphere of pupils.
THEME OF THE WEEK: “THE JOY OF OBEDIENCE.”
Comprehension of the truth: “You need to obey your parents not only because they are smarter, more experienced, and know life better, but simply because they are the children of their parents.”
Topic content: differences between the words “hear” and “listen”. Obedience is the ability to hear and understand another person. A stubborn person does not accept the advice of elders and does everything his own way. Disobedience - how to deal with it. The meaning of the proverb “He who loves whom, listens to him.”
Cognitive component: to form an idea of ​​obedience and disobedience, to show the need for obedience as an opportunity to avoid many troubles, sorrows, and misfortunes. Continue to introduce Russian folk songs. Learn the general lesson: the hero gets into trouble because of disobedience.
Developmental component: promote the development of the moral-volitional sphere of children, understanding the need to manage their desires and behavior: help children understand that disobedience is the cause of troubles. To promote the development of moral and volitional qualities, endurance and mutual assistance. To develop children's motivation to obey adults. To develop in children the ability to think, compare, and analyze the actions of literary heroes.
Educational component: cultivate obedience based on love and respect for parents and loved ones, patience, mercy, the ability to give in, help each other and gratefully accept help. Create conditions for the formation of moral models of behavior, such as friendship, mutual assistance, obedience.
Conversations: “Obedience - the ability to hear”, “Disobedience - how to deal with it.” Goal: to form ideas about obedience. Cultivate obedience based on love and respect for parents and loved ones, patience, mercy, the ability to give in, help each other and gratefully accept help.
Reading: “The Cat and the Rooster”, “Geese and Swans”, “Sister Alyonushka and Brother Ivanushka.” Goals: using the events of a fairy tale as an example, to help children understand that disobedience is the cause of trouble. Teach children to be obedient and friendly.
Literary series: V.A. Sukhomlinsky “Who should go for firewood”, A. Karaliychev “Naughty children”, V. Belov “Stream”, N. Artyukhova “Difficult evening”, P. Polyakov “On obedience”. Goal: to cultivate obedience to elders and patience in children.
Educational hour “How we understand the words “hear” and “listen”.” Goal: to cultivate obedience to elders and patience in children. Strengthen children’s ability to notice that someone is feeling bad, express their sympathy, and provide help.
Gaming leisure time “Everyone can be obedient.” Goals: to form an idea of ​​obedience and disobedience, to show the need for obedience as an opportunity to avoid many troubles, sorrows, and misfortunes. Develop the ability to think, compare, and analyze the actions of literary heroes.
Understanding the Commandment of Obedience
Obedience is God's Work
Anyone can become obedient.
Listen to your elders, father and mother -
God will give you grace!
Feast of Obedience. Goals: formation in children of fundamental moral ideals, attitudes, values, norms that ensure conscious moral choice; help children master spiritual and moral categories: obedience - disobedience.
THEME OF THE WEEK “ABOUT MERCY AND COMPASSION.”
Comprehension of the truth: “The heart can be sweet, able to love and understand the suffering of other people.” “True charity is the desire to benefit other people without thinking about reward.”
Topic content: a compassionate person is someone who, in a difficult moment for someone, knows how to feel sorry and sympathize with another. When someone is unhappy and feels bad and difficult, a compassionate person also suffers and worries with him, tries to console him and calm him down.
A merciful person not only takes pity and reassures another, but is also ready to come to his aid. A merciful person can forgive another a lot. He tries to help somehow, to do something for someone who is in trouble.
- Compassion is the main aspect of love.
We love some, but have compassion for many. Without compassion, the world would plunge into darkness and evil.
- Compassion is a vector of love directed towards imperfection.
You can love something that is perfect, but for something that is far from perfect and does not inspire admiration, you need to have compassion or a sense of belonging to those suffering in the world around you.
Cognitive component: children’s understanding of the concept of “mercy” as a fundamental moral postulate, a principle that ennobles and improves the life of a person and society.
Developmental component: develop the social sphere in preschool children, develop the ability to empathy, mercy, compassion and adequate manifestation of these feelings.
Educational component: to cultivate in children mercy and compassion, philanthropy, kindness, empathy, good-heartedness, empathy, to pay attention to loved ones and respect for adults.
Conversation “Mercy and Compassion.” Objectives: to give an idea of ​​mercy and compassion. Expand the concepts of “mercy and compassion.” Create a situation for awareness of personal experience.
Let’s think with the children “What the word mercy means to me.” Goal: to bring children to understand that true mercy is the desire to benefit other people without thinking about reward.
Educational hour “Let us show mercy to others, and preserve our conscience and soul forever...”. Goals: to form in preschoolers an idea of ​​the content of this ethical category; encourage them to show a sense of mercy towards people around them, their peers, to provide them with attention and help, to do it kindly and sincerely.
Quiz “Good deeds and mercy are the basic rules of Christian life.” Goals: Continue to teach children to distinguish between good and evil, analyze the results of their words, thoughts, and actions. To cultivate the ability to consciously make a choice in favor of good, to follow the good inclinations of the heart and conscience. To develop in children the desire to show kindness and mercy in different ways.
Game "Sun of Mercy". Goal: to learn that acts of mercy change to a greater extent better than that who commits them than those against whom they are done.
Actions: “Children for children”, “Let’s show our mercy”. Goal: To develop the social sphere, to develop the ability to empathize, rejoice and adequately express these feelings.
3 BLOCK VALUES OF HUMAN ACTIVITY
TOPIC OF THE WEEK: “SECRETS OF HARDWORK”.
Comprehension of the truth: “Blessed is the person who is busy with what he loves, work in which he can put his whole soul.”
Topic content: a hardworking person, loving work, strives for it, cannot sit idle and tries to find something to do. Work maximally activates and strengthens the will. Through labor and will, experience is transmitted to the soul. Favorite work brings great joy and satisfaction, as it allows a person to realize himself and his creative ideas...
Cognitive component: to form in children an idea of ​​work, to bring children to the understanding that a person is famous for his work.
Developmental component: develop children’s aspirations to demonstrate work skills in life situations.
Educational component: to cultivate hard work in preschoolers, to form in them a positive attitude towards work, respect for working people.
Conversations with children about work: “Work in a person’s life”, “The sun paints the earth, but work is a person”, “My household duties.” Goal: to form in children an idea of ​​work, to bring children to the understanding that man is famous for his work.
Compiling albums: “Proverbs about work”, “People are working everywhere”. Goals: to consolidate children’s ideas about various professions. Foster a respectful attitude towards the work of adults.
Exhibition “What mother’s hands can do.” The goal is to develop children’s ability to conduct a constructive dialogue, tell them what their mother can do, and cultivate respect for their mother’s work.
Cognitive and playful leisure “All works are good, choose according to your taste.” Goal: to consolidate children’s understanding of the work of adults, to support the desire of children, on their own initiative, to talk about meaningful and interesting professions.
Educational hour “All professions are needed, all professions are important.” Goal: to consolidate children’s understanding of work in the city and in rural areas, to form a positive attitude towards work, respect for working people.
Reading: S. Marshak “Where the Table Came From”, “Fire”, V. Krupin “Father’s Field”, V. Datskevich “From Grain to Loaf”.
We think with the children: “There is such a profession - to defend the Motherland,” “Heroic professions, what are they?” Goals: to expand children’s understanding of significant human professions, to form a respectful attitude towards the work of adults.
Finding an answer to the question: why do people say: “You can’t cut down wood in one go”, “He doesn’t like jokes”, “Don’t open your mouth to someone else’s loaf, but get up early and start your own”). Goals: to find out with children what the wisdom of the above proverbs consists of, to cultivate hard work in preschoolers, the ability to demonstrate work skills in life situations.
Discussion of fairy tales: “Morozko”, “Two Frosts”, “How a shirt grew in a field”. Goals: to develop children’s ability to independently and consistently retell the content of fairy tales. Strengthen children's understanding of the seasons. To cultivate in children a love and interest in work.
Didactic games: “We won’t tell you where we were”, “Who needs what for work”, “Who works how”. Goals: to teach children to play together, to adhere to the rules during games, to develop children’s imaginative understanding of human professions. Encourage children to talk about familiar professions and the benefits of work in a person’s life.
Productive activity “All work is good.” Goals: To cultivate in children a love and interest in work. During productive activities, bring children to think and answer the question: “Who is a person - a creator?”
4 BLOCK VALUES OF THE INNER WORLD OF PERSON
THEME OF THE WEEK “HEART ON THE PALM”.
Comprehension of truth:
- “Inner beauty makes a person kind, loving, caring, friendly, such a person is pleasant, you want to be friends with him, even if his face is ugly.”
“Love is the only force that can turn any enemy into a friend.”
Cognitive component: to give children an idea of ​​the beauty of internal and external, love.
Developmental component: develop a sense of composition, aesthetic taste in preschoolers, sensory perception in kindergarteners. Develop children's conceptual apparatus in the field of human relations.
Educational component: to cultivate a culture of the heart, the ability to see the world “through the eyes of the heart,” “to hear the world through the ears of the heart.” To cultivate in children love, an affectionate and sensitive attitude towards those closest to them, a sense of family cohesion, the need to please loved ones with good deeds and a caring attitude towards them.
"The beauty of man and his soul."
Topic content: a person’s inner beauty begins with beautiful thoughts and desires. It is from a person’s thoughts and desires that words and actions emerge. If a person's thoughts are beautiful, then his words and actions will also become beautiful. And if thoughts and desires are ugly, then both words and actions cease to be beautiful.
Conversations: “The beauty of the world of things and objects”, “The beauty of man: internal and external”, “The beauty of nature”, “The beauty of works of the world of art”. Goals: to form the foundations of an ethical culture, to come to the understanding that beauty makes everyone happy in the soul (joy appears inside), a person becomes kinder and also wants to do something beautiful in life.
Examination of landscape paintings, portraits, beautiful objects of the surrounding world, works of folk, decorative and applied art, magazines with models of women's, men's, children's clothing and storytelling. Goals: to train children to see the beauty around them, to admire it, to help enrich children’s ideas about the world around them. To acquaint children with the possibilities of means of artistic expression in conveying mood in works of literature, painting, and music.
Educational hour “What we see around us.” Goals: to help people experience a sense of joy from living on a beautiful earth. Show the amazing beauty of the world, the brightness and diversity of human life. Arouse feelings of love for loved ones and other people.
Observations on a walk: “How beautiful this world is,” “In search of beauty,” the natural world is different,” etc. Goals: to train children in the ability to notice the beauty around them, in natural phenomena, observe objects of living and inanimate nature; develop sensory perception in students.
Game-leisure “How beautiful this world is - look!” Goals: to teach children to see, hear and understand the beauty of the world through the heart, their little soul.
Reading: “The Tale of the Four Kingdoms” (plant kingdom, animal kingdom, bird kingdom, human kingdom). Goals: to realize the harmony and integrity of life on Earth. To cultivate a culture of the heart, the ability to see the world “through the eyes of the heart,” and “hear the world through the ears of the heart.”
Free conversation “What is the human soul?” Goals: to form an intellectual culture through expanding the conceptual apparatus of children in the field of human relations. Improve the practical experience of showing heartfelt kindness and love for people around you, nature, and life.
We think with the children: “How should a person’s life be structured so that it can be called beautiful?”, “If a person has a beautiful soul, how does this affect his life and his actions?” Goals: to come to an understanding that a person’s inner beauty begins with beautiful thoughts and desires. It is from a person’s thoughts and desires that words and actions emerge. If a person's thoughts are beautiful, then his words and actions will also become beautiful. And if thoughts and desires are ugly, then both words and actions cease to be beautiful.
5 BLOCK “PATRIOTISM AS A PUBLIC VALUE”.
TOPIC OF THE WEEK “ME AND MY MOTHERLAND RUSSIA”.
Comprehension of the truth: “He who does not belong to his fatherland does not belong to humanity.”
Cognitive component: to form in children elementary representation about the state, an emotional and positive attitude towards the greatness of the Russian state; about state symbols; about the types of wax of the Russian army, about the symbols of the Russian army. Expand children's ideas about people who glorified their Fatherland.
Developmental component: develop in children the desire to understand the state structure and symbols of the state. To develop children’s ability to show an emotional response to events taking place in the country.
Educational component: to instill in children the need to know more about the Fatherland, pride in their Motherland. To instill moral and patriotic feelings in children through the development of a value-based attitude towards the Russian Army. Initiate in children emotional responsiveness, a sense of beauty, a desire to love and take care of their country.
"I am a citizen of a big country."
Conversations: “I am a citizen of our state,” “I am proud of my country.” Goals: to form in children a basic understanding of the state, an emotional and positive attitude towards the greatness of the Russian state. To develop children’s ability to show an emotional response to events taking place in the country.
Educational hour “History of my Fatherland.” Goals: To develop emotional interest in learning about the history of your country. Expand children's ideas about people who glorified their Fatherland.
Situational conversation “I live in the Russian state.” Goals: to form children’s ideas about state symbols, to develop in children the desire to understand the state structure and symbols of the state.
Game - performance “Russia in the future and present”. Goals: to initiate a sense of belonging to one’s homeland.
Reading and analysis of a literary work by K.D. Ushinsky "Our Fatherland". Goals: to cultivate in children the need to know more about the Fatherland, pride in their Motherland.
Album design: “No one is forgotten, nothing is forgotten”, “Great discoveries, great people”. Objectives: to analyze the role of each person in the development of Russia. Expand children's ideas about people who glorified their Fatherland.
Group discussion: “Why are we proud of Russia”, “How can we glorify Russia?” Goals: to develop in children the ability to express their point of view about events taking place in the country.
Role-playing game "Travel around the country." Goal: to initiate in children a sense of belonging to the state.
Entertainment “We are children of one big country.” Goals: to initiate in children emotional responsiveness, a sense of beauty, a desire to love and take care of their country.
"Our Army is Strong."
Conversations: “Our Motherland’s troops”, “Types of equipment in the Russian Army”, “Glorious Army of Russia”, “The Red Star is the main emblem of the Russian Armed Forces”. Goals: to form children’s ideas about the Russian army. To develop a sense of patriotism, love and respect for the defenders of the Motherland.
Review and analysis of books, works of fiction: A. Markusha “I am a soldier and you are a soldier”, L. Kassil “Your defenders”, S. Baruzdin “A soldier walked down the street”. Goals: to form in children citizenship, feelings of love and pride for the defenders of the Fatherland. To develop children’s ability to participate in the analysis of literary works and maintain dialogue.
Didactic games: “Whose military uniform?”, Find your branch of the army”, “Find the differences in the banners”. Goals: to expand children’s understanding of the types of wax of the Russian army, about the symbols of the Russian army.
Productive activity. Application: “Ships in the roadstead”, Drawing: “Military equipment. Goals: to consolidate ideas about military specialties and types of equipment. To develop in children the ability to apply knowledge about the army in productive activities.
Role-playing games: “Border Guards”, “Sailors”, Military Parade”, “Military Exercises”, “Signalmen”. Goals: to develop in children the ability to apply knowledge about the army in play activities. To educate preschoolers in the spirit of readiness to defend the Motherland.
Outdoor games: “Catch the violators”, Overcome the obstacle course”, “Pilots”, “To your banners! Run! March!". Goals: to form in children citizenship, feelings of love and pride for the defenders of the Fatherland. To cultivate masculinity, courage, resourcefulness. To develop in children the ability to respond emotionally to games with elements of militarization.
Situational conversation “Traditions of military families.” Goals: to cultivate in children a desire to learn the history of the military past of the people. To develop in preschool children the ability to participate in conversations on patriotic topics.
Graphic dictation “Main Banners of the Russian Army.” Goals: to form in children an emotionally positive attitude towards acquiring knowledge about the symbols of the Russian army.
Educational hour “What the battle flags say.” Goals: to form in children primary ideas about the symbols of the Russian army. To instill moral and patriotic feelings in children through the development of a value-based attitude towards the Russian Army.
Creation of albums: “Heraldic signs of the Russian Army”, “Military rituals”. Goals: to form in children an emotionally positive attitude towards acquiring knowledge about the symbols of the Russian army. To develop a sense of patriotism in children.
Quiz “What do military awards say?” Goals: to consolidate children’s primary ideas about the symbols of the Russian army. To arouse the desire in children to independently tell stories about military heraldry.
Entertainment “The main profession is to defend the Motherland!” To consolidate children's ideas about the Russian army. To develop a sense of patriotism, love and respect for the defenders of the Motherland. Initiate in children emotional responsiveness, a sense of beauty, a desire to love and take care of their country.
"Springs of the native land."
Conversations: “Animal world of the native land”, “Flora world of the native land”, The Volga River flows from afar”, “Reserves of the native land”, “Zhiguli Mountains”. Goals: To form in children ideas about the animal and plant world of the Samara region, the Volga River, environmental areas, and nature reserves of their native land. To form in children an emotionally positive attitude towards the nature of their native land.
Didactic games: “Botanical lotto”, “What grows where?”, “Plants of the middle zone”, “Zoological lotto”, Animals of our forest”, “Who lives where?” Goals: to reflect ideas about the flora and fauna, the nature of the native land through play activity.
Making homemade books: “Inhabitants of our forest”, “Rules of behavior in the forest”. Goals: To form in children a humane attitude towards the natural environment of their native land. reflect ideas about the flora and fauna, the nature of the native land through drawings for homemade books.
Solving problem situations: What would happen if predatory animals disappeared?”, “Do the Zhiguli Mountains need help?”, “Is it possible to stop the river?”, “What will happen if nature is not protected?” Goals: To promote the development in children of experience, a sense of belonging to everything that happens in the nature of their native land.
Production of the book “The Red Book of the Samara Region”. Objectives: to form children’s ideas about rare and endangered animals listed in the Red Book; plants common in the Samara region, rare and endangered plants. To form in children a humane attitude towards the natural environment of their native land.
Making a model of the Samarskaya Luka National Park. Goals: to form children’s ideas about environmental areas, nature reserves of their native land, and people’s environmental activities. To promote the development in children of experience, a sense of belonging to everything that happens in the nature of their native land.
Role-playing games: Nature Explorers, Naturalists.” “Divers”, “We are conservationists”, “ Trip around the world" Goals: reflect ideas about the flora and fauna, the nature of the native land through play activities; show initiative and activity in creating plots for games.
Quiz "Rules of behavior in nature." Goals: to cultivate a caring attitude in children towards natural objects and environmental activities of people. To form in children a humane attitude towards the natural environment of their native land.
Entertainment “Native land, forever beloved.”
Goals: to consolidate children’s ideas about the natural resources of the Samara Territory. To form an emotionally positive attitude in children
attitude towards the nature of the native land.

Creative work

“Formation of moral values

in preschool children"

Sirotkina Lyudmila Pavlovna,

teacher of MDOU d/s "Teremok",

village of Kamenoye, Nizhny Novgorod region.

1. The meaning of moral values.

2. Examination of children (methods of observation by Ya. L. Kolominsky.)

3. Pedagogical project"World of Kindness":

4.1. Relevance;

4.2. Preparatory stage:

4.3. Working with parents;

4.4. Work with children;

4.5. Main stage;

4.6. The final stage.

The meaning of moral values

At the present stage, the pedagogical community is widely discussing the problem of the formation of a moral personality. This fact is determined by the social demands presented educational institutions, the need to introduce children to a system of moral values. Let us define a system of moral values ​​to which children should be oriented. The highest universal value - a person’s personality, his uniqueness, individuality, system of moral values ​​is oriented towards the good of man - towards sacrificial and active love for people, peace, freedom, truth, conscience, family and work. Moral values ​​are closely related to moral qualities. It seems to us: moral value - sacrificial and active love for people - requires the cultivation of such personality qualities as benevolence and the desire to do good deeds; tolerance for the shortcomings and mistakes of others, the ability to ask for forgiveness and forgive, the desire to reconcile those who quarrel, not to return evil for evil; philanthropy, respect for individuality and the opinions of others, responsibility for one’s decision; honesty, truthfulness, the ability to see one’s shortcomings and admit mistakes; responsibility, caring, sensitivity to people, compassion, obedience; hard work, caring attitude towards the work of others, the desire to please others with one’s work; conscientiousness, modesty, the ability to listen to the “voice of conscience.”

Examination of children (observation methods by Ya. L. Kolominsky)

To begin with, I decided to determine the knowledge and skills of moral culture of behavior in the children of my eldest - preparatory group: (10 people).

The study was carried out in stages. The children were offered six tasks (I used individual observation methods by Ya.L. Kolomensky)

1) Task: Why is there a saucepan in the kitchen?

Cook – 5 people.

To cook – 2 people.

Cook food – 2 people.

Cook porridge – 1 person.

Why do you need a mitt in the kitchen?

To get pies out of the oven -2 people.

To avoid getting burned -1 person.

To avoid getting dirty -3 people.

What kind of mitten -4 people.

The children did not say a single word of moral significance, only their functions.

2) Task: Who needs an apron in the kitchen?

In order not to stain clothes - 7 people.

To wash dishes - 2 people.

When the pies are baked - 1 person.

The pictures were placed side by side to suggest that all these supplies were needed by someone to prepare dinner for their loved ones - caring for their neighbors.

3) Task: Remember and identify names fairy-tale heroes from the picture and indicate: which of them is joyful and which is bored?

a): Vasilisa the Beautiful:

2 people don’t know her.

Alyonushka-1 person

Beautiful - 6 people

b): About Koshchei the immortal they said:

Koschey the immortal - 3 people.

I don't know -2 people

Wizard - 1 person

Old man - 4 people

That he is sad - 1 person.

Angry-2 people

Bad - 7 people

These answers mention individual moral qualities: good - bad, good - evil.

4) Task: Color in the picture “Fluffy” whose mood is like yours? (The nature of emotions and their motive are revealed).

Results:

Beautiful - 3 people

Good – 2 people (they gave me a car to play with);

Just like that - 3 people.

Merry-3 people (tomorrow is a holiday in kindergarten)

Some children, having indicated their mood, failed to motivate it. We chose the color ourselves, using all the primary colors.

5) Assignment: How will you treat and entertain your guests?

Sweets - 5 people

Potatoes - 1 person

Lemonade-2 people

Cake with tea - 2 people.

Something -1 person

I will play -3 people.

Watch TV – 2 people.

Dance – 2 people.

I'll show you the toys - 3 people.

Conclusion: many guys know about hospitality.

6) task “Draw a family” (the child’s position in the family and his experiences related to family relationships).

To the question: Who is drawn?

We drew the whole family - 7 people.

Failed - 1 person.

Only 2 people drew themselves.

To the question: Are the people in the picture happy or sad?

Don't know - 5 people.

Joyful – 2 people.

Good – 3 people.

I played the game “Magic Word”, where magic words are pronounced. She helped establish the nature of children's relationships and norms of behavior in appropriate situations.

In the process of observing behavior and identifying the content of attitudes towards oneself and others, taking into account the manifestation of justice, respectful attitude, and manifestation of sincerity, it was possible to identify and distribute children according to the level of formation of positive behavior:

- children high level(20%) showed friendly attitude to yourself and others; provided assistance to peers at their own discretion;

- children of the average level (20%) provided help only after a request;

Low-level children (60%) showed indifference when faced with the success and failure of their peers.

During the examination, I concluded:

Strengthen work on the formation of such qualities as kindness, caring, hard work;

The ability to defend your opinion.

Therefore joint educational activities should include moral ideas and be implemented in a variety of effective forms, meaningfully and with proper emotional intensity.

Having developed the “World of Kindness” project, in which the goal is:

- formation of ideas about moral values, moral qualities, adequate emotional attitude, adequate moral behavior.

Purposeful work on the development of moral value orientations led to a significant increase in the number of children who learned to show the best moral qualities from 40% to 70%. Children with a low level of moral education moved to the average level, and children with an average level moved to a high level.

Of decisive importance for moral education is positive moral experience, for the accumulation of which communication and Team work children.

Pedagogical project

"World of Kindness"

“The vessel does not lose its smell,

bad or good,

with which he was fed:

That's what raising children is like!

Therefore, it is necessary from childhood

teach them to be good"

(Saint Dmitry of Rostov)

IStage

In modern society, due to changes in the socio-economic situation, there is a dominance of material values ​​over spiritual and moral values. Self-centered behavior predominates: people are characterized by indifference to others, lack of mutual understanding and tolerance for shortcomings. The reluctance to provide help unselfishly determined the need to educate an individual who makes his choice, makes decisions and takes actions based on moral values.

Project goals:

Promote the formation of the moral component of the child’s personality; improve the ability to look at the world through the prism of moral values.

To form ideas about moral values, moral qualities, adequate emotional attitude and moral behavior.

Time: September-May

Participants: children of senior and preparatory school groups, teacher, musical director and parents.

Preparatory stage:

Working with parents:

Goals:

— get parents interested in the project;

- give an idea of ​​how you can participate in it;

- refer to joint creative activity with kids;

Parent meeting: “Kindness will save the world”

Consultations: “Cultivating a culture of behavior in preschoolers,” “ General rules morality"

Collection of photographs: “My family.”

Work with children:

Goals:

— developing children's ideas about moral values;

- education of humane feelings.

Tasks:

- introduce the concepts: goodwill, tolerance, honesty, truthfulness, caring;

— clarify knowledge about hard work, philanthropy, and conscientiousness.

Direct activities with children:

Educational conversations:

"I am human"

"My feelings"

"My family"

"What is friendship"

"I love all people"

"Love works wonders"

"Kindness. Our good thoughts"

"Kind Thoughts, Words and Deeds"

"What is conscience"

“Learning to listen to conscience”

"Peace in our home"

"An Honest Man and His Actions"

"What is truth"

"Respect and Self-Respect"

"Hardworking man"

"Industriousness"

Looking at the illustrations:

"My mom and dad"

“Different professions are important”

"What is good, what is bad"

Learning songs:

“Smile” M. Shainsky

"Guests have come to us"

“If you are kind” M. Plyatskovsky

Watching cartoons:

"Little Raccoon"

"The Adventure of Leopold the Cat"

Main stage

Target: develop the ability to plan your actions based on primary value ideas.

Tasks:

— formation of moral values ​​using the example of analysis of specific situations and actions;

- develop the ability to use words that reflect moral principles;

- develop the ability to use the rules of moral behavior.

Educational activities with children:

Reading stories:

“The Three Little Pigs” by S. Mikhalkov

Fable by I. Krylov “The Dragonfly and the Ant”

“It’s my fault” (from the book by L.P. Uspenskaya “Learning to speak correctly”)

Excerpt from “A Tale with Details” by G. Oster

T. Tolstoy “The Golden Key or the Adventures of Pinocchio”

B. Zakhoder “Oink on the Christmas tree”

V. Sukhomlinsky “How the Squirrel saved the Woodpecker”

Ch. Yancharsky “A Simple Thought”

I. Turchin “Friendship”

Indian fairy tale "Quarrel of Birds"

Reading poems:

V. Mayakovsky “Fire Horse”

Ya. Polonsky “Here you go! I broke the cup!..."

N. Naydenova “We will learn everything”

S. Marshak “If you are polite”

N. Yusupov “Sorry”

M. Libin “Mommy, forgive me”

Learning proverbs:

There is no greater shame than not fulfilling a contract.

A bargain is a bargain.

Anyone who is angry for nothing has a headache.

He who does not love others destroys himself.

He who is lazy is not valued.

Without labor there is no good.

Lazy hands love other people's work.

Being lazy and taking a walk does not bring any good.

When friendship is apart, work will not go well.

Games to reinforce polite words and actions:

"Who is bigger"

"In the land of the polite"

“Pick a subject. What good deed can be done with their help?

" My name"

"That I love"

“Uniqueness and uniqueness of each other”

“How I take care of loved ones”

"My friends"

"How to make the world a kinder place"

“We try to take care of the world, be patient, forgive”

"I respect people"

“Work adorns a person”

Excursions:

In Kamensky FAP (the work of a paramedic and his care for the health of patients);

To the Kamensk Library (examination of the book exhibition “In the world of goodness and hard work.”

The final stage:

Target: develop in children the desire to express in speech, productive activities: drawing, modeling, designing and musical activity knowledge gained about moral values:

Manufacturing teamwork"Our good deeds"

Action “Good Deed” (making a bird feeder together with parents)

Making cards and souvenirs for your family for the holidays;

Drawing up a family tree;

Drawing:

"My family"

"Whom I want to become

"A true friend"

"Heroes of Favorite Fairy Tales"

Didactic exercise “What good deed can be done with their help”

Looking at the illustrations “What is good and what is bad”

Genealogical tree of the Kuznetsov family

Reading "The Big Book of Rules for Children's Behavior"

Helping the younger ones

These are the feeders we have

We love to work very much

Dramatization of “Who offended whom first”

Drawing competition “My Family”